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Technology, as an academic subject, has great potential for creating conditions for the cultural and personal development of schoolchildren. The social order of society in the field of teaching technology puts forward the task of developing the personality of students, strengthening the humanistic content of training, more fully realizing the educational, educational and developmental potential of the subject in relation to the individuality of each student.

Lesson is a flexible form of teaching organization. It includes a variety of content, in accordance with which the necessary teaching methods and techniques are used.

The subject "Labor training" in the lower grades is organically included in the educational area "Technology", since it has always been meaningfully a technology of manual processing of materials. Its name fully corresponds to the meaning of educational activities in this subject; children are taught to work as adults work, i.e. personally realize the task, personally understand the possibility of its implementation, personally do everything that is needed to get the product, personally be responsible for the quality of their work.

In the lesson, frontal, collective and individual forms of educational work are organized. Various forms of conducting a lesson not only diversify the educational process. Each lesson has its own structure, consisting of several stages.

Studying new material, consolidating knowledge, testing knowledge, abilities, skills, generalizing and systematizing knowledge, homework assignments. The ratio of the stages of the lesson depends on the content, didactic and cognitive goals of the lesson, the choice of methods and the use of technical teaching aids.

Depending on the purpose, content and teaching methods chosen for it, the types of lessons are distinguished: introductory, combined, learning new material, generalizing, subject. When identifying types, it is necessary to take into account the source of knowledge and the specifics of the teacher's activities, and the cognitive activity of the student. Types of lessons: explanatory, laboratory, TV lesson, film lesson, test lesson.

Introductory lesson. The main didactic goal: the formation of students' general ideas about the academic subject. The structure of the lesson is as follows:

conversation in order to identify the level of preparation of the student to study the topic

the teacher's presentation of the main tasks of the topic and its leading concepts

acquaintance with the methods of work, forms and types of activities of the student in the process of studying the topic.

Generalizing lesson. The main functions of this lesson serve the purposes of repetition, consolidation, systematization of knowledge, comprehension of individual elements, systematization of students' knowledge and disclosure of an important idea, course topic. The lesson structure consists of the following steps:

setting goals,

repetition of the main question of the topic,

identification of leading concepts and systematization of knowledge,

further development and deepening of concepts,

discussion of the most important material of the topic,

the result of the lesson.

At all stages of the lesson, the result is carried out.

Lesson in learning new material. This lesson reveals the content of a new topic, the study of new material. It can be organized in different ways, depending on its complexity, the level of training of students. It can combine various methods of work, an introductory conversation is a must.

Subject lessons occupy a special place in the typology of lessons. A feature of the subject lesson is the work of students with objects of animate and inanimate nature. Features of subject lessons:

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3. Means of teaching in technology lessons in primary grades.

Another important component of the methodological system of labor training in primary grades is teaching aids. They can be schematically represented as follows:

Means of education

Textbooks Didactic visual

materials

Fine natural

Drawing - materials, tools

Geek - Instruments collection

TC, PC - PTK

Tables - unfolding, pattern

Photos - sample

A wide variety of teaching aids are used in labor education lessons. They are necessary so that the teacher can familiarize students with the object of work and the course of work on its manufacture; with the tools that will be used when processing the material, with the methods of working with these tools; with the materials from which the products will be made, with their properties and processing methods. Natural visual aids are widely used in the learning process. This is, first of all, a sample of the object being made, its development or pattern, materials and tools used in the lessons. Let's look at some of the learning tools.

The sample of the subject creates in children a general idea of ​​the object of the forthcoming work activity. A sample is a specific object, which, when examined, will be mentally divided into separate component parts, further analysis of which will determine the actions and operations required to manufacture the entire product. The absence of a sample, especially at its first stage, makes the performance of the operations necessary for manufacturing by children accidental and unconscious. Inability, lack of time, or unwillingness of the teacher to prepare a sample for the lesson and to properly organize the work with it by operational demonstration and dictation of the actions performed, which sharply reduce the teaching and developmental effect of labor training lessons.

The presence of a sample and the correct organization of work with it cause active conscious actions, serves the development of logical thinking, teaches observation. The description of the sample develops coherent speech, enriches the dictionary with special terms denoting the space, shape of objects, their interposition and spatial movements performed with them, connect the speech of children with their life and work.

A reamer or pattern of a product is of great use when analyzing a sample, when reading graphics, when assembling a product, and when monitoring the progress of work, that is, every time you need to correlate parts and a whole. Students have a better understanding of construction.

A sweep is such a combination of all points of its surface with a plane, in which all lengths remain unchanged (drawn without valves).

A pattern is a reamer with additional pieces to aid assembly (valves).

PTC (subject-technological map) is a sequential number of operations showing the progress of work on the manufacture of a product, i.e. the manufacturing process is represented by a number of blanks made from the required material.

A blank is a production item from which a finished product is obtained by further processing (sheets of paper, pieces of fabric, foam rubber, wire, etc.), i.e. these are materials. The workpieces are fastened in the right order. Such a card is easily perceived by children, since if necessary, you can touch the workpiece with your hands, carefully consider each stage, which is very important when teaching first graders, it is used to organize independent work

Materials, tools and accessories will be considered visual aids only at the time of acquaintance with them. In the technology lesson, hand tools are used: scissors, an awl, a needle, etc. a special group is made up of control and measuring: a ruler, square, compasses.

Drawing - an image of objects made with an indication of their sizes, scales required for manufacturing

GIK (graphic instruction card) It differs from PTC in that the manufacturing process is presented in the form of technical drawings.

For a more successful achievement of the goal set in the lesson, primary school teachers are recommended to use several teaching aids in a complex.

Thus, when choosing teaching aids, the teacher should take into account the degree of students 'preparedness for the perception of more specific (natural) or more conditional (visual) visual aids, as well as the students' knowledge, abilities and skills.

Questions for self-control

1. Give a definition of the concept of "principle" 2. Expand the content of the principle of systematicity and feasibility.3. What groups of methods are used in the study of technology? 4. Describe the demonstration method. 5. Justify the need to use teaching aids in technology lessons.

Literature

1.Kruglikov G.I. Technique of teaching technology with a workshop. - M .: Publishing Center "Academy", 2002.

(2) Kupisevich Ch. Fundamentals of general didactics. - M .: Prsveshchenie, 1986.

3. Rozhnev Ya.A. Methods of labor training with a workshop in educational workshops Enlightenment, 1988. - M.

4. Freytag I.P. A lesson in technical work in primary school. -M.: Education, 1977.

Lecture number 3 Features of the organization of the technology lesson

in primary school

1. Requirements for technology lessons

1. Requirements for technology lessons.

The lesson is the main form of organizing educational work at school. In order for the lesson to achieve its goal, the teacher must take into account some requirements, which include the following:

Consideration of the unity of educational and educational processes;

The orientation of the educational process on the formation of a creative personality, an active life position of students;

Social orientation of labor and educational activities;

Didactic certainty and clarity of lessons;

Compliance with all didactic principles of teaching;

Taking into account the psychological and physiological characteristics of junior schoolchildren.

Technology lessons, in comparison with other subjects studied by schoolchildren, have a number of specific features that must be taken into account when organizing the learning process. In most cases, the bulk of the study time is devoted to the practical work of students (in the traditional program, in the “School of Masters” program, and others). It should also be noted that all objects of labor made by children find practical application in school, in the family. In the course of work in the lesson, students work with various hand tools, so it is necessary to teach students the safety rules and monitor their mandatory implementation. In order for the learning process to be effective, the school must be for primary school students. When this condition is met, children will learn to work accurately,

2.Types of technology lessons in elementary school.

For any technology lesson, the following stages are characteristic: 1) setting the goals of the work assignment and the educational tasks of the lesson to the students; 2) Preparation for the performance of the labor assignment; 3) Organization and preparation of the workplace; 4) Students' performance of a labor assignment; 5) Summing up the lesson.

The types of lessons are determined according to different criteria: content (for processing fabric, paper, etc.); by the method of conducting (lessons, excursions, film lessons, lessons on self-production of products); by learning objectives (lessons on the formation of polytechnic knowledge, work skills, to consolidate knowledge and skills, combined lessons.

Depending on the purpose, the lesson can be attributed to one of the types: lesson of learning new; repetition lesson; a lesson to consolidate, improve and develop knowledge, skills and abilities, a combined or combined lesson, a control lesson - checking the knowledge, skills and abilities of students.

Lesson in learning new material. The main goal is to introduce students to the processing of new material. They are usually carried out at the beginning of the study of the topic.

Repetition lesson. The purpose of this type of lesson is to help students become fluent in how to use the tools.

The lesson of consolidation, improvement and development of knowledge, skills and abilities. The main goal is to provide students with the opportunity to use their knowledge, skills and abilities in new conditions when solving problems of a different type, that is, creative work is assumed. Conducting lessons of this type requires students to know all the techniques for processing the materials necessary for making a product.

Combined lesson. The most commonly used lesson type, since it contains all the main stages, but each of them can contain any elements inherent in other types of lessons.

At the present time, one should turn to those specific grounds that are the most essential and decisive for labor training. Konysheva N.M. highlights lessons according to the content of the work. There are three main types of lessons:

1. Rational-logical (solving logical problems). Rational-logical tasks presuppose a rather rigid and deliberate analysis of the structure and the establishment of a perfect, definite, unified logic of work. Such tasks include everything that is primarily comprehended by the mind and less emotionally evaluated: puzzle applications, volumetric design, symmetric cutting tasks, bookbinding, marking, calculation and measurement constructions, etc. The main thing in such works is to analyze the design, to reveal to which principle the mutual arrangement of parts is subordinated, to establish working methods, etc. These tasks are solved in a rational way; in such lessons, calculations, calculations, execution of sketches, drawings, diagrams are appropriate.

2. Emotional and artistic (creating an artistic image).

These lessons involve the search and embodiment of an original artistic image that expresses an emotional state or some kind of artistic idea. These are, for example, various artistic compositions on a plane, modeling from plasticine, sculptures from natural materials. Such work cannot be done according to a rigid schedule. In completing these tasks, the child, if possible, independently performs the work. The task of the teacher is to awaken as much as possible and, if possible, expand, enrich the imaginative impressions of children.

3. Lesson familiarization with new methods of work. It is assumed that most of it will be devoted to demonstration and step-by-step development of specific practical actions. Such lessons are held in cases where it is necessary to master some labor-intensive, but necessary and used in many works practical techniques, for example, cutting, weaving, sewing. In these lessons, special experiments are not carried out; certain properties are studied along the way in the process of practical work.

By the nature of the cognitive activity of students, lessons can be divided into reproductive and creative.

Lutseva E.A. identifies the following types of technology lessons: excursion lesson, research lesson and practical lesson. Let's reveal the features of these lessons.

