INFORMATION HOUR

IV CLASS

A person learns about the world not only through active learning activities, but also through extracurricular activities. The active formation of students' cognition begins in elementary school. One of the forms of developing the cognitive interest of younger schoolchildren isinformation hour .

Information hour on the topic “How newspapers and magazines came into our lives” due to the fact that children in this lesson havethe opportunity to obtain and use high-quality information that contributes to the formation of students’ intellectual skills, identification of their interests and needs, and development of abilities.

This extracurricular activity was aimed at familiarizing students with the means of obtaining information and contributed to the formation of the habit of reading and working with newspapers and magazines.

The activation of cognitive activity was facilitated by: guessing riddles, conversations, improvisation games, games “Yes”, “No”, “Before - say a word”,role-playing games, students’ compilation of oral stories, and entertaining tasks.

During the lesson, career guidance work was carried out, where students were introduced to the professions of a journalist, a postman, the purpose of which is to develop in students a conscious attitude to work, professional self-determination in accordance with their capabilities, abilities and taking into account the labor market.

SUBJECT “How newspapers and magazines came into our lives”

TARGET: awaken the need for knowledge, reading newspapers and magazines, maintain curiosity and curiosity,developing a conscious attitude towards work among students,interest in professions.

TASKS:

To familiarize students with information about modern children's newspapers and magazines.

Introduce the internal contents of newspapers and magazines.

Formation of basic ideas about the social significance of a particular profession;

Cultivating a respectful attitude towards the work of adults, careful attitude towards the products of labor.

EQUIPMENT:

Exhibition of past and modern newspapers.

Pencils and markers, paper.

Newspaper and magazine articles to read.

Reading text about the history of newspapers and magazines.

PROGRESS OF THE EVENT

1. Organizational moment. Motivational moment.

– Having heard these lines, you already guessed who came to our lesson

Find out everything about this and that

The newspaper helps us.

Everyone in the house reads it,

They expect it early in the morning.

We are waiting for it to be delivered to the house

Local newspaper...(postman)

2. Opening speech by the class teacher

– Well, of course, our guest is... the postman.

– Who is a postman?

Postman is a postal worker who delivers correspondence (letters, newspapers, magazines, notices for parcels) to addresses.

– What's in the postman's bag?

But you will answer what is in our postman’s bag by solving the riddles.

To find out about this and that,

We take in our hands... (newspaper)

What is a newspaper? We will find the exact definition in Ozhegov’s dictionary. Newspaper - printed periodical, published under a permanent title and at least once a month.

3. Topic, goals of the information hour

– We will devote the information hour to such important items that can be found, without exaggeration, in every home. These subjects enjoy the attention of the president and the worker, the teacher and the doctor, the military man and the engineer. And since several tables in our office are occupied by these objects, I ask you to name them. You're right guys. These are newspapers and magazines. Let's get acquainted with the history of the origin of newspapers and magazines.

4. Working on the topic

41. Main part. From the history of the newspaper

The first newspaper was not like the modern one. It looked more like a letter containing news.

In the 5th century BC. e. In the city of Rome there lived a man who wrote letters and sent them to people who lived far from the capital.

Under the famous Roman Emperor Julius Caesar, the first newsletter appeared, which was dedicated to government announcements and was called “Events of the Day.” The newspaper first appeared inXVIcentury. It was founded by the German bankers Faggers, who needed information about events taking place in the world.

At the same time, in Italy, in the city of Venice, famous for its canals, the first city newspaper appeared. In large squares of this city, sheets of paper were hung, from which the townspeople learned about the most important events taking place in it.

Some people really wanted to take the sheets home to read them in the family circle, together with their relatives and friends. However, city authorities were afraid that people would take the sheets of paper to read and not return them. Then they decided to charge a fee to those who wanted to take the newspaper home. Payment was made using a small coin called "gazette". This is where the name of the newspaper came from as a printed publication.

The first regular newspaper was published in London. It was called "Informant". This event took place in 1663.

How did the newspaper begin to be published in Russia? This happened thanks to Peter I.

