25.09.2019

Educational portal. Lecture extracurricular, extracurricular and extracurricular work in biology

The presentation was prepared for a biology game in grades 5-6. Any educational complex.

Target: Expanding students' horizons about early flowering plants.

Tasks: promote the development of cognitive activity of students; develop intellectual abilities and logical thinking; introduce students to primroses using riddles as an example.

The presentation contains riddles, answers to them and illustrations about early flowering plants. Changing slides and objects on them is done by clicking. First, the text of the riddle comes out, then the name of the plant and an illustration. For each correct answer - 1 point.

The extracurricular event “You'll be healthy, you'll get everything” takes place in the form of an intellectual game.

The goal of the intellectual game through game moments of the program is to set students up for a healthy lifestyle, develop healthy lifestyle habits, and introduce them to new information.

identify how well students have information about what health and a healthy lifestyle are
promote the formation of healthy lifestyle skills among students

Equipment: the office is decorated with posters with statements from writers, scientists, sayings about a healthy lifestyle, a multimedia projector, and a presentation.

This game is intended for children in grade 5. Suitable for biology week. The number of participating teams may vary, but not more than 5.

The game consists of two rounds. In Round I, you must select the category and cost of the issue. When you press the clock hand, the time given for discussing the issue will begin to count down. By clicking on the piece of paper in the lower right corner, you can return to the slide with a selection of questions. In Round 2, teams take turns eliminating the category whose question they do not want to answer. When there is one question left, you need to click on the piece of paper and the question will be highlighted. You can choose the time to discuss this issue yourself.

Target audience: for 5th grade

What is life? Why am I living? What is my purpose?

In a form that is unobtrusive for teenagers, the author suggests finding answers and understanding the meaning of life: family, friends, sports, learning, travel. And, most importantly, it gives confidence that the future depends on ourselves, that life is a priceless gift that should be treasured.
The presentation is set up automatically. Additionally equipped with a sound file by M. Bernes “I love you, life” (backing track), which must be listened to quietly.

Target audience: for 10th grade

Presentation virtual excursion “Records in the plant world” was created for an extracurricular activity in biology in the 6th grade.

This resource contains interesting facts about unusual plants of our planet using photo and video materials.

Also, the presentation can be used in class, in extracurricular activities, or at an extracurricular event by primary school teachers.

Target audience: for 6th grade

The resource consists of two information and game blocks:
"Riddles about mushrooms"
Interactive test “Assemble the puzzles”
This resource can be used in biology lessons in grades 5-6 when studying the kingdom of mushrooms, in extracurricular activities of the teacher, during a week of natural sciences.
The game can be played as a team or as an individual competition.
The presentation was created in Microsoft Office PowerPoint 2013. The main font is Calibri, 24 point.
Technological techniques were used: “apple on a plate”, “animated puzzles”. Control buttons, triggers, and hyperlinks are used.

Target audience: for 6th grade

This quiz was conducted in an after-school group on Earth Day with middle school students. This material can also be used in their work by class teachers, ecology and biology teachers for extracurricular activities. The quiz expands knowledge about birds, animals, insects, amphibians, fish and marine animals. It instills in children a humane attitude towards nature and a sense of responsibility for all life on earth.

Target audience: for 5th grade

The presentation was prepared for an extracurricular activity in biology. Can also be used in a biology lesson. This event is aimed at developing logical thinking and interest in the subject of biology. The game is accompanied by musical backgrounds. Sound accompaniment is provided automatically. During the game, questions appear sequentially on the slides, then answers. Thanks to the configured triggers for the figures, the amount that the player receives as a result of the correct answer is displayed in the right corner of the slide. At the same time, the color of the correct answer figure changes and the rectangles with incorrect answers disappear. In some slides, when you click the correct answer, the question disappears and a picture of the correct answer appears. During the game, the points are summed up and the presenter shows them on a slide. Under question on each slide there are two fields and one “Player” button. The presenter enters the points in the first field and presses the button. As a result, the earned point appears on the second field. On the next slide, the presenter enters the points from the previous game in the first field and clicks on the “Player” button. Next, the earned point is entered into the first field, and the points are automatically summed up by pressing the button. A summary of the event is attached to the presentation.

Extracurricular work in biology

Consider unlucky that day or that hour in which you have not learned anything new and have not added anything to your education.”
Y. A. Komensky

An important task of the school is to instill in students a conscious attitude to work, develop the necessary practical skills, the desire for independent acquisition of knowledge, interest in research, etc.

School biological disciplines are of great importance in the formation of a comprehensively developed personality. Biology lessons, laboratory classes, and practical work make it possible to equip students with deep and lasting knowledge about living nature, as well as to form their scientific and materialistic views on nature. In the process of teaching biology, schoolchildren develop patriotic feelings and aesthetic tastes, develop a love for nature, and a desire to protect it.

In developing students' interest in biology, a significant place is given to extracurricular activities conducted by every biology teacher. The peculiarity of extracurricular work is that it is built taking into account the interests and inclinations of students. Along with this, extracurricular biology classes provide an unlimited opportunity for the development of creative activity in schoolchildren.

The development of interest is a complex process that includes intellectual, emotional and volitional elements in a certain combination and relationship. It is known that students' interests are very diverse. They depend on the individual characteristics of the individual, as well as on the influence of external factors (school, family, friends, radio, television, etc.). How can we awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to instill from early childhood a caring attitude towards nature, its huge and very vulnerable flora and fauna?

This is largely facilitated by non-traditional forms of education (various holidays, themed evenings, role-playing games, quizzes, etc.), which improve self-education skills, practical skills of students, and broaden their horizons.

The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work, like extracurricular work, is carried out by students outside the lesson or outside the classroom and school, but always according to the teacher’s assignments when studying any section of the biology course. The content of extracurricular work is closely related to the program material. The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer biology assignments provided for in the curriculum (grades 6 and 7), as well as all homework of a practical nature. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

In the process of extracurricular work, performing various experiments and making observations, protecting plants and animals, schoolchildren come into close contact with living nature, which has a great educational influence on them.

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy a prominent place in the activities of every biology teacher.

The accumulated experience of extracurricular work in a comprehensive school shows that it should be based on independent, predominantly research-based activities of students, conducted under the guidance of a teacher: independent experiments and observations, work with reference books, keys, magazines, popular science literature.

In biology lessons, I invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and say where they can read more about them. At the same time, in the next lessons I always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., to encourage them and involve them in other work.

Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Exhibitions of the best works of students are of great importance in developing interest in extracurricular work in biology. It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or the beginning of the school year.

The exhibition may include student observation diaries, photographs taken in nature, collections and herbariums, grown plants, etc. The exhibition can be called, for example, “Students’ Summer Work,” “Gifts of Autumn,” etc. The exhibits selected for the exhibition must provide labels indicating the name of the work and its artist.

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative activities in order to expand and complement the school biology curriculum.” The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative and for the diverse cognitive initiative of students and, most importantly, for educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in the surrounding nature, learn to apply acquired knowledge to practice, they develop a natural-scientific worldview. Extracurricular activities also contribute to the development of initiative and collectivism.

In all types of extracurricular activities, a single principle of educational training is carried out, carried out in the system and development. All types of extracurricular activities are interconnected and complement each other. During extracurricular activities, there is direct and feedback communication with the lesson. Types of extracurricular work make it possible to lead students from individual work to team work, and the latter acquires a social orientation, which is of great importance for education.

Extracurricular activities, conducted as part of the entire teaching process, develop students’ multifaceted interests, independence in work, practical skills, their worldview and thinking. The forms of such activities are very diverse, but in terms of content and methods of implementation they are related to the lesson; During the lesson, students develop an interest that finds its satisfaction in one form or another of extracurricular activities and again receives development and consolidation in the lesson.

Students' interests are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The task of the teacher is to expand the interests of students, to raise an educated person who loves science and knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of class time is united in some pedagogical sources by one general concept - extracurricular educational work. In other sources, along with extracurricular educational work, there is also extracurricular work in academic subjects (subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed subject nature (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, extracurricular educational work also stands out. The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of class time is united in some pedagogical sources by one general concept - extracurricular educational work. In other sources, along with extracurricular educational work, there is also extracurricular work in academic subjects (subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed subject nature (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, extracurricular educational work also stands out.

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State educational institution of additional professional education

(advanced training) for education workers in the Moscow region

(GOU Pedagogical Academy)

Practice-oriented project

“Forms of organizing and conducting extracurricular and extracurricular activities of biology students”

according to the course of the variable training module

“Modernization of biological education” (72 hours)

Listener

Lilyakova Albina Vladimirovna

Biology teacher of Municipal Educational Establishment Secondary Secondary School No. 14

p. Tomilino

Lyubertsy district of the Moscow region

Scientific director of the project:

Dankova E. V.,

Candidate of Biological Sciences, Associate Professor of the Department of Natural Sciences

Lyubertsy 2011

Introduction……………………………………………………. ………..3

General characteristics of extracurricular work in biology……………7

.Extracurricular activities as a category of biology education…………..7
Educational importance of extracurricular activities in teaching biology…………………………………………………………………………………9
Forms and types of extracurricular activities……………………………….11

2. Forms of organization and conduct of extracurricular and extracurricular activities in Municipal Educational Institution TSOSH No. 14……………………………………………………………………………….14

2.1. Organization of individual and group episodic

extracurricular work in biology……………………………………………14

2.2. Organization of extracurricular activities…………………….16

2.3. Massive extracurricular activities……………………………19

2.4. Wall newspaper, newsletters, montages……………………………….24

2.5. Exhibitions of students’ works……………………………………25

3. Conclusion…………………………………………………………………………………27

4. Literature…………………………………………………………………………………28

Introduction

The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of school hours is united in some pedagogical sources by one general concept -extracurricular educational work. In other sources, along with extracurricular educational work, they also highlightextracurricular work in academic subjects(subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed subject nature (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, there is alsoextracurricular educational work.It is carried out in music and art schools, youth stations, young technicians, clubs at various organizations, etc., i.e. It is carried out under the guidance not of school teachers, but of employees of out-of-school institutions and is characterized by a greater practical focus and specialization compared to extracurricular work.
The variety of forms of extracurricular educational work is constantly updated with new forms that correspond to the changing social conditions of school life. Often the basics of their content and methodology are borrowed from popular games on television programs (“Ogonyok”, KVN, “Round Table”, “Auction”, “What? Where? When?”, etc.).
Allvariety of formseducational work with students can be divided into three groupsdepending on the main educational task they solve:

1) forms of management and self-government of school life (meetings, meetings, rallies, classes of class teachers, meetings of representative bodies of student self-government, wall printing, etc.);

2) educational forms (excursions, hikes, festivals, oral magazines, information, newspapers, theme evenings, studios, sections, exhibitions, etc.);

3) entertainment forms (matinees and evenings, “cabbage parties”, “get-togethers”)

Tools and methods usedalso play a significant role.