Lesson - the excursion is cognitive or research in nature

Informative excursions are held in museums for affordable production, in service establishments, etc. The main task is to give children an idea of ​​the work process of people, to foster respect for their work. But even in them, you can set research tasks for students, for example, to ask employees of an institution, production about the features of their work, the materials used, the technology of their processing, etc. (for example, in craft workshops - decorative and applied work).

Excursions with a predominance of research activities, observations are mainly associated with going out into nature, on the street, i.e. when getting acquainted with the surrounding world - the biosphere and the technosphere. Nature is seen as the source of all materials children work with - natural, man-made and synthetic.

Lesson - research includes appeal to the personal experience of children and involves the conduct of observations, small studies, generalization, identification and awareness of the problem of information-cognitive or constructive-technological, the formulation of the identified problem.

Finding ways to solve the problem includes conducting experimental observations, practical research (for example, the properties of materials); exploratory practical exercises (search for design features, determination of a method for performing a technological operation, etc.)

The discovery of new knowledge involves sounding and fixing the observed phenomena, discussing the solutions found based on real objects, choosing the optimal solution; generalization includes the formulation of new knowledge, skills; application of new knowledge in various situations.

Lesson-workshop also involves the discovery of new knowledge, but unlike the lesson-research, this process includes:

Performing trial, search exercises;

Observation, study of the device of complex units of the product;

Observation of a complex structure in parsing.

An example is the topic of the lesson "Marking parts using a template" in grade 1. After the general analysis, a trial exercise is organized in the correct execution of the marking technique according to the template (imposition of the template on the workpiece, tracing along the contour and simultaneously holding the template with the hand, checking the correctness of the operation performed by applying the template.

3. Preparing the teacher for the technology lesson.

Conducting any lesson, in particular a technology lesson, requires a very thorough preparation from the teacher. For this, the teacher must know well the content of the curriculum, properties, production, technology of materials processed in the classroom, characteristics and methods of operation of hand tools, and much more.

The process of preparing a teacher for a lesson can be represented by the following stages: familiarization with the program and textbooks; preparation of the material base of lessons; familiarization or drawing up of thematic lesson planning to determine the place, purpose and educational objectives of a specific technology lesson in the system of other lessons; writing a lesson outline.

Since the system of technology lessons should be based on the gradual complication of the methods of work used by students, both practical and mental, then, familiarizing with the course program, the teacher writes out the knowledge and skills that students must master during the academic year; take into account interdisciplinary connections; rely on the class and school educational work plan.

The process of planning work for the year can be divided into two stages: long-term planning; preparation of calendar-thematic planning.

Long-term planning is compiled for the whole academic year or half a year and involves the allocation of the total number of hours allotted for the study of each section, how many hours will be in each quarter. After that, a calendar-thematic work plan is drawn up for the first, quarter or six months, which reflects the topic of each lesson and their sequence, indicating the number of hours. In technology programs, the sequence of lessons is not indicated, so the teacher himself needs to think over a reasonable alternation of learning different work techniques in order to ensure a variety of types of students' work and the possibility of transferring labor operations from one material to another.

Of great difficulty, especially for novice primary school teachers, is the definition of each specific topic of the lesson. Many methodologists and teachers pay attention to the following problem: the topic of the lesson is often formulated on the basis of the name of the product that will be made or based on the material used, but this should not be. Any product is only a means to realize the content of the lesson.

As an example of formulations, we can cite some of the topics proposed by N.M. Konysheva. according to the textbook "Wonderful workshop" for grade 2.

When writing a lesson summary, the teacher indicates: the ordinal number of the lesson; the topic of the lesson, a product that students will make; lesson objectives; materials, equipment and tools required for work. It should also indicate what kind of visualization will be used in the lesson and whether special training of students is expected.

4. Methodical analysis of technology lessons.

The analysis of the technology lesson can be presented as follows (based on the materials of E.A. Luttseva).

1. Correspondence of the topic of the lesson to the content of technological education.

2. The place of the lesson in the system of lessons on this topic.

3. The relationship of the topic of the lesson, its purpose and educational objectives (training, development and education).

4. Lesson type (excursion, research, workshop, project).

5.How were the assigned tasks solved (teacher's activity and student's activity):

1.1. What methodology was used: reproductive (explanatory and illustrative) or productive (activity, problematic).

If reproductive, then the validity of its use for solving developmental problems.

1.2. The degree of informativeness of the cognitive and informational part of the lesson (random, subject-technical and technological nature).

1.3. Completeness of the analytical part of the lesson (analysis of a sample or samples):

Use of visual material (for what purpose: illustration of the teacher's explanation or the source of the discovery of new knowledge);

Whether the previous experience of the children was used;

Questions to students (to ascertain what was observed, to repeat what was previously studied, to reflect, to find a new solution to the problem);

How new knowledge and skills were introduced (demonstration followed by repetition of the technique, independent reflection and trial search exercises);

The teacher's reaction to incorrect answers (does not pay attention and skips, corrects himself, translates into a problem situation)

1.4. How the planning of the upcoming practical work was carried out (ready-made plan, determination of the order of work by students);

1.5. The degree of independence of students in their practical work (depends on the analysis of the assignment (ascertaining or comprehensive), the presence of a base of accumulated high-quality practical skills).

1.6. Did all the students do the job? Typical difficulties.

1.7. The quality of the practical work performed (the quality of the acquired skills, new skills).

1.8. The personality of the teacher (the nature of communication - authoritarian or democratic, the rate of speech, appearance, encouragement)

6. In what moments of the lesson were the educational tasks solved?

7. Was the lesson as a whole developing in nature (The ratio of the active activity of the teacher and students. The most speakers in the lesson should be students - this is development)

Since there are currently several technology programs, other options for analyzing a technology lesson should be considered. Konysheva N.M. offers to analyze the lesson in two stages: introspection and analysis and assessment of those present in the lesson.

In introspection, the teacher can rely on the following questions:

Which of the plans did you manage to accomplish best?

What moments were unexpected and how did you manage to navigate in this situation?

What conclusions can be drawn?

Have all of the questions asked to the students been formulated correctly and clearly?

What did the teacher fail and why?

Have all the tasks been completed?

For a methodological analysis of the lesson, those present can use the following points:

Indicate the type of lesson by content.

The expediency of the formulated tasks of the lesson. Matching them to the type of this lesson.

Correspondence of the teacher's actions to the type of lesson and the assigned tasks.

Adequacy of the teacher's actions as planned in the lesson.

The feasibility of using reproductive and creative tasks.

How the educational value of the lesson was realized

The expediency of the used forms of work organization.

Correctness, accuracy, expressiveness of speech teachers.

The teacher's ability to establish contact with students.

Formation in students of an attentive, interested and sympathetic attitude towards each other.

How much the tasks have been solved.

Assessment of teacher behavior and activities in general

Thus, we examined the features of a technology lesson in primary grades.

Questions for self-control

1. List the requirements for technology lessons. 2. Select the types of lessons by content 3. List the types of lessons identified by N. Konysheva. and describe them. 4. What are the stages of preparation of the teacher for the lesson.

Lecture number 6 Formation of graphic skills in technology lessons.

2.Method of work with visual aids

1. Types of graphic aids. Elements of graphic writing.

In the Technology Program. / Comp. Khotuntsev Yu. L., Simonenko VD / graphic skills include the following groups of skills: distinguish between graphic images and symbols on them, read and use subject and graphic maps; draw lines of different thicknesses and directions along the ruler and template; read and use control and planning markup, detail drawings; build rectangles, divide them into parts using a square, a ruler; mark out geometric shapes that have various shapes.

The program orientates primary school teachers to use the basics of graphic literacy, elements of technical drawing in labor lessons. Teaching children to read the simplest drawings and technical drawings, to carry out markings is carried out in the process of performing a variety of practical work by the student, making from paper, cardboard and other materials.

Graphic visual aids include technical and artistic drawings, sketches and drawings, flow charts, graphic instruction charts (GIC)

The drawing is carried out according to the established rules of the graphic image using drawing tools and observing the scale, and the sketch is the same drawing, but is done by hand.

In an artistic drawing, an object is depicted from one point of view as it looks in reality and is performed by eye. A technical drawing more accurately conveys information about an object, is performed in isometric (the ratio of all sides is 1: 1: 1) with an indication of the dimensions required for the manufacture of the depicted object.

The flow chart shows instructions on the progress of the product, presented in the form of technical drawings, shows the techniques for performing the necessary operations and the necessary materials and tools.

A drawing is a document that contains an image of a document in several projections. The drawing is carried out according to the established rules of the graphic image using drawing tools and observing the scale. The drawing gives a complete picture of the shape of the object, its types, sizes. Even the simplest craft is difficult to make without a drawing, sketch, technical drawing. All drawings are made according to state standards. The images of objects in the drawings are carried out according to the rules of projection, and can be carried out on several planes. In the drawings, these projections are called views: frontal - front view; horizontal - top view; profile - left view.

When executing the drawing, the outline and details of the development are highlighted; the dimension lines are equally distant from the contour lines, made with a solid thin line, on the cone of which there are arrows. They are limited by a high (thin) line. The dimensions are in the middle above the dimension lines.

For the correct execution of graphic images, it is necessary to know the meaning of the legend of the drawing lines and their practical use.

The main line is the line of the visible contour, object, detail. In elementary grades, it is used to indicate the line of the visible contour, cut lines, cut, notch, to indicate a slot. The base line can be drawn with a thickness of 0.6 to 1.5 mm. (on the demo tables, it can be increased several times so that the students sitting at the end of the class can see it).

Technology lesson structure

Technology lesson in elementary school

Conclusion

It is well known that the preparation of a teacher for any lesson does not begin on the eve of this lesson, but long before it. The practical training of the teacher is very important, ᴛ.ᴇ. knowledge of the basics of processing ornamental materials, technologies, etc.

Tasks for students:

1. Students are invited to perform creative work on the following topics: ʼʼPreparation and conduct of technology lessons in elementary schoolʼʼ, ʼʼOpportunities to use the subject ʼʼTechnologyʼʼ for circle work in elementary schoolʼʼ.

2. Completing the terminological dictionary.

Plan:

1. The structure of the technology lesson.

2. Scheme of the outline of the technology lesson in elementary school.

3. An approximate plan-synopsis of a technology lesson according to the traditional teaching system.

4. Analysis of the technology lesson.

Literature:

Pedagogical practice for students of OZO faculty of primary school teachers in the specialty "Pedagogy and methods of primary education" [Text]: methodological guide / L. Ya. Kulbyakina, T. A. Bragina, L. G. Koltakova, E. V. Ostrovskaya, etc. .; Ed. L. Ya. Kulbyakina, E. V. Ostrovskaya; Biysk Pedagogical State University named after V. M. Shukshina. - Biysk: Research Center BiGPI, 2000 .-- 106 p. - 100 copies.

The technology lesson in primary school has a flexible structure that can change based on different conditions. At the same time, several stages are traditionally distinguished in the structure of the lesson, namely: organizational moment, introductory conversation, product analysis, work planning, product execution, exhibition of works and conclusion on the lesson.

