MINISTRY OF EDUCATION AND SCIENCE OF KHABAROVSK REGION

Regional state educational institution

secondary vocational education

"Komsomolsk-on-Amur Marine Mechanical College"

(KGBOU SPO SMT)

Developer: Tatyana Nikolaevna Pavlova, methodologist

Komsomolsk-on-Amur 2015

Compiled by: Pavlova Tatyana Nikolaevna, methodologist

Annotation: these methodological recommendations reveal the role of the classroom in the process of forming a group team; they highlight various models, functions, problems that class hours can be devoted to; The forms of classroom reflection are characterized.

Place of publication: Komsomolsk-on-Amur Marine Mechanical College

Komsomolsk-on-Amur

st. Alley Truda, 10

tel. 59-28-22

EXPLANATORY NOTE

Occupies an important place in the educational process. Here the emergence and development of relationships between students takes place, their worldview is formed through the cognitive activities that are offered to them in lessons.

Class hour- one of the forms of direct communication between the leader and the team of the group, during which the social and ethical education of students, the development of each person as an individual, and the formation of a team take place. Thus, organizing a class hour for a leader is not an easy and very responsible matter.

The leader is responsible for the main educational and organizational work in the group. His responsibilities include not only creating favorable conditions For personal development student, but also effective assistance in solving psychological problems that arise in adolescents when communicating with others.

The leader is, as it were, an intermediary between the student and society, helping to build relationships in the team through a variety of activities that promote everyone’s self-expression.

By participating in the formation of a team in a group, the leader must take on the role of leader, mentor, guardian and friend for his children. He must be able to inspire teenagers, understand their needs, be an assistant, and not only organize, but also actively participate in the collective creative activities of his group.

Extracurricular communication between the leader and students occupies a very important place in educational work. At the same time, the classroom is one of the most common ways to organize such communication. Despite the fact that a certain time is allocated for it in the schedule, a class hour is not inherently a lesson. And communication on it can easily be classified as extracurricular.

It represents time spent by the leader and the group, organized in such a way that the children have the opportunity to take part in certain activities that contribute to the development of social relations and the formation of moral values.

Typically held every week. It can last as long as a regular lesson, but this is not a requirement. Sometimes 15-20 minutes are enough to cover a topic. Other topics require longer communication.

It differs in that it is dedicated to a specific topic. Such communication is more holistic and complete, helps to concentrate students’ attention on specific things, without getting scattered over trifles. A class session on a specific topic is more effective than just an informal meeting. He is knowledgeable. The topic itself is very convenient to use to achieve certain pedagogical goals during communication.

about preparing and conducting classroom hours

Class hour- one of the most important forms of organizing educational work with students. This is the time when you can truly create, create, learn and discuss something in an informal setting. This is not a lesson, but it is not idle chatter either. This is a great holiday that everyone works for the success of.

Class hours are the main component of the group leader’s work system. They are conducted for various educational purposes. Their forms and technologies can have many options depending on the goal, the age of the students, and the experience of the group leader.

It is included in the schedule and is held every week on a certain day. There are various forms of class hours, and the task of the group leader, depending on age and problems, is to choose the best option for preparing and conducting this hour of communication. Students love uniformed classroom watches mind games, competitions, quizzes. It is more difficult to organize a class hour, which requires a lot of preparation from everyone and work with extensive additional material.

The most common forms of conducting thematic classes are:

1) conversation on a specific topic (students reason in terms of this topic, which teaches them to form and express their opinions);

2) discussion, disputation, debate , (the team is divided into groups, whose representatives speak out in defense of opposing positions on this issue; this form helps to involve students in the discussion of various problems, teaches them to listen and understand the opinions of others, and defend their point of view);

3) deliberative groups (the team is divided into small groups, each of which discusses a given topic or problem for a short period of time, then a representative of the group reports the conclusions made by his team; this form of conducting a class hour promotes communication within the group, the development of thinking in adolescents, and the ability to work in a team , make independent discoveries when studying the material);

4) role play (plays briefly problematic situation, after which students have the opportunity to discuss, analyze and draw conclusions; this form helps to better understand the problem, feeling it through playing a particular role);

5) thematic lecture (topics important for teenagers are covered, such as smoking, drug addiction, safety, health, etc.; in addition, lectures can be educational - about culture, traditions, biographies, etc.);

6) lecture forum (discussion of the topic after the lecture - enlivens the lecture itself, stimulates students to show interest in the information presented);

7) class meeting (responsibilities are distributed among students, various instructions are given, reports on the implementation of these instructions are heard);

8) hour of communication (this form involves consideration of topics of interest to adolescents, solving problems that have arisen in the team through their discussion; teaches students to be frank with each other and the leader, not to be afraid and be able to resolve conflict situations);

9) questions and answers (the leader and students have the opportunity to ask each other any questions that interest them, which contributes to the development of relationships between them, openness and helps solve emerging problems);

10) excursion (allows you to usefully organize the leisure time of students);

11) travel games (develop students’ imagination, help in game form broaden their horizons);

12) trainings (they teach teenagers the correct behavior in certain situations, reinforcing this in practice through playing certain scenarios);

13) conferences (teach students to take certain issues seriously, work independently with information material, prepare a topic, speak in front of an audience);

14) symposium, symposium forum (several children are offered material to present on various aspects of the topic being discussed; after the symposium, an informal discussion of the topic can be held with the whole group);

15) seminar (the group works on researching the topic under the guidance of an expert);

16) commission, commission forum (several children, well prepared on a given topic, participate in a free discussion of this topic in front of the whole team, discussions are possible, followed by a discussion of the information heard by all students);

17) master classes (students are divided into interest groups under the guidance of several experts, specific topics are discussed in groups; such groups can be organized to listen to various speeches, watch demonstrations, discuss different aspects of the same topic, work, practice and assessment);

18) working groups (all students are divided into groups that are given certain tasks that they must complete; such groups facilitate the teenager’s cooperation and communication with each other);

19) theatrical performances (develop creativity students, contribute to their cultural education);

20) games similar to television shows such as “KVN”, “Brain Ring”, “Who Wants to Be a Millionaire?”, “ Finest hour", etc.(cognitive material is presented in a form that is interesting to students; participation in teams develops the ability to unite).

This is not a complete list of possible forms of conducting classroom hours. You can use any new forms available to the team leader. The main thing is that teenagers find it interesting and that the class achieves the goals set by the leader.

According to N. E. Shchurkova and N. S. Findantsevich, the classroom hour performs the following educational functions: educational, orienting and guiding.

Educational function is that the class hour expands the range of knowledge of students in ethics, aesthetics, psychology, physics, mathematics, literary criticism and other sciences. The subject of the class hour can be knowledge from the field of technology, national economy, as well as information about events taking place in a village, city, country, world, i.e. any phenomenon of social life can become the object of consideration. Sample Topics: “How etiquette appeared”, “Our Constitution”, “Problems of modern society”, etc.

Orienting function consists in forming in students a certain attitude towards the objects of the surrounding reality, in developing in them a hierarchy of material and spiritual values. If the educational function involves getting to know the world, then the orienting function involves evaluating it. The above functions are inextricably linked. Thus, it is difficult or even impossible to instill in children a love for classical music, which they have never heard.

Often, classroom hours help students navigate social values. The topics of such class hours are: “How to become happy?”, “Who to be?”, “What to be?”, “About masculinity and femininity,” etc.

Guiding function Class hour provides for the transfer of conversation about life into the area of ​​​​real practice of students, directs their activities. This function acts as a real influence on the practical side of students’ lives, their behavior, their choice of life path, setting life goals and their implementation. If there is no specific direction in the process of conducting a class hour, then the effectiveness of its impact on students is significantly reduced, and knowledge does not turn into beliefs. For example, a class hour on the topic “ International Year child" may end with the adoption of a collective decision that involves collecting books for children from the Children's Home.

Most often, a classroom hour simultaneously performs all three of these functions: it educates, orients, and guides students.