Depending on this signForms of educational work can be divided into three groups:

1) verbal (meetings, rallies, information, etc.), during which verbal methods and types of communication are used;
2) visual (exhibitions, museums, excursions, stands and other forms of visual propaganda), which are focused on the use of visual methods - pupils’ visual perception of patterns of relationships, actions, etc.;

3) practical (duties, patronage and charitable activities, collecting and decorating exhibits for museums, exhibitions, making stands, publishing newspapers, magazines, participation in labor operations, etc.), the basis of which is the practical actions of students, changing the objects of their activities.

Principles of organizing extracurricular activities

Extracurricular activities are based on a voluntary basis, with equal rights for both students who know the subject well and those with poor learning to participate in it. An individual approach to children is especially important: taking into account their interests and requests, relying on their initiative and independence, stimulating curiosity and cognitive activity. Every suggestion, remark, and wish of students is listened to, discussed, taken into account and acted upon.

The connection between extracurricular activities and work in the classroom lies in the fact that the knowledge acquired by students in the classroom is the basis for extracurricular communication. The system of extracurricular activities develops in accordance with the system of in-class activities. On them, students develop ideological, moral and aesthetic views, norms, concepts, draw conclusions, compare and generalize facts. This showsprinciple of educational training.

Scientific principlerequires that extracurricular activities be built on a cognitive basis, and not turn into a means of fun or entertainment. Any extracurricular material, even if it is presented in an unexpected and unusual form, corresponds to scientific data without unnecessary simplification or complication.

Becomes important in extracurricular activitiesprinciple of visibility. The scientific nature, the depth of the material presented in extracurricular activities, and the identification of its practical significance must be combined with an engaging form. This is where parents come to the rescue: together with their children and teachers, they design visuals for extracurricular activities and events, help in the design of scenery and costumes, and are direct participants.

Extracurricular work, to a greater extent than classroom work, is based on principle entertaining.This principle is reflected in the variety and variability of forms, methods, specific techniques, tasks, linguistic games that allow achieving the goal with the greatest efficiency.

Object research is an extracurricular activity in biology.

Subject The research included the mechanisms of the impact of extracurricular activities on a child’s personality, the formation of moral qualities, and the influence of the interest of students and teachers on the effectiveness of extracurricular activities.

Purpose The project was the development of various forms of extracurricular and extracurricular work in biology to organize students’ activities that influence the moral development of the individual.

Tasks :

1. Determine the degree of interest of students and teachers in extracurricular and extracurricular work in biology.

2. Select material for developing various forms of holding events.

3. Determine the circle of students who want to take part in various events in biology.

4. Determine the focus of extracurricular work (what personal qualities, according to teachers, should be aimed at developing).

5. Introduce various forms of organization and conduct of extracurricular work in biology into the school’s extracurricular and extracurricular activities.

To solve the problems set in this project, various methods of collecting information were used: questionnaires, interviews, familiarization with literary sources; conducting extracurricular activities in various forms.

Hypotheses:

1. Extracurricular work and extracurricular work in biology will be of interest to a wide range of students.

2. Extracurricular and extracurricular work in biology can be carried out in various forms.

3. The result of extracurricular and extracurricular work in biology must be effective (lead to the moral development of the student’s personality).

When assessing the effectiveness of ongoing extracurricular and extracurricular activities, I identified the mainperformance criteriaextracurricular activities:

1. Obtaining additional extracurricular educational knowledge. Indicator: the number of students attending biology-oriented clubs, the number of students who called reading additional literature a norm of behavior.

2. Sports, physical improvement. Indicator: the number of students attending various sections, the number of students who named health as the main values of life, the number of students who named playing sports as a norm of behavior.

3. Art classes. Indicator: the number of students taking part in various theatrical productions, KVNs, holidays, etc.

4. Classes in line with the chosen profession. Indicator: number of professionally oriented students.

5. Comfort at school. Indicator: the number of students who feel like “owners of the school.”

6. Commitment to development. Indicator: the number of students striving for self-improvement and moral development.

7. Characteristics. Students’ self-assessment of the importance of their personality. Criterion: the ability to make decisions that determine the life of the class and school. Indicator: The number of students who have the opportunity to make decisions that determine the life of the school and class.

1. General characteristics of extracurricular work in biology

The educational tasks of the school biology course are most fully resolved on the basis of the close connection of the class-lesson teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on the overall increase in their interest in the subject.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, extracurricular work should be classified as one of the components of the biological education system for schoolchildren, extracurricular work -

To one of the forms of teaching biology, and extracurricular work in biology -

to the system of additional biological education for schoolchildren.

Extracurricular work in biology is carried out during extracurricular hours. It is not compulsory for all schoolchildren and is organized mainly for those who have an increased interest in biology. The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs developed by employees of these institutions and approved by the relevant public education authorities.

1.2 Educational significance of extracurricular activities in teaching biology.

This significance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into strong beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Conducted by students, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil for conducting experiments and observing plants, caring for them, planting trees and shrubs, preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for assigned work, the ability to complete the work started, contributes to the development of a sense of collectivism.

If extracurricular work is related to the production of visual aids from materials collected in nature, as well as dummies, tables, models, the organization of biological Olympiads, exhibitions, the publication of wall newspapers, it causes the need for schoolchildren to use popular science and scientific biological literature, and introduce them to extracurricular reading .

1.3 Forms and types of extracurricular activities

The comprehensive school has accumulated extensive experience in extracurricular work in biology, therefore, along with revealing the content and organization of extracurricular work, its forms and types are considered.

Characteristics of forms of extracurricular work in biology.

Forms of extracurricular work can be classified according todegree of systematic organization of student activities:

One-time (competitions, KVNs, Hours of entertaining biology, quizzes, conferences, Olympiads);
- systemic (newspaper publication, project work, excursions, theatrical performances, extracurricular activities, local history associations of students).

All of them are organized and conducted once (or several times) during the academic year for different classes and groups of students.

Their main goal: to develop students’ interest in the subject and region.

Forms of extracurricular work can be classifiedby the number of students studying there:

Individual form of work- is an independent activity of individual students aimed at self-education. For example: preparation of reports, amateur performances, preparation of illustrated albums, observations in nature, production of visual aids, selection of material for a stand, conducting experiments and observations of plants and animals in nature, at a training and experimental site, etc. This allows everyone to find their place in the common cause. This activity requires educators to know the individual characteristics of students through conversations, questionnaires, and studying their interests.

Towards unifying formsWork includes children's clubs (circles), school museums, societies.Club work(profile clubs)can unite, for example, botanists, zoologists, physiologists, geneticists(club of a young biologist, a young veterinarian, a young ecologist). In circles (clubs), various types of classes are held: reports, film screenings, excursions, production of visual aids, laboratory classes, meetings with interesting people, etc. The report of the circle’s work for the year is held in the form of an evening, conference, exhibition, review.

A common form is school museums. Their profile may be local history. The main work in school museums is related to collecting materials. For this purpose, hikes, expeditions, meetings with interesting people are carried out, extensive correspondence is conducted, and work in the archive is carried out. Museum materials should be used in lessons and for educational activities among the adult population. It is necessary that the work of the school museum take place in contact with the state museum, which should provide them with scientific and methodological assistance.

Forms of mass workare among the most common in school. They are designed to simultaneously reach many students; they are characterized by colorfulness, solemnity, brightness, and a great emotional impact on children. Mass work contains great opportunities to activate students. Socontest, olympiad, competition, gamerequire the direct activity of everyone. When conducting conversations, evenings, and matinees, only a part of schoolchildren act as organizers and performers. In events such asattending performances, meeting interesting people, all participants become spectators. The empathy that arises from participation in a common cause serves as an important means of team unity. The traditional form of mass work isschool holidays. They are dedicated to calendar dates, anniversaries of writers and cultural figures. During the school year, it is possible to hold 4-5 holidays. They broaden your horizons and evoke a feeling of involvement in the life of the country. Competitions, Olympiads, and shows are widely used. They stimulate children's activity and develop initiative. In connection with competitions, there are usually Exhibitions , which reflect the creativity of schoolchildren: drawings, essays, crafts. School Olympiads are organized by academic subject. Students from primary school take part in them. Their goal is to involve all children with the selection of the most talented. Reviews - the most general competitive form of mass work. Their task is to summarize and disseminate the best experience, strengthen career guidance activities, organize circles, clubs, and foster a desire for a common search. A form of mass work with children is Classroom hour . It is carried out within the allotted time and is an integral part of educational activities. Any form of extracurricular work should be filled with useful content (campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests).

A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.

All of the above forms and types of extracurricular work in biology are interconnected and complement each other. There is a certain pedagogical pattern in the emergence and development of the relationship between them. An interest in working with living organisms usually arises among schoolchildren when completing individual assignments. Having successfully completed certain teacher tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part in the preparation and conduct of mass naturalistic events.

The use of the results of individual, occasional group and circle work in lessons (for example, demonstrations of manufactured manuals, reports of observations, reports prepared on the basis of extracurricular reading) contributes to the involvement of students in extracurricular activities who have not previously shown sufficient interest in it. Often, some schoolchildren who initially took passive part in mass extracurricular work on landscaping the school grounds, making bird houses, as listeners, subsequently become either young naturalists, or are actively involved in individual or group episodic work carried out on the instructions of the teacher.

Forms of organization and conduct of extracurricular and extracurricular activities in Municipal Educational Institution TSOSH No. 14

1.2. Organization of individual and group episodic extracurricular work in biology.

Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Managementindividual workindividual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results Teachers then use individual work as an illustration when presenting new material in biology lessons, in notes from wall newspapers on biology, and on stands in the biology classroom.