The organizational moment is necessary in order to check the readiness of students and classroom equipment for the lesson.

The opening conversation should serve several purposes:

1) balance activity and play;

2) submit the material emotionally;

3) to interest children, etc.

In other words, the introductory conversation should be emotionally intense, educational, quick (3-4 minutes). It can be conducted as a dialogue between a teacher and students, dramatization, storytelling based on the experience of children and using riddles, poems, songs, etc. The use of musical compositions is popular today.

New material is presented by the teacher, sometimes with the help of children, but the educational task is set by the students, ᴛ.ᴇ. they themselves say what they will do in the lesson.

The presence of the stage of "product analysis" should be due to objective reasons, since there are lessons in which this stage may be absent, for example: application of sand.

Product analysis usually involves a conversation about the following issues:

What material is the product made of?

What parts does it consist of (basic and additional)?

How are they fastened together?

Can I change the color of product parts?

What is the design of the product (additional details - eyes, nose, mouth, etc.), etc.

Most often, the analysis of a product is carried out on the basis of an assembled sample or in detail.

The analysis can include an independent search for obtaining the desired shape of the part (for example, by folding a sheet of paper), finding the most rational way of marking, comparing product parts with sketches, etc.

In the manufacture of some products, the sequence of work is important, while in others it is not. The system for performing work is written on the board or drawn up on a Whatman paper in the form of drawings that appear on the board one by one. This should be a verbal plan, technological map͵ instructional map͵ sketch, etc.

Safety rules for working with various tools are repeated immediately before work.

During practical work, the teacher provides all possible assistance to students. In the plans-synopses of labor lessons, it is advisable to highlight several characteristic mistakes that children can make when doing work and indicate methods for eliminating them.

The purpose of the exhibition of children's works is to show what the child has learned during the lesson. The exhibition can be held in rows, in groups in which children worked, and in other ways. At the same time, when organizing it, it is extremely important to take into account the following requirements:

The product should be positioned so that it can be clearly seen;

Plane compositions are best fixed on stands or placed in frames on the wall;

Arrange bulky works on a table or special stands, placing them at different heights.

The upbringing of aesthetic and artistic taste, general culture, and attitude to creativity in children largely depends on how the works will be presented.

The norms for evaluating children's work are different: a creative approach to the task (or accuracy in relation to the sample), accuracy, compliance with the chosen technique, compositional features, the ratio of reality and fantasy, etc. Unsatisfactory marks for creative work are not given.

As a result of the lesson, the new knowledge gained by the students is generalized, the practical significance of the products performed, etc. is revealed.

Many years of experience in teaching labor methods at the Biysk Pedagogical State University at the Faculty of Primary School Teachers (now the Faculty of Pedagogy) revealed the difficulties of students in writing and drawing up plans-abstracts of labor lessons for different programs in elementary school. In order to resolve the arising difficulties, a synopsis scheme was drawn up, described below, and the general requirements for its writing were highlighted.

Technology lesson structure - concept and types. Classification and features of the category "Structure of a technology lesson" 2017, 2018.

Modern requirements for technology lessons in primary grades.

Preparing a primary school teacher for technology lessons, drawing up summary plans

The content of education becomes the property of the individual only in the process of her own active work. This activity, carried out on the basis of certain methods, must be rationally organized, fit into one or another organizational shape form in general is a way of organizing a process or object, which determines its internal structure and external connections. With regard to the learning process, this is the way, the nature of the interaction between the teacher and the student, students among themselves, the student with the material being studied (individual, collective, classroom-lesson, supplemented by excursions, games, homework, circles, contests, olympiads, exhibitions, reviews.

The lesson "Technology" is understood as a lesson in which students, united in a group (class), under the guidance of a teacher or independently master technological knowledge, skills and abilities. Each lesson is an integral part, stage or link in the educational process. At the same time, the lesson is a relatively independent and logically completed stage on the path of mastering the ZUN students.

In each specific case, the teacher should be guided by a number of features in the development of the child's personality - the intensive formation of their worldview, moral convictions, principles and ideals, value judgments, self-awareness, attitude towards themselves, comrades and the team as a whole, volitional qualities. Knowledge of the peculiarities of mental development and their skillful use help the teacher to correctly and more effectively carry out educational work with students, both in the classroom and outside the classroom.

Unlike other general education subjects, labor training lessons are used to organize not only educational, but also creative activities of students. Often, in this case, they talk about educational-labor or cognitive-labor activity, which is inaccurate: after all, educational activity is also labor activity in obtaining knowledge, forming skills. When it comes about educational and creative activity, it becomes clear that the work of students is not only educational, but also socially useful, productive.

The process of labor education is used to form students' skills and abilities and assimilate relevant knowledge. At the same time, a close unity of education and upbringing should be ensured. The formation of skills and abilities, the assimilation of knowledge is carried out on the basis of the requirements of didactics (teaching theory), which, in turn, are based on certain psychological laws.

In the psychological and pedagogical literature, the concepts - "skill", "skill", "knowledge" are defined in different ways. However, if we analyze the various definitions of these concepts, it turns out that they often complement each other, indicating the following sides and features of skills and abilities: the content of skills and abilities as mental processes; the conditions for the formation of skills and abilities and the special role of exercises; the level of development of a skill or skill; the role of knowledge in the formation of skills and abilities; psychological structure of skills and abilities; the role of consciousness and the nature of thought processes in their formation and functioning; functions assigned to skills and abilities in activities.

By the formation of skills, we mean the process of preparing students to quickly, accurately and meaningfully perform a certain action (set of actions). This process includes the active activities of the students themselves (observation, exercise, self-control, etc.), guided by the teacher (explanation, demonstration, correction of errors, etc.).

By the formation of a skill, we mean a complex process of consolidating and improving skills, leading to the fact that the student can automatically perform certain actions.

Under the assimilation of knowledge, we mean the process of obtaining (independently and with the help of a teacher), consolidation and application of scientific concepts, factors and other similar information.

The above definitions of the concept are relative, since very often the formation of a skill is the process of consolidating a number of skills; acquired specific skills and abilities often form the basis for the formation of a new, more complex skill or skill. In other words, there are dialectical interrelationships between the concepts (and, of course, the processes themselves) "skill" and "skill", and the formation of skills and abilities should be carried out on the basis of relevant knowledge.

The following basic conditions for the successful formation of skills and abilities, which are common to all their types, have been scientifically established:

1) certainty of the task, understanding of the goal and ways to achieve it,

2) students have the necessary knowledge,

3) the correspondence of teaching methods to the peculiarities of the skills and abilities being formed,

4) the effectiveness of the briefing,

5) enough exercise,

6) the timeliness and objectivity of assessments of students' activities and their knowledge of the results of the exercises,

7) the active nature of the activities of students.

In technology lessons, the teacher systematically sets out educational material, organizes the perception of this material and the practical activities of students in the application, assimilation and consolidation of technological knowledge, in the formation of practical skills and abilities.

The technology lesson has its own characteristics. They have special requirements.

1. Setting clear teaching and educational goals to be achieved as a result of the lesson. Upon reaching the goals of the lesson, they judge its effectiveness.

2. The correct selection of material for the lesson, each of its parts based on the goals, topic, level of preparedness of students.

1. The bulk of the time (at least 30 minutes) is practical work;

2. The usefulness of the manufactured product;

3. Working with a cutting tool - strict observance of the safety rules.

4. The choice of the most appropriate forms, methods and techniques of teaching.

5. Organizational clarity (time, workplace, work culture.

6. Feedback at every stage of the lesson.

7. Interdisciplinary connections

The main blocks, which in one way or another are always present in the lesson.

1.organization of the lesson

2.motivation for learning activities

3.preparation of students for practical work, feedback

4.practical work

5. summing up the results of the lesson, evaluation of the work done

6. cleaning of the workplace.

1) Organizational moment 1 - 2 minutes

Checking readiness for work, availability of materials, tools, oilcloth, rags. On duty. Order throughout the lesson.

2) Motivation for learning activities 1 minute.

Communication of the topic, purpose, content of the activity, the field of application of the acquired knowledge.

3) Preparation for practical work 7 - 10 minutes

Updating the knowledge, skills, abilities of students that will be used, replenished and developed in the process of work, analysis of the work assignment, planning the progress of the upcoming work.

If creative work is envisaged, elements are added that prepare students' design activities.

Conversation, story, generalization and replenishment of knowledge, performance of experiments and observations of the properties of materials and tools → themselves, use of handouts, survey, task cards.

To connect the material of the lesson with the previous one, to generalize, to use the knowledge of students in other subjects, to show the necessity of this knowledge, the way of its application.

Analysis and planning of work are carried out to create a general idea among students about the volume and nature of difficult tasks for a complete and clear presentation by children of the design of the product. When doing creative work on your own.

Orally or graphically according to a sample, drawing, graphic illustration, drawing. Sample analysis questions can be as follows:

1. What is this product? What is its purpose?

2. What parts does it consist of? what is the purpose of each part? What is the most (time consuming) main part? What is the shape of each piece?

3. What parts is the product assembled from? How many parts are there? How many are the same? How many different? What is the shape of the parts? How are the parts in the product connected: movably, stationary, in a connector? What is the connection made with? Are additional parts or parts needed for assembly? What is the peculiarity of the product design?

4. What materials is the product made of? What are their properties? Why exactly are they used for the manufacture of the product?

5. What tools do you need for the job?

The analysis helps to justify the necessity and purpose of the object, clarifies the design of the product, develops the skills of observation, selection and comparison of parts and the whole, and increases vocabulary. The child must clearly learn what, how in what sequence should be done, think over the image and design of the future product.

Difficult moments. Preliminary acquaint with terminology, clarify vocabulary.

It becomes more complicated from class to class, the products themselves become more complicated, and the independence of students increases.

It is possible to build a drawing of a development (pattern) based on a sample. Reading the drawings consists in the understanding by children, first of all, of the image itself, then the design of the product, its dimensions and manufacturing operations.

If the student is to create new images, to comprehend the means of their embodiment, then the preparatory work should awaken an artistic-figurative representation, the creation of a special emotional mood. Consequently, the preparatory stage should include the basis of images - analogs, methods of constructing certain forms, showing individual technological techniques, music, poetry, slides, special offers.

Time is limited! Amusement should be for the good of the cause, expedient, and not just take up study time. It is this stage that determines the entire educational meaning of the lesson.

If there is a lot of theoretical information, they can alternate with practical work.

At this stage of the lesson, homework can be checked, the material studied is updated.

4) Practical work. 30 minutes.

Individual or collective, in groups. This is the main time of the lesson, in which the teacher's help, supervision and instruction are required. Formation of practical skills, the ability to control their work, to compare their activities with a model. TB rules.

At the initial stage, the teacher usually explains and shows the techniques for performing the operation, slowing down and refining each movement, draws attention to possible errors. The effectiveness of this stage depends on how well the students worked independently, coped with the work and did not make mistakes. Mutual control is possible - be careful.