The topics of class hours are varied. It is determined in advance and reflected in the plans of class teachers. Class hours can be devoted to:

1. moral and ethical problems. They form a certain attitude of students towards the Motherland, work, team, nature, parents, themselves, etc.;

2. problems of science and knowledge. In this case, the purpose of the classroom hours is to develop in students the correct attitude towards learning, science, literature as a source spiritual development personalities;

3. aesthetic problems. During such class hours, students become familiar with the basic principles of aesthetics. We can talk here about the beauty in nature, human clothing, everyday life, work and behavior. It is important that students develop an aesthetic attitude towards life, art, work, themselves, and develop creative potential;

4. issues of state and law. It is necessary to develop students’ interest in political events taking place in the world, a sense of responsibility for the actions of the Motherland, its successes in the international arena, and teach students to see the essence public policy. Classes on political topics should be held in direct proportion to the saturation of the year with various political events;

5. issues of physiology and hygiene, healthy lifestyle, which should be perceived by students as elements of human culture and beauty;

6. psychological problems. The purpose of such classroom hours is to stimulate the process of self-education and organize basic psychological education;

7. environmental problems. It is necessary to instill in students a responsible attitude towards nature. As a rule, conversations about animals and flora;

8. significant social events, anniversary dates, holidays, etc.

The organization of a class hour begins with the psychological preparation of students for a serious conversation. An important part of the overall organizational work is preparing the premises for this event. The place where the class is held must be clean, clean and ventilated. It would be nice to put flowers on the table. The topic of the class hour can be written on the board or poster, where, in addition to it, the issues to be discussed are indicated. On a piece of paper, as an aphorism, you can write the words outstanding personality or a quote from a famous book.

During class time, students sit at ease.

The duration of the class hour must be reasonable. An experienced group leader tries not to drag out the class hour and finish it before the teenagers feel tired.

Before conducting a class hour, the group leader must solve a number of tasks: determine the topic and methods of conducting the class hour, the place and time of its holding, draw up a plan for preparing and conducting the class hour, involve as many participants in the process of preparing and conducting it, distribute tasks between creative groups and individual students. As in any educational event, it takes into account the age characteristics of children, the characteristics of the class team, and the level of its development.

Structurally, the class hour consists of three parts: introductory, main and final.

The purpose of the introductory part: to activate the attention of students, to ensure a sufficiently serious and respectful attitude to the topic of conversation, to determine the place and significance of the issue under discussion in human life, production, the development of society and science.

The goals of the main part are determined by the educational objectives of the class hour.

During the final part, it is important to stimulate the students’ need for self-education, their desire to make changes in the work of the group.

Forms of reflection (completion) of a class hour:

Design of the “Wish Tree”, “Tree of Predictions”;

Pyramid of priorities (from the most significant at the moment to what is achievable in the future);

Sinkwine (if on top - 1) a noun (on the topic), 2) two adjectives characterizing the topic; 3) three verbs to the topic; 4) proposal on the topic; 5) noun – synonym for the topic);

Apple, seven-flowered flower (colors characterizing the mood during the class period; or suggestions, advice);

Stripes (dash – understatement, ? – I don’t know how to answer, ! – positive assessment);

- “five fingers” (you are invited to look at the palm: little finger - thought - what knowledge I acquired; ring finger - body vigor - how I felt physically; middle - state of mind, what my mood was; index finger - confidence - how confident I felt ; big - is the goal close - what did I do to achieve my goal);

- “gift” (box – today I found out...; bow – I liked it);

- “butterfly” (body – what was remembered; wings – advice to participants);

- “umbrella” (handle – what I learned; dome – wishes and assessment);

- “suitcase” (useful; meat grinder - needs to be recycled);

- “comparison” - brainstorming at the beginning and end of the event.

The content of class hours, methods and forms of interaction between students and the class teacher depend not only on the age of the students, but also on their position. If during the first class hours the organizer is the class teacher and the information comes mainly from him, then at subsequent class hours students can also be involved in their implementation. By introducing students to conversation about life, the class teacher teaches them to analyze life phenomena.

Any team adheres to traditions. And the class hour should be traditional. This means that it must be created together, by the whole team: the group leader and the teenagers. During the class hour, joint creativity, mutual exchange of opinions, and creative work to build the team of your group are possible.

A class hour can be devoted to solving current problems, or a discussion on a topic of interest; a game or a collective creative activity can take place here.

To help the group leader

The leader should not allow himself to take an overly edifying tone during the class hour. Such an attitude will only suppress the initiative and desire of adolescents to express their own opinions.

During class hours, it is very important to be able to create a comfortable microclimate in the group, otherwise students will feel uncomfortable, pressed, and indecisive. It will be difficult for them to decide to express their opinion for fear of not being heard, misunderstood, or not accepted by others.

Can you suggest certain rules communication in the classroom. For example, these:

1) respect each other;

2) treat the opinion of others with attention and respect;

3) if one person speaks, no one interrupts him until he finishes his thought;

4) if someone wants to speak, they should raise their hand and not shout from their seats, etc.

It will be even better if the leader invites students to jointly develop similar rules of behavior. Their participation in drawing up the rules will encourage teenagers to be more disciplined in their implementation.

Class hour analysis scheme:

How the educational task is solved, what positive qualities are the collective (group) and individual students’ views (concepts), skills and habits of behavior formed?

How are students prepared for the event? The role of the students themselves in its preparation, how are assignments distributed?

• • ideological orientation, degree of novelty information material, examples from life, tasks, assignments, experiences, aesthetic appeal of execution and design;

    a variety of types of expedient activities of organizers and participants, methods of activating students.

    students’ attitude towards the event (interest, attention, discipline).

Vedyashkina Natalya Mikhailovna
Educational institution: MBU DO "Center"Luch"
Brief job description:
Publication date: 2018-03-06 Methodological recommendations for conducting training sessions for preschool teachers Vedyashkina Natalya Mikhailovna MBU DO "Center"Luch" This paper presents the methodology and technology for conducting artistic and aesthetic classes in the system of additional education for children.

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Methodological recommendations for conducting training sessions for preschool teachers

Modern system Preschool education is a specific branch in domestic development pedagogy. It is the additional education of children that represents a harmonious unity of cognition, creativity, and communication between children and adults. The content of education in educational institutions of preschool education is usually determined by the educational program, curriculum and educational programs of additional education teachers, developed by teaching staff independently . When organizing the educational process, additional education teachers implement their own individual - original, modified, developmental programs, as well as in-depth programs in certain educational areas for gifted children and others, using the main form of organization of the educational process – class.

Classes in institutions of additional education for children have a number of features:

Less regulated, more flexible, free in the composition of participants, in alternating forms of work, saturation with various types of activities;

More dynamic, has an element of advance; has a different rating system.

This paper presents the methodology and technology for conducting artistic and aesthetic classes in the system of additional education for children. The methodological development can be used in the work of additional education teachers, school teachers involved in extracurricular activities, and club work.

Class - the main element of the educational process at the Municipal Budgetary Educational Institution "Center "Luch", but today its form of organization is changing significantly. The main thing is not the communication of information knowledge, but the identification of the experience of students, their inclusion in cooperation, and the active search for the necessary knowledge. Children and teenagers aged 4 to 18 attend classes at the institution, developing their creative potential. And the teachers of the Luch Center, focusing on humanistic universal values, implement a holistic educational process(development, education, training of children and adolescents in accordance with their natural inclinations, inclinations and interests).

Class in an institution, first of all, this is the time that teachers spend with children, organizing various educational and leisure activities. It is characterized by the fact that the personal component is a priority in the content of educational activities, and the teacher’s main attention is paid to the development of the child’s personal and semantic sphere (attitude to reality, experience, empathy, awareness value guidelines in the life activities of children's groups, etc..).

Each educational lesson is planned and conducted by a teacher of additional education in accordance with the educational and thematic plan of the educational program being implemented. Therefore, any lesson represents a chain of one connecting link of the educational program implemented in a specific children's creative association.

The creative association “Young Artist” of the MBU DO “Center “Luch” works according to the comprehensive general developmental educational program “School artistic creativity" The main objective of this program is to introduce children to the emotional perception of the objective-spatial environment and to independent activities in the artistic organization of the environment. The difference from other similar programs is that the artistic organization of the environment is considered in it as a process that combines the laws of fine art, sculpture, architecture, design, decorative - applied arts and folk art in refraction through the compositional structural transformation of the internal and external environment of a person. Each lesson in this association has a clear structure, which represents the relationship of its components, as well as a certain logic, depending on the goals, objectives, methods, and the chosen form.

In their activities, teachers are guided by the methodology of preparation for training sessions, which includes:

1. determining the topic of the lesson;

2. thinking through the general course of the lesson;

3. thinking through and selecting the content of the theoretical part of the lesson;

4. thinking through and choosing methods for theoretical training of children;

5. selection of teaching materials on the topic of the lesson;

6. performing practical work;

7.drawing up a lesson plan (if necessary).