In biology lessons, the teacher can invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and tell them where they can read more about them. At the same time, in the next lessons you should always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., encourage them and involve them in other work.

Group episodic classes Usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, biology month, healthy lifestyle month, Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, sets them a task, for example, to prepare and conduct Bird Day, and then gives them various instructions: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third - to compose a literary montage of their poems about birds, the fourth - to publish a thematic wall newspaper, the next - to prepare and conduct reports, prepare artistic performances for the holiday. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.

Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous episodic group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to involve students in studying the living nature of their region, for example, to conduct an inventory of tree and shrub vegetation in the school area or a neighboring park; find out the species composition of birds inhabiting areas near water bodies of the village. Tomilino or a park area near the school; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.

In a similar way, classes are organized for an occasional group of students to prepare and conduct biological KVN, evenings, hours of entertaining biology and other mass biological events.

2.2. Organization of extracurricular club activities.

Unlike an episodic naturalistic group, circle classes bring together schoolchildren who systematically perform various tasks over the course of a year or even several years. The composition of the circle is stable and includes both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age, but by their inclinations and passion for biology. When determining the content of the circle’s work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; production of visual aids.

Since the 2010-2011 academic year, at Municipal Educational Institution TSOSH No. 14 there have been two clubs from DDT “Intelligence” (Moscow): “Young Veterinarian”, “Exotic Animals in the House”. Classes are taught by Doctor of Biological Sciences, Professor - G.V. Pavlov; methodologist – R.V. Zhelankin.

This academic year (2011-2012) the “Young Veterinarian” club includes students in grades 8-9, and the “Exotic Animals in the House” club includes students in grades 3-5.

The program of these clubs involves different types of activities (see Appendix)

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (charter), which are developed and adopted by the circle members themselves at one of the first gatherings.

Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for TSO, wall seal), which are chosen at one of the first circle lessons.

The head of the circle maintains contact with the leader of the circle, informs about upcoming changes in the circle’s schedule, presides over them, prepares lists of those leaving for excursions, and monitors the performance of duties by other members of the circle’s activists.

The circle secretary compiles and posts duty lists, notes the presence of young people at circle meetings, finds out the reasons for absence, keeps brief minutes of meetings, and prepares a photo report on excursions and activities of the circle.

The person responsible for the TSO monitors the correctness of the TSO, their readiness for work, and is responsible for the safety of equipment, the youth library, etc.

The person responsible for wall printing, together with members of the editorial board, selects material for the wall newspaper and monitors its timely release.

The leader of the circle develops in every possible way the initiative and independence of the circle’s active members, and consults with them in resolving certain issues.

The work program of the circle is drawn up by the head of the circle.It reflects all types of work of the circle. When drawing up such a program, the head of the circle proceeds from the interests of the young people, their cognitive research abilities and capabilities. Individual or group assignments for independent research work are distributed among the juniors, and instructions are provided for completion.

Club classes are held twice a week.

At the end of the year, a reporting session is held, a wall newspaper is published, and an exhibition is organized based on the results of the work.At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out.

Extracurricular work remains interesting for students only if they do not feel stagnation or monotony in it. Therefore, it is necessary to gradually lead the circle members from performing simple experiments and observations to conducting more complex ones of a research nature.

Of great importance in the development of circle work at school is the organization of encouraging young people, which is expressed primarily in recording the completion of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the wall press.

Club leaders are not limited to conducting classes within the school.

This year, members of the circles are visiting laboratories at the Intellect DTD. Already visited the Living Innovations laboratory on the following topics:

1. “How to see bacteria? (work on microscopes)",

2. “At an appointment with a veterinarian (learning how to identify a disease in your pet)”,

3. “Biological program – DNA molecule (study of the structure of the DNA molecule).” During the classes, laboratory work was carried out under the guidance of laboratory heads and short lectures were listened to on topics.

During the month of natural science subjects (in November), these laboratories were also visited by students of different classes who were not part of the study groups.

Members of the “Young Veterinarian” circle visited the exhibition “Intellectual Property” of the Eastern Administrative District of Moscow and international scientific conference “Nanotechnologies and nanomaterials”

2.3. Massive extracurricular activities.

Subject months

Our school holds subject months every year. Their schedule is approved by the director at the beginning of the school year. The month of natural science subjects usually takes place in our school in October, and the month for a healthy lifestyle takes place in April. This is a traditional form of work that allows all school students to be involved in subject-related activities depending on their interests and cognitive capabilities. The purpose of holding monthly events is to develop interest in subjects, broaden the horizons of students, and prevent a healthy lifestyle. During them, teachers use various forms of extracurricular work.

As a rule, subject months are held in close contact with class teachers and subject teachers. Subject months are held, combining events required for all classes with events for individual groups of students.These are, for example, biological olympiads, evenings, holidays, hours of entertaining biology, quizzes, class hours, work on nature conservation, etc. They are organized by biology teachers with the help of circle members or a group of students not registered in a circle, the student activists of the school.

School biology olympiadsare usually spent at school in the fall. Students who are gifted in this area from the point of view of the teacher and 3-4 students are invited to participate in the Olympiads.

The Olympics takes place in two rounds.Usually, a month before the Olympiad, a group of students issues a bulletin about the procedure for holding it, posts a list of recommended literature, and options for last year’s Olympiads.

The first round of the Olympiad takes place in writing. For the second round of the Olympiad, the young people prepare living and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, and anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”. In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.

The winners of the school Olympiad are candidates for participation in the regional or district Olympiad. Every year (for the last 10 years) students of our school take prizes (2 or 3) in regional competitions. In the 2011-2012 academic year, a 10th grade student won the regional Olympiad (4th place).

Biological KVNs, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.

The presenter also prepares for KVN in advance. To evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, the class teachers of students who take an active part in KVN, and the person responsible in the youth parliament for the cultural work of the school. The biology teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.

Fans are invited to biological KVN - all interested students of the school. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.

At our school, KVNs are held once a year during the month of natural science subjects.

Cool watch . The main function of the classroom is to enrich students with moral, aesthetic and other knowledge, to develop skills and abilities of moral behavior. Most often, our school hosts classes aimed at preventing a healthy lifestyle. During a classroom lesson, the main “character” is the teacher. He prepares a class script and student assistants to conduct the class (see Appendix).

Hours of entertaining biologyusually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Students prepare each hour of entertaining biology (botany, zoology, etc.) under the guidance of a teacher in advance. They select the necessary information from the recommended literature, compile it, and prepare visual aids. When classes are given a playful form (for example, in the form of a trip), facilitators are trained.

During the lesson itself, the presenter invites students to take a trip, names stopping points, during which pre-prepared students provide interesting information about plants (in entertaining botany), about animals (in entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Variousbiological evenings, for example: “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, and its entertaining part is prepared ( quiz questions, biological games, crosswords), amateur performances (poems, dramatizations), decoration, exhibition of naturalistic works of students.

The value of such preparation for evenings lies primarily in the fact that schoolchildren are introduced to independent work with various popular science and reference literature (at the same time their biological horizons are expanded), they comprehend and creatively process the information they find. It is important that at the same time one of the most important tasks of the school is realized, related to the development of creative activity and independence of adolescents, the ability to navigate the flow of modern information. In cases where the teacher uses ready-made scripts and invites students (speakers, presenters) to memorize this or that text and retell it in the evening, the educational effect of the evenings is small. This year, as part of the subject month, a biological evening “Tea Ceremony” was held (see Appendix)

Theatrical performances.This form of extracurricular work has the goal of developing students’ personal qualities and interest in the subject.

Socially beneficial activities(OPD) is the leading psychological activity of adolescents. OPD is characterized by gratuitous labor aimed at strangers, a quick and visible result that has social recognition and benefits.

In mass socially useful events held by the schoolAll schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, club members, and school student activists.

Before each mass socially useful campaign, students are given the scope and nature of the work, they receive the necessary instructions and carry out the work. During such events, students acquire relevant skills and environmental knowledge.

There are many flower beds on our school grounds. Grades 5-6 participate in planting seedlings. Students receive tasks for growing seedlings of annual plants in biology lessons. In spring and autumn, students bring underground parts of perennial plants from family dachas. Thus, almost all school students admire “their” plants in these flower beds. The designers are biology teachers and willing students. There is a fruit and berry garden on the school grounds. Trees and shrubs are planted there annually by school graduates, and high school students take care of them during summer work practice.

Pupils of our school in the spring, summer and autumn participate in the improvement of the school grounds and the park adjacent to the school. These events instill in the individual morality, environmental culture, hard work, a sense of patriotism, responsibility, etc.

Design work. Purpose: teaching schoolchildren rational methods of collective (group) creative research work;
development of individual educational, organizational, creative and other abilities of students; students' mastery of the content side of the subject. This school year, the most interesting projects on ecology were prepared by the 10th grade children: “Garbage: what to do with it?”, “Study of the ecological state of the school and school site”; last year, 6th graders, under the guidance of a biology and art teacher, completed a research project work “Landscape design of a school flower bed.”

Excursions are the most popular form of extracurricular local history work. Excursions can be planned (conducted by excursion organizations) and amateur (prepared and conducted by schoolchildren). The disadvantage of planned excursions is that children are passive receivers of information, the degree of assimilation of which largely depends on the qualifications of the guide. This school year, as part of the month of natural science subjects, students in grades 5-10 visited the horse yard at the Golitsyn estate in Kuzminki, where they became acquainted with horse breeds, their conditions of keeping, feed, and horse utensils. Grades 2-4 took an excursion “Visiting the Reindeer”Moscow region.

Every year, students of our school go on excursions to the Prioksko-Terrasny Nature Reserve and Bird Park)

2.5. Wall newspaper, newsletters, montages.

Wall printing plays a big role in organizing extracurricular work in biology. Club members publish youth newspapers, newsletters, and photomontages. The main drawback in this type of activity of the circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. The school press should also reflect the results of all independent research of the circle members.

During the month of natural science subjects, schoolchildren in grades 5-11 publish newspapers on biological topics, about biologists, about environmental protection, about a healthy lifestyle, etc. Topics are suggested by the teacher. Students can create newspapers in groups or individually. This academic year, newspapers were published on the topics “Traditions and Smoking”, “Tablet from...”, “Health Cocktail”, “We are for a healthy lifestyle”.