5) Summing up: students checking the completed product in action, correcting shortcomings, evaluating, clarifying the results of solving the problem.

Attracting the attention of children to the results obtained, a general assessment of achievements, repetition and generalization of what was passed in the lesson, the formulation of the ability to consider and evaluate each other's work, the development of interest and attentive attitude to the work of others, assessment.

The teacher himself sets the tone for the discussion. It is important to evaluate the child's work with his own previous achievements. Wish for improvement.

Home> Lesson

T.B. Vidovskaya

Anzhero-Sudzhensk

DEPARTMENT OF EDUCATION AND SCIENCE OF THE KEMEROVSK REGION

GOU SPO ANGERO-SUDZHENSKY PEDAGOGICAL COLLEGE

T. B. VIDOVSKAYA

ORGANIZATION OF TECHNOLOGY LESSONS IN PRIMARY SCHOOL

Council of GOU SPO

Anzhero-Sudzhensky College

"____" ___________________ G.

Reviewer: G.V. Stepanenko , teacher of methods of visual activity, GOU SPO Anzhero - Sudzhensky Pedagogical College. V Vidovskaya T.B ... Organization of technology corners in elementary school: guidelines for students. - Anzhero-Sudzhensk: GOU SPO Anzhero-Sudzhensky Pedagogical College, 2008 - 41 p. These recommendations contain advisory - methodological material on the organization of technology lessons, taking into account the requirements of developmental education, an approximate structure of manual labor lessons. Offered: a rough outline of the lesson; methodological analysis of the labor training lesson; conversations, laboratory work on working with paper and cardboard, fabric and fibrous materials, plastics; riddles, crosswords, rebuses and proverbs used in labor lessons. Methodological recommendations are addressed to students of the pedagogical college, teachers-methodologists, heads of pedagogical practice of the specialty 050709 Teaching in primary grades. © GOU SPO Anzhero-Sudzhensky Pedagogical College © Vidovskaya T.B., 2008

	Foreword …………………………………………………… ..
	Types of manual labor lessons ……………………………………… ..
	Classification of lessons by the content of work ………………….
	Classification of lessons by the nature of the cognitive activity of students …………………………………………….
	Lesson structure …………………………………………………….
	Afterword ………………………………………………………
	Literature…………………………………………………………..
	Annex 1……………………………………………………….
	Appendix 2 ……………………………………………………….
	Appendix 3 ……………………………………………………….
	Appendix 4 ……………………………………………………….

FOREWORD

It is very important for a future teacher to understand those scientific positions that determine the selection of the specific content of manual labor lessons. In a general education school, it is necessary to train the creators of the modern subject environment (in the broadest sense of the word) and its consumers, i.e. people who understand well enough what a harmonious living environment is. The content of labor lessons constitutes an integral system. Their distinctive feature lies in the fact that they are based on objective-practical activity, which in turn provides the child primarily with sensory cognition of reality. The need to create these recommendations arose because students take the discipline "Methods of teaching labor technology with a workshop" in the first year of study, and teach technology lessons in the second year. The methodological recommendations developed for students of the specialty 050709 will help to refresh the previously acquired knowledge of students. The proposed consultative and methodological material will assist students in organizing cooperation with students in technology lessons. The purpose of the proposed recommendations is to help provide precisely general developmental, creative activity.

TYPES OF HANDLESS LESSONS

The systematization of labor lessons is possible on different grounds: according to the materials used in the work, according to educational operations, according to didactic goals, methods of organization, etc. If we proceed, for example, from a didactic goal, then the typology of manual labor lessons will be the same as any other lessons: lessons in learning new material, lessons in repetition and consolidation of acquired knowledge and skills, generalization lessons, control lessons, and, probably, the most common the type (as in other school subjects in primary grades) will be a combined labor lesson. Of course, any other classification accepted in didactics is applicable to these lessons, since this subject is built on the same principles as all the others. In defining the types of manual labor lessons, it makes sense to turn to those specific grounds that are the most essential and decisive for labor training.

Classification of lessons by content of work

There are three main types of lessons: a) rational-logical (solving logical problems); b) emotional and artistic (creating an artistic image); c) formative techniques and skills of practical work. The features of cognitive processes and the nature of the activity in each of them are directed differently. Rational and logical tasks presuppose a rather rigid and unambiguous analysis of the design and the establishment of a completely definite, unified logic of work. Such tasks include everything that is primarily comprehended by the mind and less emotionally evaluated: for example, puzzle applications (the so-called planar design), volumetric design, symmetric cutting tasks, bookbinding, marking, calculation and measurement constructions and calculations, etc. Many of them are constructed by analogy with mathematical problems or psychodiagnostic tasks aimed at testing spatial constructive thinking and analytical abilities. The main thing in such works is to analyze the design, to reveal to which principle the mutual arrangement of parts is subordinated, to establish working methods, etc. These tasks are solved in a rational way; in such lessons, calculations, calculations, execution of sketches, drawings, diagrams are appropriate. The creativity that students show here will be predominantly of an intellectual nature. Of course, most often there are such works in which rational-logical tasks constitute only some part of the entire activity. Items that do not imply any artistic variety at all are quite rare. Even those forms and compositions that are created in a purely rational way, thanks to their

Confident, harmonies are usually not devoid of artistic expressiveness, and the very work of students in such lessons is of an aesthetic nature. Nevertheless, the main content of work in such lessons is, as a rule, a logical analysis of the device's device. Unlike them emotional and artistic tasks presuppose the search and embodiment of an original artistic image that expresses an emotional state or any artistic idea. These are, for example, various artistic compositions on a plane, toys from eggshells, modeling animals from plasticine, sculptures from natural materials, etc. In such works there is no place for strict regulation, they cannot be carried out according to a single plan. Moreover, it is unlikely that any "work planning" would be appropriate here at all, since it would contradict its very nature and the psychological nature of artistic creation. Each such product is "composed" by creative combination of materials, and in the course of work the direction of the search can change. In general, in such lessons, all means (including materials, methods of processing them, etc.) appear for children most often in a variety of options, since they correspond to the special artistic content that each student seeks to express in his work. If these tools become only a set of techniques and rules, they will immediately, automatically, become indifferent to this content, which will deprive the students' work of all meaning. Performing tasks of an emotional and artistic plan, the child, if possible, independently determines the color, shape of individual parts of his product, their general composition. He can also independently select the material and the most suitable methods of processing it. By all these means, he is trying to express some idea, convey a mood, attitude, create an image. The task of the teacher in such a lesson is to awaken as much as possible and, if possible, expand, enrich the imaginative impressions of children. As you can see, the types of lessons indicated above differ significantly in their tasks and content, therefore, the organization of children's activities in them should also be different. At the same time, the names of the products and the wording of the topics that are offered to students may even have some similarities. As for the materials and methods of their processing, they can generally be the same, and this circumstance will not in any way affect the features of a particular lesson. For example, in the “Skillful Hands” textbook for grade 1 there are two lessons in which paper appliqués depicting birds are performed (pp. 36-37 and 40-41). The first job of creating an image with a bird is a typical logical task. Disciples by Rational Reasoning establish patterns, in accordance with which feathers in the bird's tail alternate in color and size, and should accurately reflect these patterns in the applique. And the second work involves the creation of an artistic composition "The Birds Have Arrived!" express mood coming spring, its "movement",

Her rhythms. In both cases, announcing the topic of the lesson to the students, we can say that “today we will create applique pictures with birds”. However, does this mean that the direction of work in both lessons will be the same? No, on the contrary, the lessons will differ markedly. It is known that the main work on clarifying the assignment is carried out in the process opening conversation... It is at this stage of the lesson that the active activity of children begins, the results of which are then embodied in the product. The main purpose of the conversation is to update the knowledge and ideas existing in children and supplement them with new ones, in the volume and quality that are necessary for the successful performance of the work... Proceeding from this general didactic requirement for the introductory conversation, we understand that in the first of the lessons under consideration it makes no sense to use serious artistic-figurative material; there is also no need to dwell in detail on the signs of spring, its images. With this in mind, the album gives the appropriate visualization: a color wheel, a reduced model of a bird, according to which students determine the total number and order of feathers; templates are also given, using which children can complete the task of classifying feathers by size. All this will help children understand the patterns in accordance with which the application was created. During the conversation, the teacher directs precisely the logical reasoning of the children to this Lesson; it is also necessary to update their knowledge of various colors (but not at all about color as a means of artistic expression, but simply to make sure that each student knows how to distinguish, for example, blue from blue and distinguishes all other colors, i.e. will be able to solve the corresponding task) and the ability to compare individual elements in size. Additionally, in this lesson, you can offer first graders one more logical problem: since of the seven feathers in the tail of the bird, two are the smallest, one is the largest and four are medium (respectively, three templates of different sizes are offered), is it necessary to mark each feather separately, or can you streamline work? First-graders are happy to solve such problems, which are quite appropriate here. And for the performance of the artistic composition "The Birds Have Arrived!" completely different knowledge and ideas will be relevant, for example, how nature comes to life with the onset of spring, how birds fly in, how they rhythmically line up in flight and what different states can be conveyed by different rhythms of spots (the location of bird silhouettes in the composition). It is desirable that this image in the minds of children be as bright and vivid as possible, therefore, as an illustration for this lesson, the textbook "Skillful Hands" contains a picture depicting birds flying (high above the ground, against the background of a spacious and bright sky). The teacher can use other similar visual materials, as well as a film strip or video showing birds in flight, so that children get an idea of ​​the expressiveness and variety of flying silhouettes, their orderly and rhythmic construction during flight, etc. In the introductory conversation to similar works are used

Works of art (music, poetry, paintings) that will help each child "see" the corresponding image, create an idea. Under this plan, the student will select the material, find suitable ways of processing it. For some image, for example, a piece of paper needs to be cut off, for another - to be torn off, and for a third, crumpled or bent. Technologies and work methods are used creatively and meaningfully; the child himself can choose the material and the method of its processing, depending on the effect that needs to be obtained. It is another matter that a first-grader still has a poor idea of ​​what effects and through what methods can be achieved, because he has insufficient practical experience. But such tasks are aimed at expanding this experience. In the introductory conversation, the teacher can demonstrate samples-analogs of creative works and draw the attention of children to what techniques the author used in them; be sure to show several possible ways use of certain materials. Children should have a choice, and the techniques shown should allow for the possibility of their creative combination. In addition, in such lessons, as they work, they demonstrate the creative findings of individual children, which further expands the first-graders' ideas about the possibilities of materials and stimulates them to independent searches. It should be borne in mind that some lessons involve a combination (but not mixing!) Of rational-logical and artistic principles, and practicing practical techniques is included to one degree or another in almost every lesson. For example, cutting a snowflake out of paper develops students' spatial thinking, their ability to analyze a structure (since this form is specially constructed from symmetrically located links). At the same time, in it, nature itself has combined a rigorous mathematical calculation with the grace of lines, harmony and sophistication of the drawing, which create a vivid artistic impression. Therefore, in the lesson, mastering the principle of making a figure with several axes of symmetry, we still focus on the figurative side of the work. The rational-logical and artistic directions are combined in a very special way in those classes that are devoted to the manufacture of products with a certain utilitarian purpose (potholders, dishes, packaging, etc.); most of them are in the course of design education. These are lessons artistic design, beauty and rationality are inextricably fused in them. How should a teacher approach their development? Likewise, i.e. based on the main substantive core of the work. The fact is that for some of these products the decorative function is predominant (and the design is completely subordinate to it), for others, on the contrary, the main meaning of the product lies in its function (and the decor is of an applied nature). For example, a vase for flowers or a greeting card, first of all, should be expressive in appearance, highly artistic. Therefore, the shape, size, design features and everything else in these