Let's consider the Methodological recommendations for an art teacher at the MBU DO "Center "Luch" for conducting a lesson on the topic "Changing the color space in different times days”, presented in the educational program in the “Landscape” section.

The teacher, first of all, should think through the specific features of the lesson, the logic of construction (the interconnection and completeness of all parts of the lesson with a summary of each part on practical and theoretical material), and decide on the volume of the educational component of the educational material.

The objectives of the lesson should be aimed at certain specific goals of this lesson (educational, developmental and training), leading to a real, achievable result.

The teacher should pay attention to setting tasks aimed at

on the development of children’s real creative abilities, moral and emotional areas of the child’s personality.

In this lesson, to develop creative abilities, attention should be paid to the independent individual work of students when creating a landscape. And the moral and emotional impact on children must be tracked in the process of viewing and discussing visual material on the topic.

When developing the content of this lesson, the teacher needs to pay attention to:

• clarity in defining the content components of the lesson in accordance with the goals and capabilities determined by the given age stage of students’ development;
• connection of this lesson with previous and subsequent lessons
• unity of educational, developmental, training objectives of the lesson;
• application of the principle of value orientation;
• application of necessary educational methods;
• a combination of individual, group and frontal work with students.

Very important when organizing training session The teacher should adhere to the technological chain:

— organizing the work of students at a level accessible to them, to the limit of their capabilities and at a pace acceptable to them;

— a clear, step-by-step explanation at a high professional level of theoretical material on this topic of the educational program;

- installations are not for mechanical memorization educational information, but on the meaning and practical significance of the knowledge gained;

- mandatory control or final check carried out in the context of an explanation new topic, after studying it and as a final check;

— implementation of an individual approach to each training session.

At the initial stage of the lesson, the teacher needs to create a favorable moral and psychological climate, setting children up for co-creation and collaboration in the process of cognitive activity, and at the final stage, analyze all the work completed by the children.

On the topic of the lesson“Changing color space at different times of the day”, the teacher should prepare an educational and methodological complex: handouts, audio-video library and didactic tools: visual aids, educational tasks for individual and group work, differentiated exercises, final assignments, tests, etc. The teacher needs to think through the methodology for the most productive use of the visual material used. And also prepare individual tasks for children with advanced development, determine the volume and forms of independent work with children. The teacher needs to pay attention to the choice teaching methods, ensuring the formation of knowledge, skills and abilities necessary

To solve educational problems. Teaching methods in the classroom must comply with:

· objectives of the lesson;

· the nature and content of educational material;

· the level of knowledge, skills and abilities of students;

· material support for the lesson;

· personal qualities of the teacher, his preparedness and level of methodological skill;

· individual characteristics, capabilities and preparedness of students;

· time regulations.

During the entire lesson, while working on the topic, the teacher is obliged to provide psychological and pedagogical support to students, aimed at:

• creating favorable prospects educational activities;
• humanization of learning (optimization of the load in accordance with the individual psychological characteristics of students (selection of individual tasks in the learning process);
• load optimization in connection with taking into account the dynamics of performance; and in accordance with the motivation to learn.

The teacher should not forget about compliance with state sanitary and hygienic standards, the temporary schedule of classes for this age category of children, and the method of preserving health.

Since in the planned lesson the students are presented with the following values ​​for personal understanding and living: nature, beauty, work, freedom of choice, then the teacher needs to demonstrate and talk about his work on the topic of the lesson.

This lesson was developed in the system personality-oriented education And aimed at initiation of subjective properties and potentials of the child’s personality, development of its universal functions through independent creative work. Therefore, it is once again important for the teacher to pay attention to the use forms of work organization in class:

· teacher - children's team

· individual work of each student (image on a plane based on impression or imagination).

And also on working methods: verbal, visual, practical, partially search.

The validity of choosing these particular methods in the best waywill contribute to the achievement of the goal and ensure the development of cognitive activity. The choice of these methods will allow the teacher to take into account the age capabilities of students, since children aged 8–9 years are observant, creatively active, and emotionally responsive.

It is also important for the teacher to maintain a democratic style of communication with students. We should not forget the technology of lesson construction, divided into a number of stages that are logically interconnected:

· organizational;

· checking;

· preparatory;

· basic;

· control;

· reflective;

· final;

And each subsequent stage differs from the other stage in the change of types of activities, content, and specific tasks.

2. Outline of an artistic lesson on the topic “Landscape”

As a practical material, a plan is proposed - a lesson plan for a painting teacher at the MBU DO "Center "Luch" on the topic: "Changes color range space during the day" and analysis of the lesson conducted by the teacher.

Topic of the lesson: “Changes in the color scheme of space during the day.”

Type of lesson: training session - drawing from impression (imagination).

Lesson objectives:

1. developmental goal - develop imagination, creative imagination;

2. educational - cultivate an aesthetic attitude towards nature;

1. educational - learn to select colors to depict different times of day in a landscape, consolidate knowledge about contrasting colors, about the stages of creating a landscape.

Methods of conducting the lesson: verbal: reasoning, conversation; visual: demonstration of reproductions of paintings, presentations; practical: practical work with paints; partially – search: independent work by color selection

Material and technical equipment:

· presentation “Nature of the native land” prepared by the teacher

· teacher's work on this topic

· manuals: “Darkening and bleaching of colors”, “Color wheel”.

· gouache, watercolor (optional),

· brushes, palette,

· Whatman paper (format A-4).

Visual range: I. Kuindzhi “Moonlit Night on the Dnieper”,

A. Romadin “The Last Ray”, C. Monet “Lady in the Garden”,

K. Friedrich “Morning in the Mountains”, L.V. Piskunova “Volcanoes in the Sun’s Rays”

Music series: K. Debussy “Evening in Grenada”, L. Beethoven “Moonlight Sonata”, Gershwin “Summer Day”.

Literary series: poems by A. Kondratiev, F. Tyutchev

Course of the lesson on the topic:

"Changing color space during the day."

1.Organizational moment. Greetings. Checking students' readiness for class (Appendix 1).

Creating a moral and psychological climate during a lesson in a children's creative association. The organizational part ends with the announcement of the topic of the lesson and setting goals.

2.Conversation. "Changing color space during the day."

2.1 Repetition completed material on the topic “Landscape”:

What is “landscape”, “horizon line”, “aerial perspective”?

2.2 Introductory word teacher You can stimulate interest through analogies that help focus attention and maintain interest. Light and color are integral elements of the landscape. The teacher focuses the children's attention on the special atmosphere of the pictures of nature that captivate us: dawn, various shades of summer flowers, shady valleys, mountain tops illuminated by the setting sun, fog in the forest, the still surface of water in a lake in the early morning. Today we will learn how to convey all this beauty with paints.

2.3 Dialogue - discussion colors, sounds, smells of morning, afternoon, evening, night.

A poem by A. Kondratiev is heard (Appendix 1). Children talk about their feelings at each time of day. By choosing a specific time to paint a landscape, the artist strives to depict a play of light and color in the picture. This game defines the connection between man and nature, evoking the emotions that the artist tries to convey in the painting.

We look at paintings by artists.

Sample questions for the pictures:

·By what signs do we recognize this or that time of day?

·What colors did the artists use for the sky in each painting?

How do the colors of foliage and grass change during the day?

·What mood does each painting evoke? How did the artist express this?

·What time of day do you like best? Why?

We listen to pieces of music and compare them with pictures. What piece of music evokes a mood that matches the mood of one of the paintings? Reading poems by F. Tyutchev and

I. Nikitina, we influence the fantasy and imagination of children. View the work of the teacher, his story about the idea and selection of colors to depict a certain time of day.

We find common features in the descriptions of different times of day in poems and paintings.

2.4 View the presentation about the nature of the native land.

After watching, discuss with children the nature of their native land at different times of the day.

Sample questions:

—Have you seen such landscapes?

—What is their beauty?

—Who likes what time of day better? Why?

— How should we treat our native nature?

By depicting nature, can we contribute to its conservation? How?

2.5 Game moment“Imagine.” We invite the children to close their eyes, imagine each of them their own landscape (morning, evening, night, day), using the impressions they receive, and talk about it. Verbal images will set up a visual narrative and suggest a color scheme. 2.6. Let's summarize the conversation.

Generalization. Children are asked to evaluate the information themselves. Summarize the general discussion. Select main main idea, embedded in the material, information.

Conclusion: Morning, evening, day, night have different colors.