2.5. Exhibitions of student work.

The purpose of holding exhibitions is to develop students’ interest in their native land and develop students’ creative abilities. Exhibits of the exhibition may include drawings, photographs, models, crafts, computer works, teaching aids and other products created by participants.

At the preparatory stage, the teacher needs to determine: the purpose, topic, type (types) of exhibits, time and place of the exhibition; criteria for evaluating works (if the exhibition is competitive); list of participants. The exhibition regulations must be communicated to all school students. The subject of the exhibition can cover any aspect of life in the region.

It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or a certain time of year.

Our school practices exhibitions from natural materials “Autumn Fantasies”, photo exhibitions “Winter Landscapes”, “Winter is a Merry Season” (healthy lifestyle series), “Spring is the time of flowering”. Over the years, biology and primary school teachers organized exhibitions “Students’ Summer Work” (collections and herbariums), “Gifts of Autumn” (grown plants), “My Bouquet for Mom” (appliqués). Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its artist.

The exhibition is organized in the biology classroom or in the school hall. It is open to everyone (both students and parents) after school hours. A vigil has been organized at the exhibition. Guides are assigned to familiarize yourself with the students’ work. This year the school is creating a guest book.

The creation of newspapers and exhibitions develops students' interest in biology and creative thinking.

One of the forms of communication between the school and the family isorganizing assistance for parents in conducting extracurricular educational work with students. Among the parents there are specialists in various fields of science and technology, medical workers, labor veterans, etc. Their participation in extracurricular educational work with students gives it variety and increases its content.

The educational activities of parents at school are carried out primarily in the form of conversations with students, presentations and lectures. They are dedicated to the development of science and technology, familiarizing schoolchildren with the industrial successes of people. The topics of these speeches include medical issues, stories about the lives and creative activities of outstanding people, etc.

A common form of parental participation in extracurricular activities of the school is conducting excursions for students to industrial enterprises and scientific institutions, as well as organizing local history work.

As part of subject months, our school annually holds meetings with parents, doctors, veterinarians, cosmetologists, and food production workers. For girls in grades 8 and 9, one of the mothers, a gynecologist, organizes an excursion to the gynecological office. In the spring, as part of the month for a healthy lifestyle, there is an excursion for grades 10-11 to the Baby House in the village. Malakhovka, organized by the parents of our student who work in this House. Students see children, and these are mostly disabled children abandoned by dysfunctional parents, and through their example they become familiar with the manifestations of various hereditary diseases.

Conclusion

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative initiative in expanding and supplementing the school curriculum in biology.” The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative and for the diverse cognitive initiative of students and, most importantly, for educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in the surrounding nature, learn to apply acquired knowledge to practice, they develop a natural-scientific worldview. Extracurricular activities also contribute to the development of initiative and collectivism.

The interests of students are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The task of the teacher is to expand the interests of students, to raise an educated person who loves science and knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

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Verzilin N.M., Korsunskaya V.M. General methods of teaching biology. - M.: “Enlightenment”, 1983.

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Shirokikh D.P., Noga G.S. Methods of teaching biology. - M., 1980. - p. 159.

APPENDIX No. 1

Class hour “SUFFERING FROM CYBERMANIA”

Form: round table dedicated to the problem of computer addiction

The form of the class hour - a round table - allows children to speak out and develops discussion skills. It is very important that the teacher-leader is able to organize the discussion. The round table discussion consists of 3 blocks: 1 information (information on the problem of computer addiction) and 2 discussion blocks (“Who is to blame” and “What to do?”). Actions of the leader in each block: first give the floor to the “guests”, then to the rest of the children. At the same time, discussions should not be allowed in the information block. After the “guests” report, children are invited to supplement their statements with new facts. In discussion blocks they can already express their opinions.

It is advisable that the teacher constantly emphasizes that as a result of the discussion, a common opinion should be developed that takes into account the opinions of the majority. Therefore, it is very important to summarize at the end of each block and formulate a general idea.

All lines are written out in detail in the script, but this does not mean that they need to be distributed to all children. This will turn the round table into a rehearsed matinee, which will be uninteresting for ninth graders. It is important for them to speak out and be heard. Moreover, the topic is close and understandable to everyone. Texts can be distributed only to “guests”, warning them that they are not given for cramming, but for guidance (in terms of time and content).

Target : to familiarize children with the harmful effects of computer games, to give an idea of Internet addiction; to form a positive attitude towards such character qualities as independence, curiosity; develop skills in participating in discussions; encourage children to expand their horizons, to participate in sports clubs, to self-knowledge, self-development, and self-improvement.

Preparatory work: distribute roles among children: mothers (2), doctors (2), programmers (2), provide everyone with texts. All children should be seated at their desks, and the “guests” should be seated facing the class at the blackboard.

Decor : write the topic on the board, epigraph “Computers are machines that are designed to solve problems that you would not have if you did not have a computer.

Class plan

Motivational conversation.

Round table “Suffering from cybermania.”

First block of discussion. "Three facets of the problem."

Third block of discussion. "What to do?"

Final word.

Summing up (reflex to them)

Progress of the class hour

I. Motivational talk

Cool manager tel. Today we will touch on a pressing topic for all teenagers.

Raise your hands, who has played computer games at least once?

Have you ever skipped class to play?in the games room?

Do you talk with your friends about computer games, codes, levels, etc.?

Do you enjoy working at the computer?

Do you get angry at those who distract you from your computer?

Have you ever deceived your loved ones by saying that you were writing an essay or looking for information while you were just playing or chatting?

Have you ever forgotten the time while playing on the computer?

Do you put off important things for the sake of your computer?

Do you like to play on the computer in moments of sadness or depression?

Do your parents scold you for spending too much money on Internet games?

(Answers from children.)

Psychologists ask similar questions when they want to make sure whether a person suffers from computer addiction. I asked these questions so that you can take a sober look at yourself from the outside and critically evaluate your attitude towards the computer. A positive answer to all these questions should make you wary.

II. Round table “Suffering from cybermania”

First block of discussion. "Three Facets of the Problem"

Classroom teacher. Computer addiction - a new disease of our time or a fictitious threat? In the West, they say that every fifth Internet user suffers from computer addiction to one degree or another. And in Russia many are already susceptible to this mania. People lose their sense of reality and go into the virtual world. The most vulnerable, as always, were children and teenagers. There was even a term - “computer syndrome”. Who is to blame for this and what to do? Today we will discuss these issues during a round table, which we called “Suffering from Cybermania.”

I introduce our guests. The parents' point of view will be voiced ( names, surnames). The doctors' point of view will be presented(names, surnames).Computer experts will give their opinion(names, surnames). Let's start the discussion. The first word is to the parents.

Mom 1. Many parents simply do not understand what a terrible destructive force the computer represents. One 14-year-old schoolboy from Romania was taken from an Internet cafe by an ambulance. The boy sat in this cafe for 9 days in a row and reached complete physical and mental exhaustion. His mother said that the boy was simply obsessed with the computer game Counter Strike. He did not leave the computer and stopped going to school. He lied, stole things from the house to sell them and spend money on the Internet.He stopped washing and lost 10 kg.

Mom 2. Another scary fact: a 12-year-old teenager from Yekaterinburg died from a stroke after playing on the computer for 12 hours. Doctors at the children's hospital where the boy was taken say that every week they receive at least one teenager who is addicted to computer games. Children can spend days without food or rest in front of a computer at home or in gaming clubs.

Mom 1 . Here are the criminal facts: a 13-year-old teenager robbed his grandparents to get money for an Internet cafe. A high school student, having played enough DOOM, brutally beat up the neighborhood kids. There are enough stories like this in every police department. Tens of thousands of boys and girls drop out of school, lose friends, and have conflicts with their parents for the sake of the virtual world.

Mom 2. Not only children, but also adults suffer from computers! Recently, computer widows have appeared in the world. These are women whose husbands are cyberalcoholics. This is the name given to people who are obsessed with computer addiction. They spend up to 18 hours a day at the computer, stop taking care of their appearance, don’t shave or wash for weeks, walk around the house in dirty clothes, and generally keep their outings to a minimum. Poor women really feel like straw widows - like their husband is nearby, but in a completely different dimension.

Classroom teacher.What can our members add to this? Just the facts! Can you provide similar facts? Do you feel like you too are being sucked into a computer quagmire? Do you see your friends moving away from you more and more into the virtual world? Can you give the opposite facts, when activists of computer games did not fall into any addiction?

(Children speak out.)

So, people are sounding the alarm as they see their loved ones disappearing into the virtual world. What will the doctors say?

Doctor 1. Western doctors unequivocally state that computer and Internet addiction exists. There was even a diagnosis: “cybermania” or “pathological computer use” (games, Internet). For now, however, computer addiction is not an official diagnosis, but some scientists suggest that over time cybermania will be recognized as the number one disease in the world.

In the West there are already clinics where various computer diseases are treated.

disorders. In Finland, there were even cases where conscripts received a deferment from the army to treat computer addiction. In Russia, few people still seek medical help; parents are afraid to take their child to a psychiatrist; they do not want their child to be in the same room with drug addicts and alcoholics.

Doctor 2. How does cybermania manifest itself? First of all, people prefer to spend more time not in real life, but in computer games and the Internet - up to 18 hours a day!

Teenagers begin to skip classes, lie, and do homework too quickly in order to quickly get on the computer. In virtual reality, they forget about time, wildly rejoice at their virtual victories, and experience failures violently. They can no longer even eat normally, preferring to chew something in front of the monitor. And when communicating in chats, they invent a virtual image for themselves, which gradually displaces their real self.

Doctor 1. What is the danger of cybermania? First of all, many computer games are dangerous. The main action in them is murder,

and colorful and sophisticated. But a game for a child is a rehearsal for life. So by the age of 14-15, the opinion develops that violence and murder are an exciting and useful activity.

Doctor 2. The second danger of games is that it is much easier to win in them than in real life. After all, life is a constant struggle, self-affirmation, victories and failures. All this cannot be replaced by virtual successes. A person simply loses himself, his personality, and becomes an attachment to a computer.

Doctor 1 . Another danger awaits chat lovers. Many, hiding behind anonymity, can say anything in chats, believing that such communication liberates them and gives them freedom. But virtual communication cannot replace live connections between people. A person immersed in a fictional world under someone else's mask gradually loses his face, loses his real friends, dooming himself to loneliness.