Tsar Peter traveled a lot to different countries and cities of Europe and tried to bring to Russia all the best that he saw in other countries. Having seen newspapers being published in Europe, he decided to immediately make the newspaper the property of Russia. Since 1702, on his orders, the Vedomosti newspaper began to be published, which published government orders and decrees, as well as various interesting incidents that occurred in the country.

Now in Belarus there are 766 copies of newspapers published per 1000 people. They come out in the capital - Minsk and regional centers. There are also newspapers in small towns, enterprises, institutes and schools.

Postman Pechkin has prepared a riddle for you.

He is handsome and very fat.

You can find out whatever you want in it.

I read it, I'm tired,

And his name is... (magazine)

Each of us, adults, had a favorite magazine as a child. You guys also have a favorite magazine. For some it comes to their home, for others they buy it at the post office or in a store. We are waiting for it to appear on our table; sometimes we want to retire and read everything that the magazine’s authors have prepared for their readers.

– Where did they come from?

Listen.

- Word magazine came to us from the French language, translated means “diary”, “newspaper”. The first in the world to appear was the Journal de Savant (France, 1665).

The first children's magazine in the world was the Lepzig Weekly Leaflet (1772-1774), published in Germany.

For the first time in Russia, children's magazines began to be published at the beginning of the 19th century. The first children's magazine was called "Children's Reading for the Heart and Mind", it was a supplement to the newspaper Moskovskie Vedomosti. This magazine contained poems for children, riddles, described natural phenomena, and published works by children's writers.

4.2. Conversation with students.

– Now let’s take a closer look at the content, i.e. with what is in every magazine and newspaper. Let's look at an example.

– A note is a small newspaper message.

– An article is a large newspaper report on a specific topic.

– What information is written on the first page, on the front page? (important, most important)

– What is required in every newspaper and magazine? (number, date of issue, editorial address, regular columns)

– What is under each article? (author's last name)

– why do people need newspapers? (report events, tell news, offer educational information)

– Are newspapers different from magazines?

– You're right guys, a magazine is different from a newspaper.

Here are its main differences:

– There are more pages in a magazine than in a newspaper.

– The magazine is published less often than the newspaper. There are newspapers that come out every day. And magazines are not published more than once a week.

– The magazine can be educational and entertaining or dedicated to one topic or direction: music, sports, etc. At the same time, as a rule, materials of different directions are published, like in a newspaper.

– The magazine can be aimed at people of different ages: children, youth, women.

4.3. Ideas about professions.

– Who knows where the newspaper is created? To answer this question, collect the correct word from the scattered letters

YARIETSDKA (EDITORY)

–What is an editorial office?

This is a group of people, headed by the editor (chief), who prepares and publishes the publication.

– Who else works so that you and I can read magazines and newspapers?

Game "Before - say a word"

–The entire page is covered in quick handwriting

writes an essay for the newspaper... (journalist)

Who is a journalist?

Let's find the definition of this word in Ozhegov's dictionary.

A journalist is a person who works in the media.

– Is this profession difficult, do you think?

Indeed, because he needs to find interesting information, sometimes the journalist struggles with the word, cannot choose a more accurate one, does not know where it is better to insert it. But then he finds him, and his article plays with bright colors.

– Modern magazines have become more colorful and are printed on excellent paper.

Children's magazines have appeared about travel, sports, handicrafts, entertainment and educational with competitions; in magazines you can find pen pals and ask questions that interest you, take interviews and try yourself as a journalist or writer.

4.4. Acquaintance with Belarusian editions of magazines. Improvisation game

– And of course, our region has its own magazine publications. We'll get to know some of them.

And now you will take an interview and try yourself as a journalist.

(students' stories)

"Busya" - it's entertainingcoloring magazine with poems and stories in the Belarusian language. It will help children feel the pleasure of the Belarusian artistic word and fall in love with our native Belarus even more.

"Vyaselka" is an entertainment magazine.Stories, poems, fairy tales by Belarusian writers for children. Articles about the history of Belarus and national culture. Humoresques, games, puzzles. Children's creativity.