So, night is not a black, colorless space, it is an interweaving of all colors with black or gray paint. The night landscape is enlivened by moonlight (if the night is moonlit) or electric lighting (in a city landscape).

Morning is the time of the first ray of sunshine, the awakening of nature. All the colors are delicate, the fog seems to envelop all the colors in a haze (the manual “Color Diffusion”)

The day is characterized by rich colors. On a sunny day, in illuminated areas, the colors become a little “whitened”, and the shadows are sharp and contrasting (we repeat what contrasting colors are in the “Color Wheel” manual). The sky on such a day is piercingly bright.

The evening is rich in warm, earthy colors, in the sky shades from light - yellow to burgundy. The closer to the epicenter of the sunset, the better the objects are illuminated, and the further away, the more they plunge into darkness (the “Darkening the Color” manual)

2.7 Generalization e. Summary of the general reasoning. Tips and tricks for practical application information received

3.Physical education pause(Appendix 1).

4. Practical work.

Independent work of students. Image of a landscape (morning, evening, day, night) from imagination or impression.

Stages of work:

1. We begin work by choosing a subject (what exactly will be depicted in the landscape). We focus on creativity and individuality.

2. We mark the composition with a pencil: we draw the horizon line and indicate the main elements of the landscape (it is assumed that students have initial skills in constructing a landscape).

3. We compile on the palette the shades of the sky, grass, foliage, water surface and other objects that correspond to the selected time of day. We remember that warm colors “come closer”, cold colors “move away”.

4. Work with paints on the background of the sky and the water surface (if it is present in the landscape). We take into account that the water itself is transparent and takes on the color of the objects, sky or landscape elements reflected in it.

5. Image of other landscape elements taking into account aerial perspective. We recall that according to the laws of aerial perspective, when moving away towards the horizon, all objects decrease in size, and the colors fade and become colder, the shadows of distant objects turn blue.

5. Summing up classes. Exhibition of works. Positive assessment of the work of each student; self-analysis and self-assessment by children of the results of their activities in class; analysis of typical errors.

We select the most successful works. As an incentive, they will be placed on the mug exhibition.

At the end of the lesson, we thank the children for their creativity, good mood and passion for painting.

6. Analysis of the effectiveness of the lesson. Methods used: self-control , oral control (questions), written control

(questionnaire). Self-control is carried out in order to identify those aspects of the methodology and organization of their work in the classroom that will lead students to success or, conversely, to failure, in order to repeat and develop successfully found techniques and methods in the next lessons, and change unsuccessful ones.

Questions for children:

· What new did you learn during the lesson?

· What did you like and what didn’t?

· What would you like to do differently?

· Was there an educational effect in the lesson?

Teachers fill out a “Questionnaire”, which evaluates the teacher’s activities (Appendix 1)

Criteria for assessing children's work:

· a child’s drawing should contain an aesthetic attitude to the world, his personal choice;

·children's drawing should reflect individual characteristics creative development of an author of a certain age in a specific historical time.

· in a child's drawing there should be a sense of family involvement in nature.

2.1 Analysis of a lesson conducted by a teacher on the topic “Landscape”

This lesson included the following steps:

Organizational stage.

The task The organizational stage included: goal setting, communication of the topic and lesson plan, initial testing of students’ existing knowledge and skills on this topic, creation of a strong psychological mood of students for cognitive activity, application of techniques for activating students’ attention to readiness to perceive information material on a new topic.

Preparatory stage( preparation for new content).

The teacher’s communication of the topic, the purpose of the educational session and the motivation of educational activities (cognitive conversation, problem task, educational crossword puzzle, etc.) During the lesson, motivation for educational activities was facilitated by cognitive conversation.

Main stage

Assimilation of new knowledge and methods of action, initial testing of understanding, consolidation of knowledge and methods of action, generalization and systematization of knowledge. In this lesson, new knowledge was the color scheme of different times of day in landscapes, the whitening and darkening of colors; knowledge about warm and cold colors and contrast was consolidated. After the conversation and viewing of visual and video material, conclusions and generalizations were made, and an algorithm for performing practical work was developed.

Final.

The teacher analyzed the educational activities of the students, encouraging them for certain completed tasks. During the class, as an incentive, the best works were placed in the current exhibition.

Reflective stage

The teacher assessed performance, psychological state, performance, content and usefulness of the work. During the lesson, self-analysis of children's works took place in the form of dialogue. And also introspection pedagogical activities.

Class time distribution:

Stage 1 – 2 minutes

Stage 2 – 2 minutes

Stage 3 - 15 minutes

Stage 4 – 20 minutes

Stage 5 - 2 minutes

Stage 6 - 2 minutes

Stage 7 – 2 minutes

Total lesson - 45 minutes

Conclusions

Having analyzed the lesson attended, we can conclude that the methodological recommendations on preparatory stage were taken into account by the teacher. The objectives of the lesson and the planned scope of the lesson were generally achieved. The children were active, showed good performance in the lesson, interest in the topic, communication skills, developed painting skills and landscape depiction skills. We learned to observe in nature and select color shades to convey different times of day in the landscape, and to aesthetically respond to the beauty of the world around us.

As a pedagogical control of the creative development of children, observation of the manifestation of knowledge, skills and abilities in the process of work was used. The most important function of assessment in the classroom is ethical (to support, stimulate creative activity, and tactfully point out the shortcomings of the work).

The nature of communication between students and the teacher was positive - emotional. A climate favorable to learning was maintained during the lesson. The time distribution at individual stages was optimal. Interesting children's works and creative landscapes are proof of all this. The creativity of children and the creativity of the teacher is a journey through time into the world of visual, real and imagined images; it is a harmonious, spiritual connection and activity of generations.

The activity presented in this work is one of the points of this exciting journey.

References

1. Ivanchenko V.N., Classes in the system of additional education

Children. – Rostov-N-D, publishing house “Teacher”.

2. Ermolinskaya E.K., Pedagogical technologies in additional art education for children. – M., Education, 2004.

3. Lobodina N.V., fine arts. – Saratov, Saratov Printing Plant, 2006

Appendix No. 1

Application. PoemA. Kondratieva

The spring forest keeps a secret

What he saw at dawn

HOW THE LILY OF THE LILY KEEPS ON WEIGHT

THERE IS DEW IN GLASS CUPS.

The day worked all day -

I did a lot of things:

And I regretted it in the evening,

That there is nothing to do.

The train is knocking in the distance,

The fish splashed in the pink river,

The sun set behind the silent forest...

The day became a little sad and disappeared.

There are plenty of stars in the sky - both in the sky and in the water

On earth - not a light anywhere.

The animals and insects went to bed.

Silence from heaven to earth.

Application. Greetings

Check it out, buddy.

Are you ready to start the lesson?

Is everything in place?

Is everything all right?

Is everyone sitting correctly?

Is everyone watching carefully?

Application . Physical education break.

I went out into the garden autumn garden(walking to places)

Apples hang on the branches (circle with hands),

The wind shakes the branches (waves hands).

I take an apple in my hands - (stretch up on tiptoes)

Cheerful as summer...

Sunsets on one side (torso tilted to the left),

And on the other - sunrises (torso tilt to the right)

Application.

Questionnaire.

1. How interesting was the last lesson for you?

Points - 0 1 2 3 4 5

2. How did you like the organization of the lesson?

Points - 0 1 2 3 4 5

, . .

Natalya Mikhailovna Shlyapnikova
Methodological recommendations for conducting integrated classes

integrated classes.

Explanatory note.

Currently integrated classes became very popular in preschool institutions. What is this connected with? Many classics of pedagogical thought have always paid integration great attention. For example, D. Locke argued that one subject should be filled with elements and facts of another. I. G. Pestalozzi revealed the diversity of educational relationships items and drew attention to the special danger of tearing one object from another. Y. A. Kamensky also believed that establishing connections between academic subjects is necessary to ensure the integrity of the learning process, in which “Everything - both the largest and the smallest - must be connected to each other in such a way as to form a single whole.”

Based on this, you can do conclusion:

Integration is a system, offering a combination, connection, bringing together the educational material of individual courses into a single whole.

Thus, integrated activity is an activity, which is based on one main course, an additional course only helps to better understand the essence of the subject being studied, to study its connections and processes more broadly. It follows from this, integrated training will help to avoid the uniformity of training goals and functions.

Such learning is both a goal and a means of learning.

As a learning goal integration helps children to perceive the world holistically, to experience the beauty of the surrounding reality in all its diversity.