Doctor 2. But the worst danger is that computer addiction can turn into another type of addiction - alcohol and drugs.

Classroom teacher.I give the floor to our participants.

Do they agree with the doctors' conclusions? Do you think that computer games increase aggressiveness?

Has the number of your friends decreased because you became interested in computer games?

Do you prefer to eat at the computer?

What victories have you won in real life over the past year?

Have you ever chatted? Did you perform under your real name or under a fictitious one? Did you feel free and liberated?

Which children do you think are most susceptible to computer addiction?(Children speak out.)

It's time for computer scientists to speak out. Is a computer really that dangerous? Can chats be anonymous? Are all games built on violence? I give the floor to the programmers.

Programmer 1 . The computer can be dangerous. After all, it is a source of electromagnetic radiation and non-ionizing radiation. And this has a negative impact on a person. But if you follow sanitary rules, it can be harmless. In all organizations, rules for working on a computer should be located right at the workplace. But, unfortunately, few people here know and follow these rules.

For example, according to these rules, an adult can sit at a computer no more than 4 hours a day, and a child no more

10-20 minutes, depending on age. The computer must be grounded; pregnant and lactating women should not work at the computer. In developed countries, these rules are very strictly observed. But here they prefer to pay with their health.

Programmer 2. Is there any harm from computer games? Not all games are built on aggression. There are logic games, games for studying school subjects. There are simulators with which you can gain important and useful skills. There are game tests that will help you test your knowledge. As for the Internet, in addition to chat rooms, there are forums where serious issues are discussed and where you can express your point of view. On the World Wide Web, anyone can create their own website, make it popular, and become an Internet star. So the Internet does not necessarily lead to a loss of self. It provides very great opportunities for self-affirmation and self-expression.

Programmer 1. What about anonymity? in the Internet,

then she is imaginary. Each computer has its own unique digital address, by which other computers on the network recognize it. As soon as you

went to any website, your address is instantly recorded and can be easily calculated who are you and where do you live. This is why hackers are almost always found. Therefore, when you find yourself in a chat and come up with some kind of nickname for yourself, do not lose self-control, as if later I didn't have to answer.

Programmer 2 . For example, in 2006, a 37-year-old user from Novosibirsk was brought to court for anti-Russian statements on the Internet. He had to pay a fine of 130 thousand rubles. At the trial, he tried to evade responsibility, but the providers proved that existing technical means make it possible to determine with an absolute guarantee which particular network user accessed the Internet and was on this particular site. By the way, these same technical means can track which sites are most often visited from this computer.

Classroom teacher. As you can see, there is nothing on the computer itself or on the Internet that would cause addiction. What can our members add to this?

Maybe someone wants to say a word in defense of computer games?

Who has their own website? What forums and chats do you visit? What information are you looking for online?

Do you know about sanitary rules for using a computer?

Aren't you afraid that someone might find out about your travels on the Internet?

What interesting things have you discovered on the Internet?

What have we come to at this stage of the discussion: is there computer addiction or is this all an invention of doctors and parents?[Yes, I have.)

Second block of discussion. "Who is guilty?"

Classroom teacher. We got acquainted with different points of view on the problem of computer addiction. Let's begin the second block of our discussion. Who is to blame that more and more teenagers are becoming patients in drug treatment hospitals and are being diagnosed with cybermania?

First, we listen to the opinions of experts.

Opinions:

Moms:

Owners of Internet clubs, as well as providers who profit from the health of our children.

Local authorities who receive bribes from these structures.

Sanitation stations that do not control the operation of these clubs.

Teachers who do not conduct conversations about protecting the lives and health of children.

Doctors:

Parents are to blame for giving their children money without asking how they will spend it.

The children who seek only pleasure and entertainment, not wanting to work, are to blame.

The authorities are to blame for not creating conditions for children to play sports and develop their abilities and talents.

Teachers are to blame for not being able to engage children in something interesting.

Programmers:

Computer manufacturers are to blame. They release more and more new games and programs that require more and more powerful computers. Therefore, people are forced to constantly update their cars. And curious children want to try everything and get addicted.

The parents are to blame for not monitoring their children and not knowing what they are doing.

The parents are to blame. If they themselves mastered the computer, they could understand what a child can and cannot do. And so it seems to them that since they bought a computer for their children, then they don’t have to worry about their development. Then the uncles and aunts from the Internet and gaming clubs will take care of this.

Doctors are also to blame. It was necessary to raise these issues with the government, to involve the press and television in the discussion.

The government is to blame. It could pass laws that would prohibit children from sitting in gaming clubs at night, it could close these clubs altogether or move them outside the city limits.

Classroom teacher. What will our participants say? Who is to blame if children become computer addicts?

Sample answers:

The children themselves are to blame.

The parents are to blame. They don’t want to understand children, they only scold and lecture. So children run away into virtual reality.

It's the school's fault. It is so dull and boring, but in virtual reality you are a hero, a winner, the fate of worlds and civilizations depends on you.

Classroom teacher . Please conclude:“Who is to blame for a child becoming addicted to a computer?”(Parents, doctors, schools, police, local authorities, the children themselves, etc. are to blame for the formation of computer addiction in children.)

Classroom teacher. So, the problem of computer addiction. We listened to different points of view and identified the culprits. Let's move on to the final stage of the discussion. Let's try to answer the question: what should be done to prevent people from falling into cybermania? A word to our guests.

Sample opinions:

Moms:

Close all gaming clubs.

Allow children to access the Internet only if accompanied by an adult.

Dismiss the head of the sanitary station, the school director, re-elect the mayor, etc.

Prohibit teachers from requiring children to submit essays so that they do not download them from the Internet.

Teach children how to use useful programs and games that can be played with their parents.

Doctors:

Censor games. Prohibit the use of aggressive games in clubs.

Introduce punishment for parents whose children become Internet addicts. Make them communicate with their children for 4 hours every day.

Every child should play sports or find some hobby. Then friends will appear, and there will be no time to be bored.

We need to pass laws that prohibit the promotion of violence in games, and severely punish violations of these laws.

Programmers:

Everyone needs to become a competent user, not a dummie.

Be critical of new gaming products, do not buy everything. Limit the use of aggressive games.

It would be good for all schoolchildren to take up programming. It will be an activity, development, and communication with interesting people.

Children need to play less in general. Let everyone try to create their own website, then you will need to tell something about yourself, show what makes you unique. And this will encourage self-development,

Classroom teacher. We listen to the suggestions of our participants. Maybe one of them will be able to find a compromise solution to the problem of computer addiction?[Children speak out, repeating and paraphrasing the opinions of the guests, adding their original proposals.)

And as a result of this stage of the discussion, we formulate a conclusion: what can we do to avoid falling into computer addiction?(You need to become a competent user, master useful programs, you need to play less and play sports, communicate with friends, read books, etc.)

And how can we formulate the general outcome of our discussion?

(You can ask guiding questions:Is there a computer addiction? Who is to blame for her appearance? How to fight this evil?)

Approximate result of the discussion:

Computer addiction exists.

This is the result of the promiscuity of children, the irresponsibility of parents, the carelessness of the authorities, and the greed of representatives of the gambling business.

The solution is to increase computer literacy, introduce censorship, and adopt laws that would increase the responsibility of parents and business representatives.

Classroom teacher. Our discussion has come to an end. And I would like to end it with the words of one writer. He discussed the problem of computer addiction on the Internet and concluded by writing: “I write these thoughts on the computer, send them by e-mail via the World Wide Web, and get information from the Internet. All these facts indicate that I am in no way a computer phobe. Moreover, I really love this little box that helps me live. But my love will end at the moment when, or if, I understand that it is not I who own him, but he who owns me*.

Final word

Classroom teacher. Today we talked about computer addiction. This problem is ambiguous and is still far from being resolved. But we did not strive to solve it at any cost. By discussing this problem, we learned to conduct a discussion, learned to listen and hear each other. During the live discussion, we learned live communication - exactly what no, even the most powerful computer can give. Look at the epigraph for today's class hour (reads). I wish you that your computer creates as few problems for you as possible.

Summing up (reflection)

Classroom teacher . Does what we talked about today concern you? Has there been a reason to think about yourself and change your behavior? What did today's class teach you? (children's answers)

Methodological development

Extracurricular work in biology

Fedorova Sofia Andreevna

Plan

Introduction

1. General characteristics of extracurricular work in biology

1.2 Educational importance of extracurricular activities in teaching biology

2. Forms and types of extracurricular activities

Conclusion

Literature

Application

Introduction.

Biology is perhaps one of the most interesting subjects in the school course. After all, it is in biology lessons that teachers try to instill in students a conscious attitude to work, develop the necessary practical skills, the desire for independent acquisition of knowledge, and, of course, the development of interest in research activities.

School biological disciplines are of great importance in the formation of a comprehensively developed personality. Biology lessons, laboratory classes, and practical work make it possible to equip students with deep and lasting knowledge about living nature, as well as to form their scientific and materialistic views on nature. In the process of teaching biology, schoolchildren develop patriotic feelings and aesthetic tastes. Along the way, schoolchildren develop a love for nature and the living world, and a desire to preserve and conserve them.

In developing students' interest in biology, a significant place is given to extracurricular activities, which are conducted by each biology teacher in different ways. Some work in additional electives and clubs, others give independent biological tasks to students, but the main feature of extracurricular work is its complete design taking into account the interests and inclinations of students. Along with this, extracurricular biology classes provide an unlimited opportunity for the development of creative activity in schoolchildren.

The development of interest is a complex process that includes intellectual, emotional and volitional elements in a certain combination and relationship.

All teachers know that students' interests are very diverse. They completely depend on the individual characteristics of the individual, as well as on the influence of external factors (school, family, friends, radio, television and the Internet, which has now become firmly entrenched in our lives, etc.). Interests can vary not only in nature, but also in duration, intensity, persistence and focus. Sometimes interest takes on the character of an inclination.

This is often facilitated by extracurricular activities, especially if they encourage students to creative exploration, to the practical application of acquired knowledge (for example, when conducting experiments in a corner of wildlife, on a school site, etc.), to reading popular science literature on biology .

How can we awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to instill from early childhood a caring attitude towards nature, its vast flora and fauna?