Items are thought out and executed based on the impression they are supposed to make. Such lessons should be attributed primarily to the artistic type. The device of the products and the methods of their implementation must be analyzed, but this analysis is entirely subordinate to the main thing - how to enhance the artistic impression through the design, choice of material and its processing. And in such products, for example, as a pincushion, a notebook, a brush holder, the main meaning lies in their useful function. This function should be expressed, first of all, through the construction, which is the main subject of analysis in the lesson. Such activities are predominantly of a rational and logical nature. Consider, for example, a lesson like making a needle case in a cover (Wonderful Workshop, p. 112). Focusing the attention of children on the fact that the proposed design of the needle bed is convenient for storing needles on the road, the teacher guides them in their further reflections. The product is flat and small for easy placement in your wallet. But having the same dimensions of the cover (6x8 cm), the needle bar can be opened on the long or short side; cover patterns may vary. The tasks of drawing sketches of flat patterns and calculating their dimensions are very appropriate in this case. Other calculations do not violate the logic of such a lesson. For example, given the size of the cover, the students can calculate the size of the cloth insert and the paper spine for pasting. Independent calculations in this case will help you better understand the design, will draw attention to the fact that the shape and size of all elements are interrelated. If the teacher simply ordered to work according to the instructions (even with all the necessary explanations why the details should be exactly the same), the corresponding task would simply disappear from this task. As for the decoration of this pincushion, it is enough to draw the attention of children to the fact that the decor of this product should be restrained. But the manufacture of a box-packaging for a New Year's gift suggests a more "equal" connection of the rational and logical principle with the artistic one: children comprehend construction boxes from the point of view of its function (depending on the size and proportions of the gift, the size and proportions of the box change) and think over decor, also based on the features of the function (not just a box, but New Year's, fabulous packaging). In such cases, the teacher should accurately determine where logical reasoning will be appropriate in the structure of the lesson, and where it is necessary to stimulate the decorative and artistic ideas of schoolchildren. The ability to determine in a particular work its main focus (rational or emotional) is very important, because in accordance with it, the teacher also chooses the appropriate methods of guiding the students' activities. To help the teacher in solving this problem, the named textbooks for each lesson give a certain model of its organization. This model is presented in questions, in the formulation of tasks, in clarity. All information is given very briefly and schematically, but it should be addressed

Close attention, because it is she who is the "key" to the construction of the lesson. The teacher can pick up any additional material that helps to better reveal the topic of the lesson, but this is not a requirement. For each job, our textbooks contain the necessary information to organize a full-fledged lesson. You just need to use it correctly! Lessons to familiarize yourself with new ways of working assume that most of the time they will be devoted to demonstration and step-by-step development of specific practical actions. Such lessons are held in cases where it is necessary to master some labor-intensive, but necessary and used in many works practical techniques, for example, weaving, sewing, etc. It is clear that, depending on the complexity and complexity of the studied method of work, it takes different time to master it. If a whole lesson is needed, then, of course, it will not have the character of training exercises, since children learn the necessary ways of working directly in the process of making products. It is quite acceptable, and often desirable, such options when the study of a new way of working is immediately associated with the solution of a logical problem or with the development of a product design. As mentioned earlier, we demonstrate many non-ingot labor-intensive techniques practically all the time, imperceptibly including them in the arsenal of children's creative activities, especially in works of an artistic plan. As for the task of self-sufficient study of the features and properties of ornamental materials in the form of a "theory", it is not posed, and the teacher does not aim at conducting special experiments and observations. As we have already noted, earlier any sensually perceived properties of things and phenomena have meaning for a person not by themselves, but only from the point of view of their vital significance, and this meaning is best comprehended in those cases when certain properties of materials are taken into account in practical work. Not included in a specific task, special information for a younger student in and of itself has no practical meaning, they only burden the memory with unnecessary information. It is very important that the teacher can clearly show the most diverse, sometimes unexpected techniques for using materials to express a particular xyartistic idea or design intent. For example, how the impression changes depending on whether the applique details are cut with scissors (and have a clear, even edge) or torn off with your fingers (which gives the contour a soft character, allows you to convey an air environment, etc.). In the design process, we note that, for example, corrugation of paper allows it to withstand large transverse bending loads; volumetric forms made of paper sheet (cube, cylinder, cone, etc.) also acquire new properties that differ from those of a flat sheet. All these techniques, of course, are based on the properties of materials, but studying them in elementary school is expedient precisely in the applied sense, in that which is related to the design, to creative work.

Classification of lessons by the nature of the cognitive activity of students

From the point of view of the nature of cognitive activity, the lessons can be divided into two large groups: a) reproductive; b) creative. They differ from each other, mainly in the degree of cognitive activity and creative independence that the student shows in the process of work. In the organization of student activities, each of these types of lessons has its own characteristics. Reproductive activities suggest the least degree of independence. They are most appropriate in those cases when it is required for a relatively short period of time to master the necessary system of specific knowledge or methods of action. In a reproductive way, such lessons are usually organized, in which it is necessary to master as clearly as possible complex and time-consuming techniques of processing materials, marking methods, rules of work, etc. Such lessons are found both in the first and in all other classes, since as the degree of difficulty increases creative tasks to be solved, as a rule, require more and more subtle and complex practical actions. In addition, the program provides for the development of various types of folk crafts. A respectful attitude towards folk traditions requires that the methods of activity developed over the centuries are studied as carefully as possible. All this often involves turning to the reproductive type of lessons, in which the teacher demonstrates the actions and explains them in detail, and the students repeat, reproduce and remember as accurately as possible. This usually means frontal training of reception with the provision of individual assistance as needed. As already mentioned, mastering practical techniques should not turn into an end in itself. On the basis of the mastered ways of activity, students can perform creative work. Creative lessons assume that the predominant is the creative activity of students. The organization of these lessons requires from the teacher, first of all, a clear understanding of the very meaning of creativity. The concept of "creativity", perhaps, should be attributed to one of the most widespread and frequently encountered in the methods of labor training. In everyday life (including pedagogical), it is often generally identified with any handicrafts: exhibitions of "children's creativity" abound in sketched, copied, made according to instructions, products of a purely reproductive plan; everything that the child has made with his own hands is absolutely groundlessly referred to as "creativity." Even more often, in manuals for labor training, one can find so-called "creative tasks" or special "pages of creativity", in which "creativity" is, as it were, mechanically joined to the whole

The rest (uncreative) work is reduced to the fact that the child is invited to contribute whatever change into a craft, painted down to the smallest detail in strict instructions. For example, a student first copies a sample (say, a picture in the applique technique); the sample is accompanied by templates of all the details (including those that are easier and more expedient to make yourself), explanations about the materials and step-by-step instructions are given. After that, it is proposed to perform "creative" work; do such a picture, but change something in it. At the same time, it does not explain in any way what exactly should be expected from the changes made, whether the picture should convey a certain mood or it changes according to some logical principle - no, it's quite simple something do it differently than in the sample, and it will already be creativity! Meanwhile, the psychological nature of creativity has nothing to do with such tasks, and the teacher should understand this well. First of all, let us note that creativity involves the creation of something new that does not yet exist in human practice. It can be a new scientific idea, a new artistic image, a new way of working, etc. As already mentioned, educational creativity usually has no objective novelty; schoolchildren usually discover what is already known to mankind as a whole. However, the essence of creativity for them remains the same: creative activity- discovery, independent search. With this in mind, those that are the result of direct copying should immediately be deleted from the list of creative works. Taking into account the scientific, psychological and didactic foundations of creative activity forces us to make radical changes in the usual organization of manual labor lessons. First of all, this applies to tasks that would instruct the student to "independently" make a product, guided by an instruction card detailing the entire course of work. Unfortunately, such an understanding of independence in school everyday life is also quite widespread: "independently" means by itself, separately from the teacher and from other students. But what is the educational meaning of such "independent" work? If a child works according to prescriptions and according to instructions, and at the same time he still makes everything to the smallest detail according to templates, it does not matter if these instructions are given directly by the teacher or they are drawn on a card. There is no independent work in this case! Such tasks contradict the scientific understanding of cognitive independence. Speaking about creativity, one should, first of all, pay attention to such works in which the younger student is actively develops a product in accordance with the task at hand. It is the task that creates a certain attitude towards creative search, makes him think, look for the necessary methods of action, and not just mechanically copy. Creative activityorganically includes the formulation and solution of problematicsituations: they can be of an artistic or logical type, but they necessarily constitute the very essence of the work.Proceeding from this, it makes sense in general terms to recall what exactly

The psychology of thinking is referred to as problem learning. As noted by A.V. Brushlinsky, with problem learning, the separation of the processes of obtaining new knowledge and their application is eliminated. In traditional (non-problem) training, the necessary knowledge and skills are formed before solving problems; then tasks are proposed in which the student must apply and consolidate this knowledge. With problem-based learning, new knowledge is acquired and discovered in the very process of solving practical and theoretical problems. Of course, these tasks should be really inscribed in the tasks offered to the children. Let us illustrate the differences in the problem-creative and reproductive organization of students' work with a simple example. For example, a teacher shows first graders (who are mastering origami techniques for the first time) how to make a shape similar to a tulip flower from a square of paper, while they compare the resulting product and image of the realflower. Further, the teacher proposes to independently determine and perform additional folds so that the resulting shape more resembles an unblown tulip bud. For clarity, no paper sample is given and, of course, methods of work are not shown. Only the real bud (or its image) is shown, looking at which pupils they themselves must think about how to make a narrow one out of a wider, wider form. In this case, they acquire the necessary knowledge: about the figurative nature of origami, about the ways of obtaining some forms in this technique, about the variety of forms of nature, and not in finished form, but making a kind of creative "discoveries".