As a teaching tool, integration promotes the acquisition of new knowledge and ideas at the intersection of traditional subject knowledge.

Main part.

What is it needed for? integration? IN modern life adults want to move the child forward as quickly as possible, to develop him mentally, to inform him more knowledge, in a word, give him much more than his fragile brain can perceive. Such overloads can adversely affect the child's health.

DO NOT overload

DO NOT overwhelm yourself with new experiences

DO NOT discourage the desire to learn

DO NOT repeat yourself -

Here are the principles that a teacher should take into account when drawing up integrated classes.

So we come to the conditions conducting integrated classes:

eliminating mental overload of preschoolers, permanent shift methods and techniques for working with children; change of mental load and physical activity;

conducting integrated classes to avoid duplication of the same program material and free up time for play and free communication;

creating a psychologically comfortable environment in class(tone, anticipatory assessment, light, placement of material, use of the right amount of demonstration and handout material, ventilated room, rational and expedient arrangement of furniture highlighting different centers activity: motor, creative, emotional, gaming);

refusal of the frontal form of work on class, the use of various individual and subgroup forms;

strict adherence to age, individual and psychological characteristics group children;

direction of the practical process towards the development of basic qualities personalities: competencies: intellectual, communicative, social and physical; to develop independence and responsibility, initiative, emotionality, self-esteem, and, of course, arbitrariness of behavior;

organization of the educational process based on the pedagogy of cooperation, which contributes to the emotional and psychological rapprochement of children and adults;

implementation of a student-centered approach to learning, which includes the following principles:

principle of self-relevance (any child is accepted as he is);

the principle of individuality (development of individuality in accordance with the child’s abilities, his psychophysical development);

the principle of subjectivity (use the child’s subjective experience, create conditions for the child to be the subject of his own activities);

principle of choice (provide freedom of choice items and activities for each child);

the principle of creativity and success (include tasks of a productive, creative nature in the educational process, increase self-esteem);

the principle of faith, trust and support (trust children, accept any answer, directing the child in the right direction, use anticipatory assessment for inactive and anxious children: “You will succeed”);

sound design that promotes relaxation and, conversely, activation of thought processes and increased emotionality;

conducting classes in the mode of dynamic poses, near and far vision, open space;

use of problem and partial search engines in work teaching methods;

introduction of musical, rhythmic and dynamic changes between classes;

use of health-saving technologies and a complex of psychohygienic events: motor warm-ups, dynamic pauses, articulation and finger gymnastics, emotional sketches, relaxation, breathing and sound gymnastics, didactic games in motion.

So that the system integration has acquired a holistic and complete appearance; in addition to the conditions, it is necessary to competently approach the structuring integrated classes. Let's look at the structure classes:

Constant ritual of beginning classes;

Didactic game that creates motivation to occupation;

Difficulty in a gaming situation;

"Opening" new knowledge or skill;

Dynamic pause

Games for consolidation of material,

Reproducing something new in a typical situation;

Sketch for imitation, relaxation;

Result, reflection.

One of the main conditions conducting an integrated lesson are Health-saving technologies aimed at preserving and strengthening health. They not only increase the emotional state and provide short-term active recreation for preschoolers, but also help improve mental performance.

I propose to introduce Health-saving technologies taking into account the level of mental stress and time carrying out.

At the beginning classes:

Massage of biological points

Elements of gymnastics

Symmetrical drawings

Usage

speech motor

component

Shaking your head

In the middle classes

Using various

dynamic poses

Finger play training

Moments of joy

Visual training

At the end classes

Using Elements

music therapy

Simulation exercises

Riddles - jokes

Musical breaks

Plastic studies

Breathing exercises

Conclusion.

Only with a clear understanding of the structure and content integrated classes and following all methodological recommendations for conducting such classes, you can grow up healthy, full-fledged and intellectually developed preschooler.

State budgetary educational institution

secondary vocational education in Moscow

College of Services No. 3

Compiled by:

Methodist Larionova I.E.

Moscow

2016

An open educational session is a form of dissemination and promotion of best practices, a form of methodological work of a teacher, and an effective element of the educational and educational process.

Purpose an open educational lesson is a demonstration of advanced forms and methods of educational work, an analysis of the didactic effectiveness of the use of technical teaching aids and the use of computers, a generalization of techniques scientific organization and control of the educational process.

The task The teacher preparing an open lesson is to demonstrate teaching methods, improve individual techniques, pedagogical findings, and form a system of educational work with students. To conduct an open lesson, any type of training session in any form of training can be used.

At the beginning academic year Schedules for conducting open classes are drawn up for each subject-cycle commission, on the basis of which the educational part draws up a unified schedule for conducting open classes in college by semester. When planning open classes, it is advisable to entrust them, first of all, to experienced, creative teachers. Beginning (young) teachers can also be involved in conducting open classes if they have interesting pedagogical findings.

When planning open classes, it is necessary to determine the specific methodological goal of each lesson. The choice of topic for an open lesson is given to the teacher who conducts the lesson. Other than that equal conditions, preference should be given over difficult topics programs that are necessary for the implementation of interdisciplinary connections are not sufficiently covered in the methodological literature, they require pedagogical discoveries in the methodology of their presentation, etc.

When planning open learning sessions, you should distribute them evenly across study groups. It is not practical to plan open lessons for September (time of organizational events), January, June (time of sessions).

The level of an open lesson should reflect the scientific nature and accuracy of the factual material, the use of the latest scientific achievements in the issue under consideration, and the implementation of educational, educational and developmental tasks. The methodological optimality of classes should determine: the correctness of the chosen type of use of visualization, TSO, new methods in teaching; correct distribution of time for the structural elements of the lesson and other components. The use of new pedagogical technologies, techniques and teaching methods, with the help of which the goals of the lesson are realized, the formation of knowledge, skills and abilities based on the independent cognitive activity of students, are the main requirements for an open lesson. An open lesson should serve as an illustration of the conclusions that the teacher came to as a result of a pedagogical experiment or based on many years of work experience. Before holding an open lesson, it is recommended to discuss issues related to its conduct at a PCC meeting.

Preparation for an open lesson is carried out in accordance with the requirements of the optimal methodology for conducting a lesson: analysis of the content of educational material; analysis of the learning characteristics of a specific group in a given lesson; selection of forms, methods and means of teaching; a brief description of the course of the lesson in accordance with the requirements of the lesson plan.

It is necessary to begin preparation by formulating the methodological goal of the open lesson, which must be discussed with colleagues. The teacher chooses the topic of an open lesson independently, taking into account the analysis of the material, on which he can better demonstrate the improvements he has developed, techniques and methods, and the organization of students’ educational activities at different stages of the lesson. In accordance with the methodological purpose of the lesson, the teacher selects such educational material that will allow him to most fully reveal the methodology that forms the basis of his pedagogical skills. When preparing for an open lesson, the teacher must use modern information, select materials from pedagogical, scientific, technical and methodological literature, use the results of visiting technical or methodological exhibitions, leading enterprises, organizations. All this will help make the lesson interesting and informative, allowing students to keep abreast of modern advances. For an open lesson, it is necessary to draw up a plan with a clear and reasonable distribution of lesson time. The material and technical equipment of the lesson must be thought through and prepared in advance. You should test the instruments and equipment, computer technology, TSO, and computers in action and think through the sequence of their use in the lesson.

Visual aids and audiovisual aids must be selected so that their use gives the optimal effect to achieve the goals. It should be remembered that too large number visual aids distracts students' attention.

The subject-cycle commission must provide the necessary assistance to the teacher in preparing an open lesson, in discussing the plan for its conduct, methodological and technical equipment for the lesson.

A complete set of materials defining the methodological support for an open lesson includes the following documents:

• calendar and thematic plan;
• lesson plan, lecture notes;
• a set of materials on various types of control;
• didactic and handout material;
• assignments for independent work;
• presentations and other materials on electronic media;
• options for tasks or questions for homework assignments;
• methodological development or recommendations for conducting a specific open lesson.

Depending on the form of training and the type of lesson, the appropriate components of methodological support are selected.

A teacher preparing an open lesson considers this lesson in the light of those pedagogical tasks that form the basis of his activities, so that the methods and means of influencing students, the methods of organizing work in the lesson, help other teachers critically evaluate what they see, and arouse the desire to use individual elements in teaching your discipline. The methodological development can be supplemented and partially reworked after an open lesson, so that everything valuable that is obtained during the lesson is reflected in it and can be used by other teachers. The content and design of the methodological development must comply with the methodological requirements.