The development of external feelings was given great importance by the great methodologists of the past in our Russian school. Regarding this, the famous methodologist A.Ya. Gerd wrote: “There are many people with healthy senses, but who have not used them not only for their comprehensive and complete development, but also to obtain a clear, distinct, imaginative idea of the outside world. Is successful activity in the outside world possible without such an idea? A person with subtle external feelings has enormous advantages in comparison with a person with unsophisticated feelings. He is incomparably more insightful and resourceful, delves deeper into everything, and therefore works more thoroughly: he derives greater benefit from everything, finds interest and takes an active part in where others remain completely indifferent.”

Target: study the methods of teaching extracurricular work in biology at school.

Tasks:

Give a general description of extracurricular work in biology at school.
Consider the forms and types of extracurricular activities.
Consider the content and organization of extracurricular work in biology at school.

1. General characteristics of extracurricular activities

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, extracurricular work should be classified as one of the components of the system of biological education for schoolchildren, extracurricular work as one of the forms of teaching biology, and extracurricular work in biology as part of the system of additional biological education for schoolchildren.

1.2 Educational importance of extracurricular activities in teaching biology

This significance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Students conducted, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.

2. Forms and types of extracurricular activities

Reasons for identifying forms of extracurricular work.

The comprehensive school has accumulated extensive experience in extracurricular work in biology, which is reflected in special methodological publications, as well as in the chapters of general and specific methods of teaching biology. In some of them, along with revealing the content and organization of extracurricular work, its forms and types are considered.

The circle of young naturalists is generally recognized as the main form of extracurricular work. There are discrepancies in the identification of other forms. Along with the circle, forms of extracurricular work include, for example, extracurricular reading. The most acceptable selection of forms was proposed by N. M. Verzilin. In the book “General Methods of Teaching Biology” (M., Prosveshchenie, 1974), the author classifies individual, group and mass classes as forms of extracurricular work. At the same time, the circle of young naturalists in the proposed system is presented as a type of group form of extracurricular activities.

When identifying forms of extracurricular work, one should proceed both from the number of students taking part in extracurricular work and from the principle of systematic or episodic implementation. Taking into account the above, it would be more correct to distinguish 4 forms of extracurricular work in biology:

1) Individual lessons;

2) Group episodic classes;

3) club activities;

4) mass naturalistic events.

It is hardly advisable to single out extracurricular reading or extracurricular observations, the production of visual aids and other work carried out by students on the basis of their voluntariness as independent forms, since it is used both in individual and in occasional group, circle and mass forms of classes.

Extracurricular work in biology is carried out in most schools in all the forms that we have given above (Diagram 1).

Scheme 1. Forms and types of extracurricular work in biology. (Nikishov A.I.)

Characteristics of forms of extracurricular work in biology.

Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of homework and extracurricular activities.

The most common types of individual extracurricular work include experiments and observations of plants and animals in nature, at a training and experimental site, in a corner of wildlife, making artificial nests and observing their settlement, self-observation, making visual aids, preparing reports, abstracts, and much more. other.

Group episodic classes usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, Biology Week, Health Week, and the Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, instructs them to select certain material, publish a thematic wall newspaper, prepare and conduct reports, and artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to study more deeply the living nature of his region, for example, to conduct an inventory of tree and shrub vegetation, to find out the species composition of birds inhabiting areas near water bodies; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.

Circle of young naturalists - the main form of extracurricular activities. Unlike an episodic naturalistic group, circle activities bring together schoolchildren who systematically carry them out over the course of a year or even several years. The composition of the circle is usually stable and can include both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age or level of preparedness, but by their inclinations and passion for youth activities.

The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; publishing handwritten journals; production of visual aids. The circle of young naturalists is the organizer of all extracurricular mass biological events.

In the practice of schools, various naturalistic circles take place. Some of them include a variety of biological topics, others are quite narrow in the content of the work. Thus, along with circles for young botanists or experienced plant growers, there are often indoor floriculture circles or even cactus clubs.

When determining the content of the circle’s work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. Therefore, narrow specialization at the very beginning of circle work is premature. The practice of many teachers shows that circle work at school is more successful if the circle members, who first become familiar with the possible variety of problems, then, in the process of classes, consciously choose a direction for themselves that is more consistent with their interests.

Mass naturalistic events are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

A large number of students are involved in mass work - parallel classes, the entire school. It is characterized by a socially useful orientation. Typically, schools conduct such types of mass work as biological olympiads; themed evenings dedicated to Health Day, Bird Day, Garden Week, Forest Week; campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding

birds; making and hanging bird nests.

In schools where extracurricular work in biology is well established, all its existing forms take place. Carrying out public events is necessarily associated with both individual and group episodic and circle work of students.

Types of extracurricular activities are also interconnected and complement each other. Thus, in the process of conducting observations and experiments on plants and animals or self-observations, schoolchildren have various questions, the answers to which they find in popular science and scientific literature, and then after working with it (extra-curricular reading) they again turn to experiments and observations for clarification, visible reinforcement of knowledge obtained from books.

A study of the experience of schools shows that extracurricular work in biology is carried out in all its forms. Almost every school has a naturalistic club, various public events are held, and individual and group occasional lessons are organized. However, extracurricular work often comes down to organizing exhibitions of students’ summer work, holding competitions, Biology Week, and Bird Day. The rest of the time is usually spent caring for indoor plants, issuing newsletters based on the use of materials from popular science periodicals, and holding “Entertaining Biology Hours.” Meanwhile, the specificity of extracurricular work in biology - the science that studies living things - is associated with such types of work that include independent research by schoolchildren, put them in the position of discoverers, and arouse real interest in the knowledge of nature.

Main directions of extracurricular activities.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. Therefore, it cannot be turned into additional lessons for students in the sections of biology studied at school, or conducted like classroom lessons, laboratory and other compulsory classes. To a certain extent, extracurricular work in biology should be a break for schoolchildren from compulsory classes. When organizing extracurricular activities, you should always take into account the age characteristics of children. “A child demands activity incessantly and gets tired not of activity, but of its monotony and one-sidedness,” wrote K. D. Ushinsky.

Extracurricular work with botanical content, carried out primarily with students in grades V-VI, should include observations and experiments on the study of the structure and physiology of plants; familiarization with the diversity of the plant world and the importance of wild plants in human life, with seasonal phenomena in the life of plants, classes in indoor floriculture, etc. Among public events of a botanical nature, Garden Week, Forest Day, Harvest Festival, etc. are of great importance.

The main content of zoological extracurricular work should be associated with classes for schoolchildren to study the species composition of the most common animals of the local region, identify animals that harm agriculture and forestry, and measures to combat them, familiarize themselves with rare animals and methods of their protection. Of great interest is the work on creating a zoological corner of wildlife, caring for and observing their inhabitants, and taming them. Among the mass events of a zoological nature, children are of great interest in the work of attracting and protecting birds and protecting anthills.

Extracurricular work on human anatomy, physiology and hygiene, carried out mainly with students of the VIII grade, usually includes: experiments and introspection, clarifying the importance of organ exercises on their development; experiments elucidating the influence of various environmental factors on the activity of organs; carrying out propaganda among schoolchildren and the population of a healthy lifestyle; explanation of the emergence and spread of various types of superstitions.

Extracurricular work in general biology is associated with the study of heredity and variability, the struggle for existence in the plant and animal world, the interrelations of organisms in specific habitats, etc. When specifically determining the content of extracurricular work in biology, first of all, preference should be given to those types of work that have useful significance and make it possible to carry out connection between theory and practice, implement the research principle. The content of extracurricular activities should be accessible to each age group of students.

The right to participate in extracurricular activities. Schoolchildren interested in biology do extracurricular activities.

According to many teachers and methodologists, less than satisfactory performance in some subjects cannot be an obstacle to admission to the club. There are many examples when schoolchildren do not participate in any subject clubs and do not perform well in one or more subjects. They devote all their free time to the street. Students who perform poorly in any subject, but are interested in extracurricular work in biology, may not become biologists in the future; it is important that they become people who love their native land and nature. A person of any specialty should treat nature with interest and love and show a desire to protect it.

Organization of individual and group episodic extracurricular work in biology.

Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Management individual work individual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results Experienced teachers then use individual work as an illustration when presenting new material in biology lessons, in notes on wall newspapers on biology, and on stands in the biology classroom.

The activation of individual extracurricular work is facilitated by specially issued bulletins under the guidance of the teacher: “What can be observed in nature in spring”, “Entertaining experiments with plants”, bulletins with annotations of popular science literature, exhibitions of books, the best works of students.

For group episodic work The teacher attracts several students interested in biology at the same time, often from different classes. He sets a task for them, for example, to prepare and conduct Bird Day, and then gives them various assignments: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third is to compose a literary montage of their poems about birds, etc. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.

In a similar way, classes are organized for a sporadically working group of students to prepare and conduct biological KVN, hours of entertaining biology and other mass biological events.

Organization of extracurricular club activities.

Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Circles for young naturalists are organized in different ways. In some schools they bring together schoolchildren who have already been involved in individual or group episodic work, in others - students who have not previously participated in any forms of extracurricular work. The organization of a circle can be preceded by a well-organized excursion into nature, after which the teacher invites interested schoolchildren to unite in a youth circle. The desire of schoolchildren to work in a youth circle often manifests itself after they have completed extracurricular activities or an interesting public event, for example, the Forest Festival or Bird Day.

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (the charter, the commandments of the youth), which are developed and accepted by the circle members themselves at one of the first gatherings. The content of such a youth document may vary.

Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for the household, wall seal), which are chosen at one of the first circle lessons.

The head of the circle convenes youth meetings, presides over them, monitors duty in the corner of wildlife, maintains a general diary of work, and monitors the performance of duties by other members of the circle activists.

The circle secretary compiles and posts duty lists, notes the presence of youth members at circle meetings, finds out the reasons for absence, and keeps brief minutes of meetings.

The person responsible for the circle’s economy monitors the availability of animal feed, its correct consumption, is responsible for the safety of equipment, the youth library, etc.

The person responsible for wall printing, together with members of the editorial board, selects material for a wall newspaper or handwritten magazine and monitors their timely release.

The leader of the circle should develop in every possible way the initiative and independence of the circle’s active members, and consult with them in resolving certain issues.