As you can see, guys, a lot of time has passed since the first newspaper and magazine appeared, but people still need it to this day.

5. Summing up. Game "Yes", "No"

Let's now wrap up our information hour by playing the Yes, No game.

– Did the first newspaper look like a letter? (letter)

(Yes)

– Name of the first newspaper Under Peter the Great, the first newspaper was called (vedomosti)

(Yes)

– A small newspaper report. (the note)

– Is the postman looking for information for newspapers? (journalist)

(No)

– Is the author's name under each article?

(Yes)

– Is the newspaper created by the editorial office?

(Yes)

– The word journal comes to us from the French language, which means “diary”.

(Yes)

Answer the questions

– What is in every magazine, newspaper? (number, date of issue, editorial address, regular columns)

–What do we learn from them? (report events, tell news, offer educational information)

– Is the job of a journalist difficult?

– Have any of you wanted to become a journalist? Why?

6. Reflection . Designing a cover for your magazine

Imagine that you are a magazine editor. Everyone has their own topic, some work in a magazine about animals, some about fashion, etc. and you need to come up with and draw a cover for your magazine.

In order to strengthen ideological and educational work and form the information culture of students in educational institutions, Methodological recommendations have been developed for organizing and conducting information hours in educational institutions.

We are sending for guidance in the work Methodological recommendations for organizing and conducting information hours in educational institutions and ask that the recommendations be brought to the attention of the teaching staff of educational institutions.

Deputy Minister T.N.KOVALEVA

INFORMATION HOURS IN EDUCATIONAL INSTITUTIONS

Today, in an era of aggravated international relations and national conflicts, environmental disasters and socio-economic instability, political awareness has become not only the key to social adaptation, professional suitability and civic competence of the individual, but also a problem of survival for everyone. The importance of holding information hours cannot be overestimated. Their task is to help students navigate the flow of events, develop their active civic position, feel their own social significance, consciously participate in the social and cultural life of the educational institution, city, republic, and defend personal interests taking into account their own social security.

Thus, the information hour is a form of educational work among students aimed at nurturing the civic, moral, legal, and information culture of young people, shaping their horizons, social and political maturity.

It is advisable to hold information hours weekly in accordance with the schedule. Based on the number of topics covered and the depth of discussion of the problem, information hours are divided into overview and thematic.

Review information hour is short review major political, cultural and sporting events that occurred over a certain period of time in the country and abroad. It is recommended to inform students according to the following scheme:

state internal policy (the latest decrees, orders, ways to solve problems in various sectors, development trends in our society, republican events and economic achievements);

state foreign policy (strategic directions of international activities, government visits and reception of delegations, signing of treaties, participation of the Republic of Belarus in resolving international conflicts);

news from Russia and the Commonwealth countries (implementation of the main directions of state policy);

world events;

global environmental problems and ways to solve them;

news of science, culture, education, health care, sports.

Organizing an information hour includes a preparation stage and a holding stage.

The preparation stage involves, first of all, the selection of a presenter and the distribution of subtopics of the information hour among its participants. Those responsible for covering each direction and the presenter are pre-appointed by the class teacher, curator, or chosen by the children themselves. The role of the presenter can be played by either the class teacher, the curator, or one of the students, preferably the leader of a class or group, who can easily captivate peers and focus their attention on a specific problem. The class teacher (curator), if necessary, participates in the selection of relevant material, develops questions that specify the topic, determines personal and collective tasks for students, taking into account the level of culture and individual developmental characteristics of the children, conducts individual consultations, and clarifies the purpose and plan for the information hour.

Students receive information from a variety of sources. It is often contradictory and does not contribute to the development best qualities personality. At the same time, print media can become significant assistants to teachers in covering events taking place in our country and forming an adequate attitude towards certain events taking place in the world. First of all, these are state publications and the main state newspaper “Soviet Belarus”.

It is very important to teach students to independently select the necessary material for information hour. To do this, it is necessary to draw their attention to the main criteria for selecting information: relevance, objectivity, significance, reliability, efficiency, persuasiveness. Students must be taught to be wary of materials of dubious origin, bias, one-sided orientation, nationalistic and chauvinistic orientation.