Origami tulip

Now let's try to imagine the organization of the same work in a slightly different version. First, the pupils, under the dictation of the teacher, make the same tulip (first "blossomed", then more closed); every time they have a sample in front of their eyes. Then they are given a sample of a slightly different kind, where the same shape plays the role of a "bell", and the task is formulated something like this: "Now make your own picture" Bell ". In order for the children to cope with the task for sure, patterns of the remaining parts are also given - leaf and stem. You might think that the differences between the two described

The most insignificant occupations; in any case, on both the students do part of the work on their own. Nevertheless, the second option, in contrast to the first, is built in the classical style of an information-reproductive lesson; "Independent" work on it is purely reproductive, training, not creative in nature. In essence, children do not receive any new knowledge in this work and, of course, do not make any discoveries: the final result of the work (sample) is already before their eyes, the methods of work have just been mastered, it remains only to consolidate them. How to construct a lesson - reproductive or creative - does not depend on the spontaneous desire of the teacher. This should be justified by the objectives of the lesson. Keeping in mind that the meaning of object-based practical activity is to intensify the cognitive processes of creativity, we each time think over which method will be most appropriate in a particular case. E
If the teacher understands the meaning of reproductive and creative activity, then at each lesson he will be able to properly organize the preparation of children for work. Let's say a reproductive lesson is based on the use of a single model and allows building a single plan of action. Creative work is prepared and built in a completely different way. Application Artistic creativity, first of all, it involves the creation of an originalimage (expressing a certain mood, attitude, etc.) and the embodiment of thisimage by self-selection of the necessary means. Therefore, such a lesson excludes the work of the model. At the same time, it is necessary to help students, firstly, to conjure up an appropriate image and, secondly, to find the most appropriate ways to implement it. For this purpose, we still use samples in the lesson, but they have a completely different educational meaning. These are not samples for copying, but samples-analogs, which demonstrate possible creative solutions the task at hand. Using these samples, the teacher explains what exactly needs to be looked for, how it can be done, what practical actions can be taken. Such an organization of a creative lesson stems from the psychological nature of creativity, which assumes that in the process of creative search, a person nevertheless starts off from something. “That which does not seem like anything does not exist,” Paul Valéry justly remarked. Just as creativity and thinking never deal with what is already absolutely known and fully cognized, it cannot deal with what absolutely it is not known that at least partially did not enter consciousness. As we have already noted, real creativity is not any meaningless originality at all, but

Exactly targeted search,consistent with the task at hand. In order for the task, the direction of the search to be comprehended by a person, they must be presented in one way or another; for this, there are preparatory, clarifying types of visibility. For example, a child should compose a composition on some topic (for example, "Festive fireworks" or "Spring is coming!"). An image cannot arise from scratch. The corresponding samples are offered not for copying, but in order to awaken imagination, to actualize existing knowledge. First of all, they give an idea of ​​the image and mood that should be reflected in the composition (in the first case - the mood of the holiday, a solemn and joyful state; images of bright flashes against the background of a dark sky; in the second - the mood of the approaching spring, the image of awakening nature: blue the sky reflected in the water, the last snow, spring tree trunks). Samples help to capture this mood, and thus a goal work: express it through the creation of an adequate artistic image. And already he chooses for this imageappropriate means, materials and methods of work. Of course, he does this with the help of a teacher, but he does not copy or repeat instructions, but looks for his own solution. In the same way, they are organized and intellectual and logical creative work. First, the child is asked to understand the patterns in accordance with which this or that structure is composed, and then he must perform the work using these patterns, The purpose of the work for the student, and in this case is to solve a certain problem, in accordance with which, he deliberately uses materials and modes of operation. Considering the creative, search activity of children, one should especially dwell on the so-called artistic combinatorial works. They also involve the creation of an original artistic image, but it is developed in a slightly different way, and this activity itself has a specific meaning for students. Artistic combinatorial tasks are more reminiscent of a kind of play with material, the search for unplanned artistic effects, the use of unexpected means. This work is very important for children, as it greatly contributes to the development of flexibility and originality of thinking. It should be remembered that all types of artistic creation are built on a completely special basis, which does not involve the advancement of "scientific hypotheses" (as in intellectual problematic situations), but the free operation of the corresponding images. It is these qualities that form artistic combinatorial works. Fulfilling them, schoolchildren, of course, are also guided by some kind of plan, but it is specially set in a very general form. In addition, such tasks are usually associated with the development of something unusual, outlandish, non-existent, so as not to shackle imagination (this can be, say, a sketch of a car house, an alien alien, a fantastic animal, etc.). For example, by constructing "toys-unbelievable" ("Wonderful Workshop", pp. 150-153), children can

Compose them directly in the course of work. The assignment says that "these toys are entirely the fruit of your imagination." Therefore, the child can freely experiment without fear of ruining the product. The work can be constructed in a similar way, but “transforming” a spot of arbitrary shape into some kind of image (“Skillful hands”, pp. 46-47, “ABC of skillful hands”, p. 57). In such cases, the design is dictated by the associations that arise in children at the sight of a given form. Initially, these associations may not be very clear, and as the image is embodied, they may change at all. Stimulating creative work in artistic combinatorial tasks, the teacher should encourage children to experiment freely, encourage any original solutions. Let's pay attention to such lessons when schoolchildren create a product according to instructions from ready-made, fully marked parts, cutting them out directly from the pages of the album. These are, for example, Santa Claus, a New Year's card, a mask, a frame-pass to a school desk. Why are such tasks needed if the main program setting is the development of creative independence, and not work according to prescriptions? The fact is that this method allows you to quickly equip children with the knowledge and experience of performing more complexdesign techniques(in particular, in paper plastic - techniques for modeling a volumetric shape from a flat workpiece). All other ways to achieve the same result would have required an immeasurably large and essentially unjustified investment of time. And in this case, having become acquainted with the technique, so to speak, "from the hands of the instructor," the child, according to the finished result, somehow comprehends it, and then consciously uses it in creative activity. In addition, all such tasks require not just reproductive action, but force a meaningful attitude to work, and, where possible, stimulate creativity and purposeful search. At the same time, guiding the technological side of the matter, the teacher, as in other lessons, directs the thoughts of the children either according to a rational-logical or an artistic type. Creating, for example, a figurine of Santa Claus, first-graders, against the background of mastering the techniques of paper plastic that are common for all, have the opportunity to give the product originality and artistic expressiveness precisely through the creative use of these techniques.

LESSON STRUCTURE

What does the structure of the lesson depend on - the number of stages; their sequences? Should they always be the same or different? There can be only one answer: it all depends on the content and tasks. Each stage carries on itself a certain semantic and emotional load, and together they must be connected and a single, logically harmonious whole. A lesson cannot be a kaleidoscope of disparate tasks. Like everyone

The creative act has its origin; development and completion; 1. Organization of the lesson, the establishment of order and discipline. 2. Preparation of students for practical work (introductory conversation, story of the teach gel);

Practical work on the manufacture of the product;

Summing up the results of the lesson; evaluation of the work done;

Cleaning of the workplace.

Organization of the lesson. As a rule, if no unusual procedure for entering the classroom after recess is planned, the children themselves go to their workplaces. At this time, children are excited, they have not yet calmed down after the break. We need to somehow establish order. There are several options. Sometimes the teacher asks to check if everything is ready for the lesson. Either let the children stand for a few seconds at their desks, or when the children do not have to be calmed and disciplined: just before the bell rings, the teacher, outside the door, invites them to quietly enter the classroom and take their places. Thus, the organization of the lesson is a necessary first structural element of a lesson of any kind and content, but it can be passed in different ways. Preparing students for the upcoming practical work. The main purpose of this stage is the actualization of those knowledge, skills and abilities of students: which will be used, replenished and developed in practical work; conversation, analysis of samples - analogs, demonstrating possible imaginative solutions; ways of constructing certain forms; demonstration of individual technological methods; musical fragments, slideshow, reading of poems. Inclusion of elements of play and entertainment in the lesson. Riddles are a no less common technique of “preparing students for work”. Practical work on the manufacture of a product for schoolchildren can be implemented in various organizational forms: individual or collective. The stage of practical production of the product takes up most of the lesson time. Along the way, his teacher provides individual assistance to students, helps to cope with individual operations. Can suggest some ideas. Even if a child is working on his product and realizing an individual idea, it makes sense to support the creative communication of children, the exchange of ideas. If the teacher from time to time demonstrates to everyone some unusual solutions, especially successful ideas of individual children. Firstly, it creates an additional incentive for creative searches; secondly, it helps students not to lose the main direction of work. Summing up the results of the lesson evaluation of the work done. The main point of this stage of the lesson is not about assigning marks to students. And its other content components are much more important. This is a) drawing the attention of children to the results obtained, an overall assessment of achievements; b) repetition and generalization of what was learned in the lesson; c) the formation of the ability to consider and evaluate works

Each other; d) development of interest and attentive attitude to the creativity of others; e) the formation of friendly relationships in the team. More often than other techniques, you can use the organization of an exhibition of students' works with their collective viewing and discussion. Cleaning of workplaces - each student must definitely put in order working tools, collect garbage from the table and put down materials suitable for further work.

THE AFTERWORD

An orientation towards developing learning in labor lessons will help students, future primary school teachers, in their complex work of organizing technology lessons. For pedagogues-methodologists, heads of pedagogical practice, this material will help in the process of educational activities to orient students towards a deep and lasting mastery of knowledge, their integration in the process of preparing and passing pedagogical practice, as well as in the process of independent professional development.

LITERATURE

Konysheva N.M., Methods of labor training for junior schoolchildren: Fundamentals of design education. - M .: Publishing Center "Academy", 1999; Vygonov V.V. Workshop on labor training. - M., 1999; Skillful hands: A textbook on artistic work for the 1st grade of elementary school / N.M. Konysheva, - M., 1998; Wonderful workshop: A textbook on art work for the II grade of elementary school / Konysheva N.M., - M., 1997; Our man-made world (from the natural world to the world of things): A textbook on artistic work for the third grade of elementary school / N.M. Konysheva, - M., 1997; Secrets of the masters: A textbook on art work for the IV grade of elementary school / Konysheva N.M., - M., 1998;

APPENDIX No. 1

Sample lesson outline

2nd grade Lesson topic: Transformation of leaves (creation of an image by association). Lesson Objectives: 1) the formation of the ability to consider and study the shape of objects: 2) the development of associative thinking, the ability to create, an artistic image in association with the shape of the object, 3) the formation of techniques for creating a frontal composition; 4) fixing the technique of gluing dried leaves and seeds on a paper base. Materials,instruments,equipment Have students: in the middle of the far edge of the table on the support of the suites is the textbook "Wonderful Workshop"; dried leaves in large flat boxes and seeds (arranged in types in small boxes) - in front of the textbook: a backing sheet lies closer: colored paper and sheets of waste paper (10-15 sheets of about 1O x 15 cm) - in the far left corner, a brush in the stand and jar with glue in the right corner of the table. The teacher has: dried leaves of various shapes, colors and sizes, a sheet of paper about 20x30 cm; textbook. Board decoration The topic of the lesson is written in the upper middle: "Transformations of leaves." Below, analogous samples are hung and covered with a curtain (compositions from dried leaves: an owl, a firebird, butterflies, fish in an aquarium). During the classes