Diversity of naturalistic clubs by age and number of students. The youth circle should unite mostly students of the same age. If students of different classes work in a circle, then it is advisable to divide them into sections. Thus, circle members from class VI can be combined into a section with a botanical content of work, circle members from class VII - into a section with a zoological content of work. If the school has one biology teacher, then it is better to organize a general naturalistic circle with sections. You can have one club at school with sections that differ in the complexity of the content of the work.

Planning the work of the circle. Of great importance in the activities of the circle is the careful development of a work plan, which can be drawn up for a year, six months or a quarter. It should reflect all types of work of the circle. When drawing up such a plan, circle leaders usually take into account the interests of young people, their cognitive research abilities and capabilities.

It is advisable to reduce any work of the circle members to a specific topic. For example, if a group decides to start landscaping a school, then the topic “Propagation of indoor plants and caring for them” should be taken, and if there is a desire to purchase any animals for the wildlife corner, the work plan includes the topic “Keeping small mammals in captivity.”

Organizing the work of circle members on planned topics.

When organizing the work of circle members on any topic, many teachers adhere to the following order of work.

An introductory (orientation) lesson, usually of a theoretical nature.
Independent work of circle members (mainly research-oriented).
Reporting lesson.
Publishing a wall newspaper, organizing an exhibition based on the results of the work.

Scheme of work of the Youth Circle (Verzilin N.M., Korsunskaya V.M.)

At the introductory lesson, the goal of the upcoming work is set for the young nativists and its content is revealed. In this case, you can use educational films, filmstrips, name available literature related to the topic under consideration, etc. After preliminary familiarization work, individual or group tasks for independent research work are distributed among the young students, and instructions are given for completion.

Independent work of young people on the topic under consideration consists of conducting experiments and observations in nature, corners of wildlife, working with popular science literature, followed by compiling abstracts, and producing visual aids. Although the circle members then complete the tasks taken during the introductory lesson independently, they can always get additional clarification from the circle leader, who should be interested in the progress of their independent work.

At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out. At the same lesson, the editorial board of the circle is entrusted with publishing a newspaper based on his materials.

General meetings of the circle at school are usually held once a month, and independent individual or group work of young nativists on tasks chosen by them - for the entire time necessary to complete them.

Massive extracurricular activities.

These are, for example, biology Olympiads, evenings, holidays, hours of entertaining biology, nature conservation work. They are organized by a biology teacher with the help of circle members or a group of students not formalized in a circle, the student activists of the school.

School biology olympiads are carried out in two rounds. Usually, a month before the Olympiad, a group of young people publishes a bulletin about the procedure for holding it, and posts a list of recommended literature.

The first round of the Olympiad takes place in writing using several options, including 2-3 questions each requiring short, specific answers. For the second round of the Olympiad, the young people prepare living and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, and anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”.

In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.

The first round of the Olympiad can also be held in absentia. At the same time, in a specially issued bulletin, students are asked to name biological objects depicted in drawings and photographs, indicate, for example, what types of animals the tracks, chews or other manifestations of life belong to, name certain organs and talk about their functions in the body. The literature is indicated in the bulletin. Students put written answers to questions in a box, and then they are evaluated by a teacher and a jury selected from the youth students.

The winners of the school Olympiad are candidates for participation in the regional or district Olympiad.

Biological KVN, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.

The presenter from among the youth members also prepares for KVN in advance. To evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, class teachers of students who take an active part in KVN, and the chairman of the school’s student team. The teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.

Fans are invited to biological KVN - all interested school students. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.

Hours of entertaining biology usually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Each hour of entertaining biology (botany, zoology, etc.) is prepared in advance by club members or individual students under the guidance of a teacher. They select the necessary information from the recommended literature, compile it, and prepare visual aids. When classes are given a playful form (for example, in the form of a trip), facilitators are trained.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared circle members provide interesting information about plants (for entertaining botany), about animals (for entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Various biological evenings, for example, “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, its entertaining part (questions) is prepared quizzes, biological games, crosswords), amateur performances (poems, dramatizations), decoration, exhibition of naturalistic works of students.

In conducted by the school mass socially useful events All schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, youth teachers, and school student activists.

Before each mass socially useful campaign, members of the circle find out the volume and nature of the work, receive the necessary instructions, acquire the appropriate skills, and then, having been distributed among classes, introduce schoolchildren to the upcoming work and help them during it.

Observation diary. In the process of extracurricular work, it is necessary to develop among the circle members the ability to conduct and make sketches of observed phenomena. The diary should be the property of every observer, both those conducting individual experiments and observations, and those working on any general topic.

Observation records make it possible to thoroughly understand the observed material, identify unclear issues, allow you to find mistakes made, and draw the necessary conclusions.

Keeping a diary is difficult, especially for a novice nature researcher. Many schoolchildren cannot, and therefore do not like, write down observations. More often this happens due to ignorance of what needs to be noted in the observation diary.

Particular attention should be paid to keeping an observation diary. To do this, the instructions in the assignments need to indicate what exactly they should write down. It is useful to get acquainted with observation diaries as often as possible and note what is missing in them, what notes could be made based on what you saw. During club classes, it is advisable to read out entries from good observation diaries. This work is also facilitated by the organization of special competitions for the best observation. Participants in the competition are asked to observe one animal in a corner of wildlife or the development and growth of a plant grown in a biology classroom, and write a story based on the observation.

Good records of observations should be constantly placed in the Yunnat wall newspaper.

Extracurricular activities are varied and therefore no single form of journaling can be adopted.

While working, it is often difficult to describe what you see. Therefore, it is useful to recommend that schoolchildren make sketches along with recording observations. It is very useful to place photographs of observed objects in your diaries.

Wall newspaper, newsletters, montages.

A large role in the organization of extracurricular work in biology and the connection of circle members with other schoolchildren belongs to the Yunnat wall press - Yunnat newspapers, bulletins, and montages. The main drawback in this type of activity of the circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. If, for example, work is planned to collect seeds and fruits of trees and shrubs, then the press should contain notes about its socially useful significance. Then, in the next issue of the newspaper, a series of notices should be given about the achievements of the school and the diligence of individual students in this type of activity. The school press should also reflect the results of all independent research of the circle members.

Exhibitions of student work.

Exhibitions of the best works of students are of great importance in developing interest in extracurricular work in biology. It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or the beginning of the school year.

The exhibition may include student observation diaries, photographs taken in nature, collections and herbariums, grown plants, etc. The exhibition can be called, for example, “Students’ Summer Work,” “Gifts of Autumn,” “Work of Young Naturalists in a Forest Nursery,” etc. etc. Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its artist.

The exhibition is organized in the biological laboratory or in the school hall. It should be open to everyone (both students and parents) after school hours. Young people should be on duty at the exhibition. To get acquainted with the work of students, it is useful to select guides from among the best young people. It is useful to have a book of reviews in which the work of the circle of young naturalists and individual circle members will be assessed.

Conclusion

Literature

Verzilin N.M., Korsunskaya V.M. General methods of teaching biology. - M.: “Enlightenment”, 1983.
Evdokimova R. M. Extracurricular work in biology. - Saratov: “Lyceum”, 2005.
Kasatkina N. A. Extracurricular work in biology. - Volgograd: “Teacher”, 2004.
Nikishov A.I. Theory and methodology of teaching biology. - M.: “KolosS”, 2007.
Nikishov A.I., Mokeeva Z.A., Orlovskaya E.V., Semenova A.M. Extracurricular work in biology. - M.: “Enlightenment”, 1980.
Ponamoreva I. N., Solomin V. P., Sidelnikova G. D. General methods of teaching biology. M.: Publishing center "Academy", 2003.
Sharova I. Kh., Mosalov A. A. Biology. Extracurricular work in zoology. M.: Publishing House NC ENAS, 2004
Bondaruk M.M., Kovylina N.V. Interesting materials and facts on general biology in questions and answers (grades 5-11). - Volgograd: “Teacher”, 2005.
Elizarova M. E. Familiar strangers. The world around us (grades 2-3). - Volgograd: “Teacher”, 2006.
Sorokina L.V. Thematic games and holidays in biology (methodological manual). - M.: “TC Sfera”, 2005.

Ushinsky K. D. Selected pedagogical works. - M., 1954. - vol. 2. - p. 111

Verzilin N.M., Korsunskaya V.M. - M.: “Enlightenment” 1983. - p. 311

Shirokikh D.P., Noga G.S. Methods of teaching biology. - M., 1980. - p. 159.

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Changes taking place in society determine new requirements for the domestic education system. Successful self-realization of the individual during the period of study and after its completion, its socialization in society, active adaptation in the labor market are the most important tasks of the educational process.

In the school education system, the biological cycle of disciplines occupies a special place, makes a significant contribution to the comprehensive development of the individual, and forms a modern natural science picture of the world in the younger generation. Teaching biological disciplines gives increasingly positive educational results if we connect the educational process with extracurricular activities, the importance of which in the general system of education and upbringing is increasing today. The organization of extracurricular work on the biological cycle of disciplines should be an integral part of the educational and cognitive work of students.