Prepared and decorated methodological development after approval at a meeting of the PCC, it is submitted to the methodological Council for consideration and submitted to the methodological office.

An open session is held in a normal business environment.

Invitees enter the classroom before the bell rings and take pre-prepared seats, chosen so as to less distract the attention of students. All invitees must observe pedagogical tact and not interfere with the course of the lesson; Do not express your attitude towards the work of the teacher leading the class in the presence of the group. Those invited during the observation process must monitor how the teacher leading the lesson achieves the set goal, with the help of what methodological techniques and teaching aids he implements the requirements of the curriculum, and what are the results of his activities.

Discussion of an open lesson is usually held on the day of its holding. The purpose of the discussion is to assess the correctness of setting the goal of the lesson, the appropriateness of the selected methods and means, and to assist the teacher in focusing attention on individual methods used. methodological techniques, consideration of their effectiveness from the point of view of the assigned tasks. When discussing a lesson, questions to the teacher who conducted the lesson should be specific (about individual techniques and methods of work, about specific phenomena of this lesson), and not divert the discussion from the goal.

It is recommended that the speeches of those present at the discussion of the lesson be carried out in the following sequence:

• the teacher who conducted the open lesson;
• visiting teachers;
• Chairman of the PCC;
• Deputy Director for educational work, methodologist.

The first word is given to the teacher who conducted the open lesson. He must clearly give his assessment of the lesson, justify the choice of methods and means, the quality of their application, provide critical comments on the conduct of the training session and the content of the selected material. The teacher’s speech should help those present understand his pedagogical intent, the features of the methods and techniques he uses, and the leading goals that underlie his work.

Speaking teachers must analyze in detail the advantages and disadvantages of an open lesson, pay special attention to achieving the set goals of training, education and development, the effectiveness of the methods used, the feasibility of using multimedia computer equipment. During the discussions, shortcomings and mistakes made in the organization and content of the lesson should be noted, and advice on improvement should be given. further work teacher. In conclusion, the deputy director for academic work and the methodologist speak. They summarize the discussion, note what was missed by the speakers, evaluate the techniques and methods used in the lesson, note the depth of disclosure of the stated methodological goal of the open educational lesson and draw conclusions about the advisability of further use of the presented experience. When analyzing, speakers must evaluate not only the educational, but also the educational role of the lesson, its significance for mastering the specialty. The tone of the discussion should be businesslike and friendly. What is needed is a creative exchange of opinions, a discussion that will arouse a desire not only to critically evaluate the work of colleagues, but also to creatively use his experience in his work.

After the speech of those present, the floor is again given to the teacher who conducted the lesson. He notes what comments he accepts, what he disagrees with and why, and defends his point of view.

A well-organized discussion helps to come to a consensus on fundamental methodological issues and introduce the results of an open lesson into teaching practice.

The results of the open lesson are brought to the attention of the entire teaching staff.

I APPROVED
Head of the Federal Service
land cadastre of Russia
S.I.Sai
February 17, 2003

Document with changes made:
.
____________________________________________________________________

General provisions

1. These Methodological Recommendations for carrying out surveying of land management objects (hereinafter referred to as the Methodological Recommendations) were developed in accordance with the Regulations on the conduct of territorial land management, approved by Decree of the Government of the Russian Federation dated 06/07/2002 N 396 *.
_______________
* "Collection of Legislation of the Russian Federation", 06/10/2002, N 23, Art. 2193

2. These Methodological Recommendations provide a description of the composition and content of work, the composition, content and execution of land management documentation when surveying land management objects, as well as monitoring the implementation of surveying.

Composition and content of work during surveying of land management objects

3. Land surveying of land management objects is work to establish on the ground the boundaries of municipalities and other administrative-territorial entities, the boundaries of land plots with the fixation of such boundaries with boundary signs and the determination of their coordinates.

4. Land surveying of land management objects is carried out:

1) as a technical stage in the implementation of approved design decisions on the location of the boundaries of land management objects when creating new or streamlining existing land management objects (hereinafter referred to as the establishment of the design boundaries of a land management object on the ground);

2) as an event to clarify the location on the ground of the boundaries of land management objects in the absence of reliable information about their location by coordinating the boundaries on the ground (hereinafter - streamlining the boundaries of the land management object on the ground);

3) as an event to restore the boundaries of land management objects on the ground if there is information in the state land cadastre that makes it possible to determine the position of the boundaries on the ground with the accuracy of surveying the land management objects (hereinafter referred to as the restoration of the boundaries of the land management object on the ground).

5. Land surveying of land management objects is carried out in accordance with the assignment for the work (an example of an assignment form is Appendix 1). The task is prepared by the customer or, on his behalf, by the contractor on the basis of a territorial land management project or information from the state land cadastre about the land plot (plots), provided in the form of extracts in the form of a cadastral map (plan) land plot(territories). The task is approved by the customer.

6. Land surveying of a land management facility includes the following work:

1) preparatory work;

2) drawing up a technical project;

3) notification of persons whose rights may be affected during land surveying;

4) determination of the boundaries of the land management object on the ground, their coordination and securing with boundary signs;

5) determination of coordinates of boundary signs;

6) determination of the area of ​​the land management object;

7) drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object;

8) formation of land management affairs;

9) approval of the land management file in the prescribed manner.

7. When restoring the boundaries of a land management object on the ground, the following are excluded from the scope of work:

1) coordination of the boundaries of the land management object on the ground;

2) determination of coordinates of boundary signs;

3) determination of the area of ​​the land management object;

4) drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object;

8. Survey materials and a map (plan) of a land management object (map (plan) of the boundaries of a land management object) are formed into a land management file in a quantity of at least two copies.

Preparatory work

9. When carrying out preparatory work, it is recommended to take into account that:

9.1. Preparatory work includes collecting and (or) studying:

1) information from the state land cadastre about the land plot (plots);

2) documents certifying rights to land (in their absence - title documents);

3) catalogs (lists) of coordinates of points of the reference boundary network (MBN) and other initial geodetic points;

4) addresses of persons whose rights may be affected during land surveying.

9.2. When establishing the design boundaries of a land management object on the ground, in addition to the above documents, a territorial land management project is added, and when streamlining the boundaries of a land management object on the ground, land management and urban planning documentation related to the redistribution of land in the cadastral quarter is added.

9.3. A field survey of the territory of a land management facility during preparatory work includes identifying the condition of boundary markers, points of the supporting boundary network and other geodetic basis. The results of the survey of the supporting boundary network and other geodetic basis are reflected in the technical design.

Drawing up a technical project

10. When drawing up a technical project, it is recommended to take into account that:

10.1 When surveying a land management object, a technical design is drawn up in accordance with the survey assignment and includes:

1) text part;

2) layout drawing.

10.2. The text part of the technical project reflects:

1) the basis and purpose of the work;

2) information about the points of the reference boundary network and other geodetic basis;

3) information about previously completed land surveying work;

4) organization, procedure for production and mathematical processing of geodetic or photogrammetric measurements;

5) organization and timing of land surveying of a land management facility.

10.3. The alignment drawing is drawn up in a scale convenient for work, displaying the existing and design boundaries of the land management object, the position of boundary markers, points of the supporting boundary network and other geodetic basis, reliably identifiable contour points, angular and linear data for geodetic measurements, cadastral numbers.

On the breakdown drawing, all design elements are shown in red.

10.4. The technical design for surveying a land management facility is approved by the customer.

The signature of the approver is placed on the title page of the technical project. Signatures of legal entities are certified by a seal.

Notification of persons whose rights may be affected during land surveying

11. Persons whose rights may be affected during land surveying (owners of land plots, landowners, land users and tenants of land plots, relevant authorities state power and (or) local government bodies), no later than 7 calendar days Before the start of work, they are notified of the time and place of the survey.

When drawing up a map (plan) of a land management object, the work contractor additionally sends written requests about the presence on the territory of the land management object of utilities owned by other persons and (or) their security, sanitary protection and other zones with special conditions for land use.

12. The notice (Appendix 2) is transferred to interested parties against a receipt (Appendix 3) or in another way confirming the fact and date of its receipt (for example, a registered mail item marked “Deliver in person”, with registered receipts of delivery directly to the addressees).

Notices and receipts are drawn up in two copies, one of which is attached to the land management file.