Lesson steps
1. Organizational moment - 1 min.	Students enter the classroom and sit down.
2. Announcement of the topic of the lesson - 2 minutes.	- Look at the chalkboard for today's lesson. Read its title (Children are reading) - Unusual topic, right? What do you think our work will be? (Children make assumptions. Answers of this type are also possible: "We will make pictures out of dried leaves, we will turn them into pictures ...") - We already did pictures from leaves last time, but we did not call it transformations. But today this word appeared - as if some kind of magic is expected! What could it be? (Perhaps the children will guess and say, for example: “We will transform the leaves into different animals,” If not, then the teacher designates the theme himself.) - To transform means to change the image. So we have to turn simple dried leaves into some kind of image. Let's try to guess: maybe someone is hidden in them, and we will help him to free himself. We must be especially attentive and empathetic.
3. Working with the textbook. Analysis of analog samples - 7 minutes	Open the tutorial on p. 36. We read the text, starting from the title. (Several students take turns reading the text aloud. The teacher as he reads suggests looking at the samples mentioned in the text. Then he We open the analogue samples on the board and draw attention to how well the image of each leaf in the compositions is guessed.) - Close the books and put them in the stands. (At this time, the teacher closes the samples on the board again) .
4. Exercise. Associative thinking training - 5 min	- Let's see if it's easy to be wizards. (Teacher on the queue shows the children one or two sheets of paper in equal positions, applying them to a sheet of paper, and the students examine and try to guess what they look like. Several students name the images they see, the rest assess their accuracy and originality. The teacher guides the process like this: “Yes, indeed this leaf in this position looks like a dog's face: here these upper prongs are like two ears hanging over on the sides, and on the bottom, small teeth look like hanging hair. What else will need to be added to finally turn this leaf into a dog? Right, eyes. Of what can they be made? From small flowers? Perhaps. Or from acorn caps. " Demonstrates).

5. Practical work of students: 1) selection of leaves, creating an image - 7 minutes 2) gluing the leaves 15 minutes.	- Now carefully consider the leaves that you have. In whom or what can they be turned into? Place the leaves and seeds selected for work on paper of a suitable color so that you get an expressive composition. Do not glue anything, I will first go through and see all the work. (Children create their own compositions, and the teacher goes on class and, if necessary, provides individual assistance.) - Everyone coped with the first part of the work; the transformations turned out to be very interesting. Now we need to complete the work. What needs to be done so that our creations do not fall apart, do not disappear? That's right, glue the leaves and seeds. Remember, in the last lesson we already got acquainted with the rules of this work. What do we know about this? (Children will probably remember that the sheet is smeared with glue on the seamy side, after placing dry newsprint under it. Then the sheet put in their place in the composition and rub gently across another piece of paper. You need to be especially careful with the leaves, as they are very fragile.) - Try not to destroy the composition from it on turn, take the parts and glue them in place. (In the process of work, the teacher provides children with individual assistance as needed. While the students are finishing their work, the teacher removes analog samples from the board).
6. Exhibition and evaluation of works - 5 min.	As the products are ready, the teacher fixes them on the board with magnets - Let's see how well we worked as wizards today. Which of the transformations presented here seem to you to be the most successful and interesting? Why? The teacher tries once again to draw the attention of children to the exact and original "playing around" the original forms) - your work will be at the stand by the end of the day, you can examine them more closely
Lesson summary -3 min.	- Do you think any piece of paper can be turned into what whether you like it or not? How to guess who is hidden in it (Summarizing the children's answers, the teacher brings them to the conclusion, it is necessary to carefully consider, study the natural form and only after that decide what can be done from it). - What have we learned today. (Carefully examine the leaves, guess who is hidden in them, and release these images.) - And I also want to add that you have begun to work more accurately, not a single fragile leaf has broken or torn with us today. This is especially important for wizards.
8. Cleaning of workplaces	The lesson is over. Everyone leaves the classroom so that the attendants can start cleaning.

APPENDIX No. 2

Methodological analysis of the labor training lesson

We generally recommend that you analyze a lesson in two stages. At the first stage, the lesson is analyzed and evaluated by the teacher himself. First of all, he once again mentions its topic and tasks. Then, in general terms, he outlines what program of action was planned to achieve the tasks set, substantiates the conceived structure of the lesson, the logic of transitions from one stage to another. After that, he compares the planned course of the lesson with the real course, analyzes the reasons for deviations from the original plan, justifies achievements and failures. In doing so, you can rely on the following questions:

Which of the plans did you manage to accomplish best?

What moments in the lesson were unexpected?

How successfully did you manage to navigate in an unexpected situation?

What conclusions can be drawn from this for subsequent work?

Have all the questions and tasks addressed to the children been correctly and clearly formulated?

Did the teacher notice any mistakes of his own, including speech mistakes?

What failed and why (there was a deviation from the planned actions or there were some other reasons)?

Have the tasks been completed? From what facts can one draw a conclusion about this?

The second stage of the methodological analysis of the lesson is its discussion by colleagues: students, teacher, methodologist. You can propose to hold a discussion on the following issues:

To what type can this lesson be classified in terms of content (artistic, rational-logical, or a lesson in the formation of a practical skill)?

How expediently are the objectives of the lesson formulated? Are they appropriate for this lesson?

Does the planned system of teacher actions correspond to the type of lesson and the tasks set?

To what extent are the teacher's real actions in the lesson adequate to what was originally planned? How successful are these deviations from design?

Which tasks in the lesson were reproductive and which were creative, to what extent were they appropriate? What developmental moments of the lesson can be noted?

How appropriate are the forms of organizing the work of students used in the lesson?

What is the general assessment of the teacher's speech (its correctness, accuracy, expressiveness; possession of special concepts and the appropriateness of their use)?

What is the general assessment of the teacher's behavior and activities in the classroom (the level of intelligence, the ability to manage the class, benevolence, exactingness, competence, artistry)?

Did the teacher manage to establish contact with the children, follow the logic of their answers and take into account the judgments of the students in the dialogue?

Did the pupils develop an attentive, interested and sympathetic attitude towards each other in the lesson? How was this expressed?

To what extent have the tasks been solved? What are the grounds for this judgment? What are the wishes for the teacher?

APPENDIX No. 3

Conversations and laboratory work in the classroom on the topic "Paper and cardboard"

Paper is an artificial material invented and made by people from materials that they find in the surrounding nature. Notebook, blotting, cover, wallpaper is made of spruce wood (tell me how to make it). Experience 1. Why, before tearing a sheet of paper, if we need the edges to be even, straight - the sheet of paper must be bent? Fold the sheet in half, run along the fold with a trowel or a fingernail. Spread the sheet and tear. The paper will rip at the edges of the fold line. Why? Because when we bent and then smoothed the fold line, the smallest filaments broke, the bonds between them collapsed. And the sheet will definitely break in a straight line. Test 2... Determination of grain direction in paper. Take a sheet of square paper, mark it with the letters AA, BB. Take the edges of the sheet with your fingers and start tearing the sheet in the direction from A to A, then also from A to B. Compare the break lines, how different they are. In one case, the break line is very uneven. Why is this so? In the case when the tear line turns out to be almost straight, we tore the paper along the grain. This is due to the fact that when the sheet is rolled under the rolls (calenders), the fibers themselves were installed along the sheet along the movement of the mesh. This means that when we need to tear a sheet of paper more evenly, we must first determine the direction of the fibers, and then tear; fold or fold along the sheet, not across. Test 3... Why does wet paper tear so much more easily than dry paper? Take a strip of paper, cut it in half, leave one part dry, and moisten the other with water. Carefully hang an object weighing 200 grams to the bottom of the dry strip, the strip will hold. If we wet the paper, it will creep. This is because the fillers of the paper pulp contain adhesives. The faster it dissolves in the water in which we wet the paper, the faster the fibers of the wood from which the paper is made will creep away, because they are no longer tied together. Experience 4. Why do wrinkles appear on the paper when pasting different products with paper or when gluing relatively large parts made of paper, cardboard or other materials? To prevent the appearance of wrinkles, you need to know the properties of the paper well. Lubricate the wrong side of the paper with glue, moisture will penetrate deep into the sheet and meet wood fibers in some places, and fillers in others:

Paint, chalk; the sheet of paper is not uniform, some surfaces swell, others remain unchanged. The paper stretches a little - so it will wrinkle. We smear the paper with paste and leave it to dry, after drying the paper will look like a "cobblestone pavement", and if this sheet is dried under a press, it will take the form of a press. Experience 5. Let's compare paper and cardboard. We tear a piece of cardboard in the longitudinal and transverse directions, the tear line will turn out to be of an irregular shape. But if you first bend a sheet of cardboard and iron it, the break line becomes even. This is because the wood fibers that make up the cardboard are broken in a straight line and break easily. In cardboard, the fibers are arranged in several layers, one above the other. Therefore, in cardboard, you can cut the upper layers, and leave the lower ones intact - this makes it easy to bend the cardboard. Experience 6. Coloring cardboard and paper with colored pencils. Coloring paper or cardboard with pencils, we inject finely grated graphite into the pores of the sheet. Test 7... Painting paper with watercolor paint. If the paper is glued, the paint will flow; you can stop this spreading if you draw the contours of a shape with a pencil - the fact is that the pencil leaves a dent on the surface. The paper will be better colored if it is wet beforehand. Test 8... How to color the paper on both sides? It is rather difficult to paint with a brush. Better to dip a sheet of paper into the paint solution. Dissolve aniline paint powder in water, dip the sheet and hang to dry, securing on both sides. Iron the dried sheet with a not very hot iron. Experience 9. Can paper be made transparent? Lubricate the sheet with kerosene or sunflower oil. In order for the paper to be non-combustible, it must be wetted with a solution of alum.

Conversations and experiments in the lessons on working with fabric and fibrous materials

Experience 1. Take a small piece of cotton wool, look at it through a magnifying glass. We will see a lot of tiny intertwining fibers. Moving apart, these fibers seem to interlock, hold on to each other, interlock one thread with another, and the smallest weaves are formed. Experience 2. We will make a thread of cotton wool, in different places - of different thicknesses. An uneven thread breaks easily where it is thinner. And yet this thread is strong, you can hang any object on it. Weigh the object that breaks the thread - this will be the tensile strength, determined in grams. Compare the strength of homemade and factory thread. Factory threads are stronger, this is due to the fact that in factories the threads are pulled by a machine at a constant speed and precisely calculated force. To get stronger threads, several threads are twisted together. The strength of the factory threads is also explained by the fact that the threads are mercerized, that is, they are processed in a special way, the fibers are pressed closer to each other. Test 3... How to make the thread stronger? 1. You can wet the thread and iron it along the length. 2. Weave the threads into a pigtail. 3. Weave several braids together to form a cord. Experience 4. Is it possible to distinguish between the face and the wrong side of the fabric by touch? On the front side, the surface is more silky, the reverse side is more rough, less beautiful, sometimes not colored. Let's compare different fabrics by the weaving of threads. Some fabrics are translucent, others are not translucent at all. The more closely the individual threads in the fabric are pressed against each other, the denser the fabric. Experience 5. Why do people dress in thick fabrics in winter and thin, translucent ones in summer? Air simply passes through the smallest holes between the weaves of fabrics, fabrics allow air to pass through. And the denser the fabric, the more it retains air. Being heated by the warmth of the human body, the air does not pass outside, and a person is warmer in clothes made of dense fabric. And if it is very hot, then dense clothing does not let the heated air to the body.