Students’ ability to use basic sources of information is of great importance. These include:

1) periodical press. Traditionally, newspapers and magazines are most widely used in preparation for information hour. I would like to emphasize that the monotonous presentation of information, especially the uncommented lengthy re-reading of articles, sharply reduces students’ interest in the problem posed. Therefore, to add brightness and dynamism to a presentation based on materials from periodicals, it is recommended to provide for the use of photo illustrations and drawings from magazines, newspapers, albums, satirical poems, pamphlets, various tables, charts, diagrams, which, if necessary, can be reproduced on the board;

2) dictionaries and reference books. Political, economic, legal, philosophical dictionaries, reference books “Countries of the World”, “Foreign Youth Organizations” and other similar literature are an integral toolkit in educating students’ political culture. The abundance of incomprehensible terms, abbreviations, references to unfamiliar names, organizations, and events often scares away children. Targeted work to improve political literacy should include all participants in the information hour. It is important to explain in popular language complex concepts and terms, use linguistic and cultural comments during speeches, quote individual dictionary entries in order to constantly replenish students’ socio-political vocabulary. Certain information from dictionaries and reference books can be posted and periodically updated on specially designed stands (for example, “Time, Events, People,” “Planet”) under the heading “Your Political Dictionary.”

The librarian plays an important role in students’ selection of printed publications (newspapers, magazines, reference books, dictionaries, books) for work. It is necessary for the librarian to give the children a brief excursion into the world of periodicals, encyclopedias and other publications in order to form in adolescents a clear idea of ​​the focus, reliability, style and depth of presentation of information in a particular publication. In the future, it is recommended that the librarian periodically introduce students to the news of the book market, and also recommend materials and documents worthy of children’s attention in preparation for information hours;

3) television programs. Timely warning of students about when and on what topic documentaries and newsreels, information and analytical programs, talk shows, and interviews will be shown makes it possible to include a discussion of a specific television program during the information hour. It is important to accustom young people to systematically watch such television programs as “Panorama”, “Our News”, which allow them to keep abreast of the problems that are most pressing today in our republic, Russia, and countries near and far abroad. If the room in which the information hour is held is sufficiently equipped, it is recommended to use collective viewing of videos. The undoubted advantage of this form of information is the traditionally high interest of students in group television viewing, clarity, and prompt presentation of the material;

4) radio broadcasts. Radio interviews, news reports, and radio commentaries from competent persons on events can be successfully used both during student preparation and for speaking to a group. The technical accessibility of organizing audio listening (you only need a radio and a cassette tape!) allows you to use this source of information to avoid the same type of presentation of material. Radio call signs of popular youth radio stations before each regular student performance activate the attention of listeners, giving the information hour liveliness and dynamism;

5) Internet. This source of information deserves special attention today. In addition to the widest range of problems covered, the Internet has another indisputable advantage - the ability to connect to primary sources of information, obtain materials upon request, and quickly exchange experiences, ideas, and technologies with other organizations. Therefore, it is advisable that students who have access to the Internet actively use this opportunity in preparation for the information hour.

Implementation stage. The course of the information hour is coordinated by the presenter or class teacher, curator of the study group. He informs the topic, the purpose of the information hour, substantiates the relevance of the problem being discussed, and establishes the order of speakers.

When conducting an information hour, it is important not so much to pay attention to information about a particular event, but to arouse interest in it, make you think, read about the problem in a newspaper, magazine, book, and actively respond to what is happening. To this end, after each student’s message, the facilitator provides the group with the opportunity to:

ask questions to the speaker;

supplement messages with new facts and examples;

exchange opinions;

formulate conclusions on the issue under discussion.

After all presentations and discussions are completed, the presenter sums up the overall outcome of the information hour.

It is of interest to periodically conduct a review information hour with a free choice of topics (once every 4-6 weeks). Thematic areas in this case are not distributed, but it is mandatory for each student to prepare for the event that interests him most. The goal is to identify problems that are relevant from the point of view of students; awakening creative search in the selection of material worthy of the attention of peers. Those who did not have time to speak (after all, everyone was preparing) are invited to place their materials, indicating the name of the person who prepared them, on a specially designed information stand.