13. Notices addressed to legal entities, state authorities and local governments are handed to authorized officials.

Determination of the boundaries of a land management object on the ground, their coordination and securing with boundary signs

14. When determining the boundaries of a land management object on the ground, their coordination and securing with boundary signs, it is recommended to take into account that:

14.1. Determination of the boundaries of a land management object on the ground and their approval is carried out in the presence of persons whose rights may be affected during land surveying, or persons authorized by them (representatives) in the presence of duly executed powers of attorney.

14.2. Before the procedure for approving the boundaries of a land management object, they are preliminarily marked on the ground in accordance with the available information from the state land cadastre, land management, urban planning documentation and (or) other information.

14.3. If any of the above-mentioned persons fail to appear at the boundary approval procedure or refuse to participate in the boundary approval procedure (failure to provide a reasoned refusal to approve the boundary), their absence or refusal to participate in the boundary approval procedure is recorded in the boundary approval act, and a preliminary surveying.

Within thirty calendar days, these persons are sent repeated notifications indicating the deadline for appearing for approval or providing a reasoned refusal to approve boundaries based on the results of the preliminary survey. In case of failure to appear within specified period or failure to submit a reasoned refusal to approve the boundary, the boundaries of the land management object are considered established.

Disputes arising during the approval of boundaries are considered in the manner prescribed by law Russian Federation.

14.4. The results of boundary approval are documented in an act(s) of approval of the boundaries of a land management facility, which is signed by all participants in the boundary approval procedure, including the work contractor. Form of the act of approval of boundaries - Appendix 4.

14.5. The procedure for approving borders (borders) is not carried out if there is information in the state land cadastre (coordinates of border turning points) that makes it possible to determine their position on the ground with an accuracy that corresponds to technical specifications and the requirements established by Roszemkadastr.

14.6. The agreed boundaries of the land management object are fixed by boundary signs that record on the ground the location of the turning points of the boundaries of the land management object.

14.7. It is allowed to secure the boundary with boundary signs in the form of natural or artificial objects that ensure the fixation of the turning point of the border for the period of work (temporary boundary sign), or in the form of an artificial object fixed in the ground or hard surface and ensuring the constancy of the location on the ground of the turning point of the boundary of the land management object after land management (long-term boundary sign).

The need to establish long-term boundary markers is determined by the survey customer. He also approves the type of boundary sign from among the samples recommended by the contractor.

14.8. For a boundary sign (signs) that belongs to three or more land plots and if there are at least three clearly identifiable objects within 40 meters (elements of buildings, structures, structures, power line supports, etc.), an outline is drawn up (clause additionally included by letter of Roszemkadastr dated April 21, 2003 N AO/108).

Determining the coordinates of boundary markers

15. When determining the coordinates of boundary markers, it is recommended to take into account that:

15.1. The planned position on the ground of the boundaries of a land management object is characterized by flat rectangular coordinates of the centers of boundary markers, calculated in the local coordinate system.

15.2. The geodetic basis for surveying land management objects are the points of the reference boundary network of two classes of compulsory medical insurance 1 and compulsory medical insurance 2, created in accordance with the requirements of Roszemkadastr.

The delineation of land plots for various purposes is carried out with an accuracy no lower than the accuracy given in Table 1.

Table 1. Standard accuracy of land surveying objects

Table 1

	Land gradation	Root mean square error M of the position of the boundary marker relative to the nearest point of the original geodetic basis, no more than, m	Permissible discrepancies during land survey control, m
	Lands of settlements (cities)
	Lands of settlements (towns, rural settlements); lands provided for personal farming, gardening, vegetable gardening, country and individual housing construction
	Lands for industry and other special purposes
	Agricultural lands (except for lands specified in clause 2), lands of specially protected areas and objects
	Forest fund lands, water fund lands, reserve lands

Note. The maximum position error of the boundary marker is equal to twice the value of M

15.3. To determine the flat rectangular coordinates of boundary markers, satellite, geodetic, photogrammetric and cartometric methods provided for by the technical design are used.

15.4. The heights of boundary markers are determined in accordance with the requirements of the work assignment.

15.5. The position of boundary markers when restoring the boundaries of a land management object on the ground based on information from the state land cadastre is determined with an accuracy corresponding to the data presented in Table 1.

15.6. The coordinates of boundary markers calculated during previously carried out survey work for this land management object or adjacent to it are not redefined if the accuracy of their position corresponds to the data presented in Table 1.

15.7. When surveying land plots located in hard-to-reach areas and (or) the intended purpose of which does not require high accuracy in determining the location of boundaries, provided that such boundaries are combined with natural and (or) artificial boundaries (rivers, streams, canals, forest belts, roads, road structures, fences, hedges, building facades and other natural and human-made objects), it is allowed to use personal GPS navigators and (or) a method of describing the location of boundaries by referring to the above objects to determine the position of boundary signs. Such boundaries include the boundaries of land plots provided for reindeer pastures, hunting grounds, hayfields, pastures, as well as for other purposes established by Roszemkadastr.

Determination of the area of ​​the land management object

16. When determining the area of ​​a land management facility, it is recommended to take into account that:

16.1. The area of ​​the land management object is calculated from the coordinates of the turning points of the boundaries of the land plot.

16.2. If the object of land management is a land plot, then the absolute discrepancy between the calculated area of ​​the land plot and the area indicated in the document certifying the rights to land or the title document



should not exceed the value of the permissible discrepancy DP DOP, equal to



where is the mean square error of the position of the boundary marker m (Table 1); - land area, hectares;

or



where and are expressed in meters and square meters respectively

16.3. The contractor carries out an analysis of the reasons and prepares a written conclusion. The conclusion, together with survey materials, is transferred to the customer for him to make a decision on further work.

16.4. When the final value of the area is taken as the calculated area with the indication . The area is recorded in square meters, rounded to the nearest 1 sq.m., and may additionally be recorded in hectares, rounded to the nearest 0.01 hectares.

16.5. Square municipality or other administrative-territorial entity is calculated from the coordinates of the turning points of its borders if this is provided for in the task of performing the work. In accordance with the assignment, the accuracy of determining this area is also assessed.

16.6. The area of ​​a land management object, the boundaries of which are described by reference to geographical features, is calculated with an accuracy not lower than the graphical accuracy of cartographic material, the numerical scale of which is equal to the numerical scale of the corresponding cadastral map (plan) of the land plot (territory).

Drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object

17. When drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object, it is recommended to take into account that:

17.1. A map (plan) of the land management object is drawn up if this is provided for by the task for performing the work, otherwise a map (plan) of the boundaries of the land management object is drawn up in the form of a map (plan) of the boundaries of a land plot or a map (plan) of the boundaries of a municipality or other administrative-territorial entity .

17.2. A map (plan) of the boundaries of the land plot (Appendix 5) is drawn up on a scale convenient for placing it on one sheet of A4 or A3 format.

17.3. A map (plan) of the boundaries of a municipality or other administrative-territorial entity can be drawn up on a larger sheet of paper. If the map (plan) of the boundaries of a municipality or other administrative-territorial entity does not fit on one sheet, then it is allowed to be placed on several sheets. In this case, each sheet indicates its number and layout of the sheets.

17.4. The map (plan) of the boundaries of the land management object shows:

1) cadastral number of the land plot or name of the municipality or other administrative-territorial entity;

2) the boundaries of the land management object and the numbers of boundary signs;

3) dimensions of the land management object in the form of area, directional angles and horizontal layouts;

4) description of the boundaries of adjacent land management objects (description of adjacencies);

5) grid outputs;

6) direction "South - North";

7) numerical scale. Directional angles and horizontal lines are presented in tabular form (Appendix 5). Directional angles are recorded in degrees and minutes format, rounded to the nearest 0.1 minute. Horizontal distances are recorded rounded to the nearest 0.01 m.

It is allowed to place a description of adjacencies and a table of geodetic data on one or more sheets.

17.5. When carrying out land surveying of a municipality or other administrative-territorial entity not along the entire perimeter, but only part of it, a map (plan) is drawn up only for this section of the boundaries. In this case, the area of ​​the land management object is not calculated and is not shown on the map (plan).

17.6. The map (plan) of the land management object, in addition to the information that is shown on the map (plan) of the boundaries of the land management object, contains information:

1) on the boundaries of parts of the land management object, limited in use and burdened with easements;

2) about the boundaries of parts of the land management object occupied by real estate objects.