Conversations and labs introducing plastics

Many new wonderful substances - plastics - are obtained from wood processed by chemical methods in factories of artificial materials. Toys are made of plastics. Fabrics for clothes are woven from threads, stockings are made, but they do not allow air to pass through. Nowadays, threads from ordinary materials are also woven into the threads of artificial fibers. Plastics can be manufactured with a wide variety of designated properties. Cellophane - transparent paper, can be painted in any colors. Transparent oilcloth polyethylene films are very convenient. They make bags, bags, etc. They can be washed, but they do not let water through. They can be produced in huge quantities and in any size. Organic glass - "plexiglass", it is made in the form of plates and bars, you can cut out any shapes. Styrofoam - light as down, hard as wood, does not transmit heat and does not conduct electric current. Foam rubber - soft and stretchy like a rubber sponge. They make pillows, rugs. They do not burn, do not allow heat to pass through, and can be painted in any color. They do not smell, they are easy to cut, they are durable. All of these materials exist recently. They were invented and made by scientists, engineers, foremen and chemists, in chemical plants and in laboratories. They will invent and make many more plastics with a wide variety of properties that people only need. An experience. Compare the pieces of plastics that are available in the class. Compile a collection of plastics. Arrange transparent and opaque materials, soft and hard, spongy and dense, threads and fabrics made of artificial plastics. Draw pictures showing what is being made of each specimen.

APPENDIX No. 4

Riddles, crosswords, rebuses and proverbs in labor lessons

RIDDLES A hand walks across the sky, touches the clouds, And under it a gall and thunder - A new house grows. (Construction crane). The guest will be received from the heart: So they will embrace - do not breathe. (Vise). I love straightforwardness, I myself am direct, I help everyone to make an even line. Draw something without me. Guess, friends, who I am ... (Ruler). Two legs conspired to make souls and circles. (Compass). A tenacious mouth is angry at those who sit in the board for nothing. (Ticks). On New Year's Eve he came to the house Such a ruddy fat man, But every day he was losing weight And, finally, he completely disappeared. (Calendar). Multicolored sisters Bored without water Uncle, long and thin, Wears water with a beard And sisters with him

Draw a house and smoke. (Paints and brush). Magic wand I have friends With this wand I can build a Tower, a house and an airplane, And a huge steamer. (Pencil) I walk next to the janitor, rake the snow around And help the guys Make a mountain, build a house. (Shovel). Two ends, two rings, and a stud in the middle. (Scissors). Himself thin, and the head with poods. (Hammer). On one finger Bucket upside down. (Thimble). Five brothers will be born together, but their height is different. (Fingers). I am higher than the house, And I easily lift a huge load with one hand. Who, tell me, am I? (Crane). Neither a feather, nor a wing A faster than an eagle Only release its tail - Will reach the stars. (Rocket). What port has my friend been to, Where there is no water around at all? But ships went to this port all the time with people and cargo. (An airport). Does not fly, does not buzz, The beetle runs down the street, And the beetle's eyes are burning Two shiny lights (Cars, bus). I went into the green house And stayed in it for a short time. This house turned out to be different in the city quickly. (Railway carriage). I will spin, I will wrap it up, I will fly to heaven. (Helicopter). Without legs and without wings, it flies quickly - You will not catch up with it. (Time). I’m all made of iron, I have no legs or arms, I’ll fit a hat into the board, And all the knocking and knocking on me. (Nail). Here are the needles and pins Crawling out from under the bench, They are looking at me, They want milk. (Hedgehog). The master sewed a fur coat for himself, forgot to take out the Needles. (Hedgehog). Hidden in this sleek Bronze box is a small oak of the Future Summer. (Acorn). What kind of bird: Doesn't sing songs, Doesn't make nests, Carries people and loads. (Airplane) Amazing wagon! Judge for yourself: The rails are in the air, and he Holds them with his hands. (Trolleybus). In the endless ocean of clouds he touches with a wing, Turn around - under the rays Shines with silver. (Airplane). There are four legs under the roof, And on the roof - soup and spoons. (Table) They don't feed oats, They don't drive with a whip, And how they plow - He drags seven plows. (Tractor) Guess quickly and easily: Soft, lush and fragrant, He is black, he is white, And sometimes it is burnt. (Bread). In a country of linen, along the river Sheets, a steamer floats back and forth, And behind it there is such a smooth surface - 30 Not a wrinkle to be seen. (Iron) Light, not fluff, Soft, not fur, White, not snow, But will dress everyone. (Clap) A toothy animal gnaws an oak tree with a whistle. (Saw). When conducting modeling lessons, applique works and crafts from natural materials, you can use the following riddles or guess crosswords. The flower slept and suddenly woke up, Didn't want to sleep anymore, Moved, started up, Soared up and flew away. (Butterfly). An angry touch-me-not lives in the wilderness of the forest, There are a lot of needles, but not a single thread. (Hedgehog). There was a house, a wonderful house, And something knocked in it, And it crashed, and from there a Living miracle ran out So warm, so Fluffy and golden. (Chick). Parents and children have All clothes made of coins (Fish).

Not a blacksmith, but with pincers.

The little animal is galloping, Not a mouth, but a trap. Both the mosquito and the fly will fall into the trap. (Frog). He sleeps in a den in winter Under a huge pine tree. And when spring comes, Wakes up from sleep. (Bear). I wake everyone up on time, Even though I don't start the clock. (Rooster). The muzzle is whiskered, the coat is striped, He often washes, but does not know water. (Cat).

SOLVE CROSSWORDS

Jigsaw

Now I will ask different riddles, you have to guess them. From the first letters of the answers, form a word. This word guys is the name of the instrument. 1. A cloud is made of iron, and a cloud has a handle. This cloud walked around the garden bed in order. (Watering can).

Themselves on horseback, and legs behind the ears. (Glasses).

Not the sea, not the land, ships do not float, and you cannot go. (Swamp).

Dry - wedge, wet - pancake. (Umbrella).

She dived, dived, but lost her tail. (Needle).

The door opened quietly

And the mustachioed beast entered.

Sat by the stove, blinking sweetly,

And he washed himself with a gray paw.

Beware, mouse genus:

I went out hunting ...

The general answer to the teacher's task is LOBZIK.

Crossword for a modeling lesson "Bear"

I settle down smartly, I have a pantry with me, where is the pantry? Behind the cheek! Here I am what a sly one. (Hamster). We walk at night, we walk during the day, But we will not go anywhere, We beat regularly every hour, And you, friends, do not be afraid of us. (Clock) Do not get angry, but turn their mustache They are not silent, and they will not say a word, They walk, but they do not budge (Clock). They go around the clock, Do not stand for a minute, And everything is in one place. (Watch). Our aunt - a needle Line across the field led Line to line, line to line, - Your daughter will dress. (Sewing machine) Without a leg, but in a hat, One leg - and that without a boot. (Nail). A mole has climbed into our yard, Digs the ground at the gate. A ton in your mouth, the earth will enter, If a mole opens its mouth. (Excavator). Little ruchenka, what are you looking for in the earth? - I'm not looking for anything, I dig and drag the earth. (Excavator). There is a wonderful shovel in the world - On wheels, crooked and hunchbacked. But she starts digging - She replaces a hundred shovels. (Excavator). Round, ruddy, I grow on a branch, Adults and small children love me. (Apple). What a miracle - a blue house, There are many children in it, Wears rubber shoes, And feeds on gasoline. (Bus). 32 Without acceleration soars up, reminds a dragonfly. Our Russian ... (Helicopter) is taking off. In a snowy field along the road My lonely horse is racing And for many - many years Leaves a solid trail. (Pencil). Flies like an arrow, buzzes like a bee. (Airplane). The house goes down the street, everyone is lucky to work Not on chicken legs, but in rubber boots. (Bus).

The houses are by the river "

ki 100 YT ki

LESSON MATERIAL: "NEW YEAR'S TOYS"

"PRESENT""LANTERNS"

PROVIDERS AND WORK CLAIMS:

To be held in high esteem, one must love work. Where there is work, there is happiness. Without excitement, without care, do not expect joy from work. The skill will find application everywhere. The more science, the smarter the hands. If you hurry, you will make people laugh. Diligence is the mother of success. Do not rush, but hurry.

Order is the soul of every business. Praise not only for the cause, but also for the finish. What works - such are the fruits. Know the price for the minutes, the count for the seconds. He who has a knack works dexterously. Amicably not heavy, but apart - at least give it up. Human labor feeds, but laziness spoils. Small business is better than big idleness. Every bird is fed up with its nose. Without an ax - not a carpenter, without a needle - not a tailor. What goes around comes around. Mend a hole while you're small. It is not the gods who burn the pots. Every work of the master is afraid. Tyap-blooper - the ship will not come out. What the spinner is, such is the shirt on her. The lazy is always a holiday. To do quickly - to redo. A big talker is a bad worker. Finished business - walk boldly. Do not rush with your tongue - hurry with deeds. One with a bipod, and seven with a spoon. White handles love other people's work. Business time is fun hour. Go for a walk, but do not go for a walk. Seven times measure cut once.

Crossword for the lesson "Gifts of the Forest" - "Donkey"

When conducting a lesson at work with different materials, you can offer to solve the crossword puzzle "Gifts of the Forest" - "Donkey". 1. Grow on branches, in groups Covered with shells. (Nuts).

2. Pan flew, fell into the water,

Does not float, does not sink.

3. Oak does not spoil children,

Dresses, no fancy.

All his families

They wear skullcaps.

4. Short and stocky, Decided to take a look at us, Raising a leaf under the trees in the morning with stuck needles. (Mushroom). 5. Every spring Paws old spruce lamps are exchanged for new ones. (Bumps). Let's get the word "donkey".

REBUS

Material for conducting conversations on the development of creative and cognitive interests of students.

House modeling - "Izba"

"Transport"

1. Does not fly, does not buzz,

A beetle runs down the street

And burn in the eyes of the beetle

Two shiny lights.

(Car).

2. Oats are not fed,

They don't drive with a whip,

And how he plows -

Seven plows are dragging ..

(Tractor).

3. What a miracle - the blue house,

There are many children in it,

Wears rubber shoes

And it feeds on gasoline.

(Bus).

4. Without acceleration takes off upward,