Today it is already difficult to agree with the classics of the methodology (N.M. Verzilin, D.I. Traitak and others) that extracurricular work contributes to the assimilation of knowledge by students and strengthens their developmental function. At the present stage, the paradigm of biological education has changed, new goals and objectives are facing biological education, the main goal of which is the education of biologically and environmentally literate people.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. The formation of students' cognitive interests in the process of extracurricular activities is a holistic, complex, multifaceted and lengthy process that becomes more complex at each stage of schoolchildren's activities. B.Z. Vulfov and M.M. Potashnik believe that the main features of organizing extracurricular activities should be as follows:

Unlike training sessions extracurricular activities are organized and carried out on a voluntary basis. This is its first feature. Students, depending on their interests and inclinations, independently enroll in various clubs and, if they wish, take part in mass and individual work outside of class hours. Consequently, voluntariness means, first of all, the free choice of types of extracurricular activities. The teacher’s task is to involve all students without exception in extracurricular activities. This should be done, of course, without coercion.
The organization of extracurricular activities is that it not bound by compulsory programs. Its content and forms depend mainly on the interests and demands of students and on local conditions. Club programs are approximate and indicative. Based on these programs and instructional guidelines, work plans are drawn up taking into account the specific conditions and wishes of students. This makes it possible to make the content of extracurricular work more flexible, meeting the interests and needs of schoolchildren.
Extracurricular activities covers students of all ages. A mixed age group cannot serve as an obstacle to organizing and conducting extracurricular activities. On the contrary, by uniting students from different classes, extracurricular activities contribute to the unity of the school community, creating favorable conditions for the patronage of elders over younger ones and for the development of comradely assistance.
Independent studies predominate in extracurricular activities. Of course, students’ independent work must be directed to the teacher, but unlike educational activities, it is mainly organized by the students themselves. The older the students, the more fully and comprehensively their initiative and independence manifest themselves. They act not only as participants in various circles and club-type associations, but also as active organizers of extracurricular activities.
The peculiarity of extracurricular work in modern conditions is that now it acquires a greater socially useful orientation. As a result, it acts as a very important and effective means of professional guidance for schoolchildren, especially in high school.
Variety of forms and methods. It is very difficult and, perhaps, impossible to list all the forms and methods of extracurricular activities. The forms of organizing socially useful activities and increasing the cultural horizons of schoolchildren have become more diverse.
Mass character. It covers not only individual lovers of nature and art, but all students. Its mass forms are complemented by group and individual classes. Sometimes not all students are involved in extracurricular activities, but only the active ones. The rest, especially the difficult guys, remain outside the sphere of organized influence. “Involving such children in interesting extracurricular activities helps to re-educate them and increase their interest in joint activities.” (2: pp. 98-99)

Considering the features of the organization of extracurricular activities proposed by Vulfov and Potashnik, we can draw the following conclusions:

Extracurricular activities should indeed be organized on a voluntary basis and should not be associated with the framework of compulsory programs. Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen them and expand them in the right direction.
The mixed-age composition of the groups contributes to the conditions for creating patronage work. Older students help and supervise the work of younger ones. This does not interfere, but often helps - to grow faster, mature, learn to find friends.
The widespread use of various tasks related to conducting experiments in extracurricular activities develops research abilities in schoolchildren. In addition, the need to describe what is observed, draw conclusions, and talk about the results develops students’ thinking and observation skills. Makes you wonder what they didn't notice before.
Extracurricular activities are indeed becoming more socially useful. In the process of work, students need to make it clear that we have a common Home - this is our city, our country, our Earth. And if we do not learn to guard and defend our Home ourselves, then no one will do it for us.

Forming a modern worldview of children in the process of extracurricular work on the biological cycle of disciplines is a painstaking task and requires great pedagogical efforts, skills and abilities from the teacher. As practice shows, the educational value of extracurricular biology classes and their effectiveness largely depend on compliance with a number of requirements.

One of the most important requirements for extracurricular work is its close connection with life. The work of the circle should promote familiarization with the surrounding life and active participation in its transformation.

The organization of extracurricular activities allows, firstly, to take into account the diverse interests of schoolchildren and significantly deepen and expand their knowledge in the right direction, using both an individual approach and the work of schoolchildren in “small groups”. Secondly, and this is perhaps the most important thing, extracurricular activities allow students to work at different rates of assimilation of educational material, which often contributes to the involvement of students with low academic performance and little interest in biological science.

The content and organization of extracurricular activities must be subordinated to the educational tasks of the school. It is important to select such material that would contribute to the expansion of general educational horizons, moral and labor education, aesthetic tastes and physical strength. The effectiveness of extracurricular activities increases significantly if they are carried out systematically, regularly, and not occasionally.

An important requirement for an organization is accessibility and feasibility. Excessive activities do not give the desired results. They are not interesting for students and do not captivate them. It is especially necessary to ensure their availability in primary grades. In circle and mass work in these classes, a large place is occupied by a variety of games and entertainment, and elements of romance. The main requirement is diversity and novelty. It is known that students do not tolerate monotony and boredom. They do not show interest in monotonous classes and do not attend them. In order for schoolchildren to willingly go to club classes, to a matinee, to a conference, it needs to be exciting, varied, and new. It is no secret that extracurricular activities, which are more relaxed than lessons, sometimes reveal the innermost recesses of a child’s soul more fully. And the variety of forms of extracurricular activities in which schoolchildren can be involved is the most important means of developing not only the cognitive interest of students, but also serves to enhance their civic position in other areas.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, “extracurricular work should be classified as one of the components of the system of biological education for schoolchildren, extracurricular work as one of the forms of teaching biology, and extracurricular work in biology as part of the system of additional biological education for schoolchildren” (9 : p.254).

An analysis of textbooks on the biological cycle shows that they do not fully meet modern requirements. Many textbooks are characterized by a weak connection between the material being studied and practice, an overload of presentation with secondary facts and details without a clear identification of tasks for managing students’ independent work, which ultimately hinders the development of students’ cognitive interests. Therefore, the development of students’ scientific knowledge in biological cycle lessons is impossible without consistent continuation of this work in extracurricular activities.

An important role in extracurricular work is played by scientific and educational evenings, club work, extracurricular homework, and Olympiads, if they are held not occasionally, but systematically. The problem of not only high-quality teaching of academic subjects, but also revitalization of extracurricular activities is the most pressing today. By playing, answering quiz questions, solving puzzles, rebuses, crosswords, children will not only learn a lot about this amazing world of nature, but will also learn to draw conclusions, come up with hypotheses, and remember the names of plants and animals.

The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer biology assignments provided for in the curriculum (grades 6 and 7), as well as all homework of a practical nature.

Educational significance of extracurricular activities in teaching biology

In the school education system, according to the concept, the biological cycle of disciplines occupies a special place, makes a significant contribution to the comprehensive development of the individual, and forms a modern natural science picture of the world in the younger generation. But practice shows that in the biological discipline the content (time) is reduced. Therefore, teaching biological disciplines gives increasingly positive educational results if we connect the educational process with extracurricular activities, the importance of which in the general system of education and upbringing is increasing today. Their role is to expand knowledge, develop skills, and foster a responsible attitude towards nature. As a study of the literature on this subject shows, currently the problems of biological and environmental education and upbringing are being studied in various directions:

Issues of environmental education in extracurricular and extracurricular activities of students were developed in the works of A. N. Zakhlebny, S. M. Zaikin, V. D. Ivanov, D. L. Teplov and others. They explored ways to form a responsible attitude towards nature in extracurricular activities. work, forms and methods of organizing extracurricular activities are revealed.

In the research of teachers O. S. Bogdanova, D. D. Zuev, V. I. Petrova, the methodological and general theoretical foundations of the methodology for organizing extracurricular activities for students of different ages were developed, which made it possible to penetrate into the essence of the process of carrying out extracurricular activities and determine effective ways of organization.

The work of A. N. Zakhlebny, I. D. Zverev, I. N. Ponomareva, D. I. Traitak contributes to the improvement and methodological support of environmental education, as well as the greening of educational subjects;

Psychological and pedagogical aspects of the formation of the ecological culture of teachers and students are revealed in the works of such scientists as S. N. Glazichev, N. S. Dezhnikova, P. I. Tretyakov and others;

Problems of theory and practice of introducing students to environmental research work, preparing teachers for environmental education of schoolchildren are considered in the works of S. N. Glazichev, I. D. Zverev, E. S. Slastenina and others;

Well-known psychologists B. G. Ananyev, L. I. Bozhovich, V. A. Krutetsky and others, taking into account the age characteristics of students, studied the conditions and mechanisms for organizing extracurricular work related to the feelings, will and interests of schoolchildren.

The importance of extracurricular work in biology has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due, first of all, to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for greening biology, based, as noted, primarily on environmental education.

By conducting experiments and observations of biological phenomena, schoolchildren acquire, on the basis of direct perceptions, specific ideas about objects and phenomena of the surrounding world, about environmental problems, etc. Conducted by students, for example, long-term observations of the growth and development of a flowering plant or growth and the development of the cabbage butterfly, or the common mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session, contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Thus, we can conclude that extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction, and prepare them for career guidance activities.

Extracurricular work in biology makes it possible to more fruitfully implement two principles of learning - the connection between theory and practice, the connection between biology and life. It introduces schoolchildren to various feasible labor: preparing the soil for conducting experiments and observing plants, caring for them, planting trees and shrubs, preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for assigned work, the ability to complete the work started, contributes to the development of a sense of collectivism.

To sum up the importance of extracurricular work, we can conclude that well-organized extracurricular work contributes to the development of:

interest, creativity and initiative of schoolchildren;
observation and independence and decision making;
wider mastery of intellectual and practical skills;
skills to use acquired knowledge in matters of nature conservation;
awareness into deepening the knowledge about nature acquired in the lesson, which allows you to turn it into strong beliefs;
understanding the significance and value of nature in human life, which contributes to the formation of a holistic worldview;
responsible attitude towards nature.

Bibliography

Verzilin N. M., Korsunskaya V. M. "General methods of teaching biology." M.: Enlightenment. - 1983.
Vulfov B.Z., Potashnik M.M. "Organizer of extracurricular and extracurricular activities." M.: Enlightenment. - 1978.
Grebnyuk G. N. "Extracurricular activities on environmental education of schoolchildren: educational and methodological manual for teachers of educational institutions." Khanty-Mansiysk: Polygraphist. - 2005. - P. 313-327
Evdokimova R. M. "Extracurricular work in biology." Saratov. - 2005.
Zaikin S. M. “Improving the environmental education of students in the process of extracurricular work in biology” // abstract. - M.: Moscow Pedagogical University. - 2000. - 19 p.
Kasatkina N. A. "Extracurricular work in biology." Volgograd: Teacher - 2004. - 160 p.
Malashenkov A. S. "Extracurricular work in biology." Volgograd: Corypheus. - 2006. - 96 p.
Nikishov A. I. "Theory and methodology of teaching biology: a textbook." M.: KolosS. - 2007. - 303 p.
Teplov D. L. "Environmental education of high school students in the system of additional education" // Journal "Pedagogy". pp. 46-50
Teplov D. L. "Ecological education in additional education." - M.: GOUDOD FTSRSDOD. - 2006. - 64 p.
Traytak D. I. "Problems of methods of teaching biology." M.: Mnemosyne. - 2002. - 304 p.
Shashurina M. A. "Possibilities of greening the teaching and educational process in a secondary school." - 2001.
Yasvin V. A. "Psychology of attitude towards nature." - M.: Meaning - 2000 - 456 p.

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