17.7. Information about the boundaries of parts of the land management object, limited in use and encumbered with easements, is reflected on the map (plan) of the land management object on the basis of available documents and is indicated on the ground only at the request of the interested person (persons) and with the consent of the legal owner of the land plot;

17.8. Information about the boundaries of parts of the land management object occupied by real estate objects is displayed on the map (plan) of the land management object, if this is provided for in the work assignment. Otherwise, information about parts of land plots occupied by real estate objects is reflected in the explanatory note to the extent that meets the requirements of regulatory legal acts for maintaining the state land cadastre.

17.9 The areas of parts of the land management object occupied by real estate, limited in use and encumbered with easements, are calculated with an accuracy no lower than the graphical accuracy of the map (plan) of the land management object.

17.10. Erasures, additions, crossed out words, and other corrections on the map (plan) of the land management object (map (plan) of the boundaries of the land management object) are not allowed.

A map (plan) of the boundaries of a land management object (map (plan) of the boundaries of a land management object) cannot be drawn in pencil.

Formation of land management

18. When forming a land management business, it is recommended to take into account that:

18.1. Land surveying materials are included in the following sequence:

1) title page;

2) table of contents;

3) explanatory note;

4) information from the state land cadastre about the land plot (plots) in the form of a cadastral map (plan) of the land plot (territory);

5) task for performing work;

6) a copy of the document certifying the rights to land or the title document;

7) technical design;

8) documents confirming the fact of notification (summoning) of persons whose rights may be affected during land surveying;

9) powers of attorney of authorized persons to participate in land surveying;

10) act(s) of approval of the boundaries of the land management facility;

11) catalogs (lists) of coordinates of boundary signs of a land management object in the local coordinate system;

12) outlines for boundary signs (the sub-item was additionally included by letter of Roszemkadastr dated April 21, 2003 N AO/108);
____________________________________________________________________
Subclause 12 of clause 18.1 of the previous edition is considered subclause 13 of clause 18.1 of this edition -.
____________________________________________________________________

13) map (plan) of the boundaries of the land management object.

18.2. When restoring the boundaries of a land management object on the ground, the following may be excluded from survey materials:

1) documents confirming the fact of notification (summoning) of persons whose rights may be affected during land surveying;

2) powers of attorney of authorized persons to participate in land surveying;

3) act(s) of approval of the boundaries of the land management object;

4) catalogs (lists) of coordinates of boundary signs of a land management object in the local coordinate system;

5) outlines for boundary signs (sub-item additionally included by letter of Roszemkadastr dated April 21, 2003 N AO/108);
____________________________________________________________________
Subclause 5 of clause 18.2 of the previous edition is considered subclause 6 of clause 18.2 of this edition - letter of Roszemkadastr dated April 21, 2003 N AO/108.
____________________________________________________________________

6) map (plan) of the boundaries of the land management object.

18.3. If the task for performing work involves drawing up a map (plan) of a land management object, then instead of a map (plan) of the boundaries of the land management object, a map (plan) of the land management object is included in the land management file, and the land management file is supplemented with:

1) a sheet for calculating the areas of parts of a land management object occupied by real estate objects, limited in use and encumbered with easements;

2) requests about the presence and location of objects owned by other persons and (or) zones with special conditions for land use.

18.4. It is allowed to include a map (plan) of a land management object or a map (plan) of the boundaries of a land management object in the land management file, without binding it with other survey materials.

When dividing a land plot, a map (plan) of the land plot (map (plan) of the boundaries of the land plot) is drawn up for each newly formed land plot.

18.5 The survey materials included in the land management file and the map (plan) of the land management object (map (plan) of the boundaries of the land management object) are approved by Roszemkadastr or its territorial bodies.

The signature and seal approving the survey materials are placed on title page land management business. The signature and seal approving the map (plan) of a land management object or the map (plan) of the boundaries of a land management object are placed on the document itself.

18.6. All copies of land management files submitted for approval are subject to approval.

After approval, a genuine copy of the land management file (containing the original original documents and documents created during the land management process) is transferred in the prescribed manner to the state fund of data obtained as a result of land management. The remaining copies of the land management file, formed from copies certified by the work contractor, are returned to the work contractor for transfer to the customer.

Control over land surveying

19. When monitoring the land surveying, it is recommended to take into account that:

19.1. Control over the surveying of land management objects is carried out in order to establish its compliance with technical conditions and requirements. The objects of control over the surveying of land management objects are:

1) results of field and office work;

2) materials for surveying land management objects.

The control results are documented in a document. Acts of control over the surveying of land management objects are included as annexes in the land management file.

19.2. In the process of monitoring, boundary signs are inspected in situ and control measurements are taken.

19.3. Control of geodetic work can be carried out by comparing the horizontal alignment of the line between non-adjacent boundary markers installed on the ground, measured with a steel standardized tape (roulette) or an electronic total station (light rangefinder), with its horizontal alignment calculated from the values ​​of the flat rectangular coordinates of the same boundary markers, written out from the corresponding directory. The absolute discrepancy in the length of the monitored line should not exceed the values ​​​​given in Table 1 of this document.

19.4. Control can be carried out by selectively independent repeated determination of the position of boundary markers installed on the ground using geodetic methods from the nearest compulsory medical insurance points and (or) laying control polygonometric (theodolite) passages with an accuracy that ensures determination of the position of controlled boundary markers with a mean square error not lower than the standard one (Table 1 ). Based on the control results, flat rectangular coordinates, boundary marks and differences are calculated

And

where and are the flat rectangular coordinates of the same boundary signs, extracted from the corresponding catalogue. Absolute discrepancy



in the position of the controlled boundary sign should not exceed the permissible values ​​given in table 1

Appendix 1. Assignment for land surveying

Appendix 1

	I CONFIRM:
	Customer

EXERCISE
for land surveying

1. Land

(cadastral number)

2. Location of the land plot

3. Area

4. Name and address of the land rights holder

5. Name and address of the performer

6. Boundaries that require establishment (ordering, restoration) of their location on the ground (cadastral numbers of adjacent land plots and point numbers)

7. Special and additional requirements for work performance and reporting materials

8. Deadlines and procedure for submitting reporting materials

9. Applications

Performer of work:

(job title)

(signature)

(last name and initials)

Appendix 2. Notice

Appendix 2

(surname and initials of the legal owner of the land plot or manager
legal entity)
I ask you to come in person or send your representative to

Your appearance or the appearance of your representative with a power of attorney confirming his authority to participate in establishing the boundaries of the land plot and sign the relevant documents is necessary.

Your absence or the absence of your representative is not an obstacle to carrying out survey work.

Performer of work:

(head of legal (signature) (surname, initials) person, individual. entrepreneur)

Appendix 3. Receipt

Appendix 3

Notice

(specify to whom)

about calling a representative to

to participate in establishing and agreeing in kind on the boundaries of the land plot

(owner of the land plot, cadastral number of the land plot)

(district, name of the republic within the Russian Federation, territory, region, autonomous entity)

(job title)

(signature)

(last name and initials)

The notice was given by:

(job title)

(signature)

(last name and initials)

Appendix 4. Certificate of approval of the boundaries of the land plot

Appendix 4

(cadastral number)

(surname and initials or name of the legal owner of the land plot)

The boundaries of the land plot (a diagram of the land plot is attached) are agreed upon by the legal holders of the land plots or their representatives:

Cadastral number of the land plot or name	Last name and initials of the copyright holder	Last name and initials of the copyright holder's representative	Power of attorney number(*))

_______________
*) - the number of the power of attorney is its registration number or in the absence of it serial number, assigned by the contractor in the order in which they were presented

The rights holders of land plots or their representatives stated: (refusal of approval, disagreement)
Contractor (signature)

Copyright holders or their representatives:

(signature) (full name) (date)

(signature) (full name) (date)

(signature) (full name) (date)

Appendix to the Certificate of Coordination of the Boundaries of the Land Plot. Scheme of land boundaries

Application
to the Agreement Agreement
boundaries of the land plot

	(cadastral number)

SCHEME
boundaries of the land plot

Description of adjacencies:

Performer of work:

(signature) (full name) (date)

Appendix 5. Map (plan) of borders

Appendix 5

	I CONFIRM:
	(signature)

MAP (PLAN) OF BORDERS

land plot
		(cadastral number)
Plot area
Geodetic data

Name (number) of the boundary sign	Directional angles (degrees, minutes)	Line length (m)

Scale 1:

Description of the boundaries of adjacent land plots

			with land
			with land
			with land

Revision of the document taking into account
changes and additions
prepared by legal
bureau "CODEKS"