For a more in-depth discussion of any topical issue, it is advisable to hold thematic information hours.

Preparation stage. Determining the topic is one of the most important aspects of preparing a thematic information hour. A formal approach to choosing a topic that does not take into account the most important requirements - the relevance of the informative material, i.e. its connection with the leading problems of youth, the state, and the world community leads to a decrease in personal interest and the educational impact of the information hour on students. From an educational point of view, such a position of the class teacher, curator, is very important, in which the teacher does not simply offer students the topic he has developed, but discusses it with them. The result of the collective discussion is a promising topic for the information hour, reviewed and approved by the students. As a result, from the first moment of preparing the information hour, students are placed in the position of active participants.

For the thematic information hour, questions that specify the topic are developed in advance, recommended literature is selected, visual aids, audio and video clips are prepared, and, if necessary (and if possible), work is done on the Internet.

Implementation stage. A thematic information hour can be organized in the form of a conversation, during which students make reports on individual issues of the topic, or in the form of a discussion.

The children's own videos also significantly increase interest in the issue covered at the thematic information hour: a “correspondent”, in the presence of a “cameraman” with a video camera, conducts a thematic blitz survey in a crowded place of his educational institution (in the lobby, dining room, assembly hall). Questions are prepared in advance (for example: “How do you feel about alternative service in the army?”, “What would you prefer for yourself (your son)?”, etc.), and the respondents can be both students and the administration of the educational institution , parents, casual visitors. How many emotions a subsequent video viewing of a kaleidoscope of opinions with familiar faces on the screen evokes in children! But this is not just a game - you involuntarily have to delve into the problem, agree or argue with the expressed opinion. Such a beginning of the information hour, attracting the attention of students to the topic under discussion, is fertile ground for subsequent comprehensive research of the problem posed, and encourages them to search for and argue their own opinion.

One of the varieties of thematic information hour is a “round table” with the presence of a competent person on the problem and the active involvement of students in the discussion. Information on the topic can be presented either by the guest himself (historian, lawyer, environmentalist, deputy), or by the leader of the class or study group, who can easily arouse interest in the event and create an atmosphere of relaxed exchange of opinions.

The issue to be covered during a thematic information hour can be dictated by recent events in the world or proposed by the students themselves:

legal educational program;

Chernobyl: yesterday, today, tomorrow;

international terrorism: where is the way out?

alternative service in the army: pros and cons;

ecology: in search of a way to survive, etc.

It is advisable that the circle of participants in a thematic information hour is not limited to the class or study group. Meetings with interesting people, discussing current events in the world are a reason to unite several classes, groups, subject teachers, parents, and the administration of the educational institution at a round table. Decisions made at the round table can be sent (via the Internet or by mail) to the relevant bodies and authorities in the form of recommendations, reviews, suggestions, thanks, demands, concepts.

An activity-based approach to the study of state and political events develops in students a sense of involvement in what is happening in the world, increases everyone’s civic self-esteem, helps young people better understand the mechanisms of political and socio-economic processes and encourages them to take active action to transform negative social phenomena.

To develop their concept and program of action in certain socio-economic areas, students can create elected initiative committees - information centers: environmental, national-patriotic, human rights, cultural relations, etc. Areas of activity of such information centers may be as follows:

1) invitation to information hours of competent persons;

2) information and educational work among students;

3) organization of school-wide and college-wide events (legal consultations, seminars, support events, protests, concerts with the participation of famous cultural figures);

4) creation of information pages on the Internet for the purpose of notifying about their activities, searching for like-minded people, exchanging opinions, ideas, and experiences;

5) participation in program events with supervising and equal-partner organizations (committees, movements, parties, unions) of their profile, delegation of their representatives to city, republican, international events, training in relevant types of activities at trainings, seminars, meetings of national and international communication .

Forms of conducting:

“Information +” is one of the most common forms of informing students, replacing such a well-known form as political information. This is to familiarize students with events in the country and abroad according to a certain scheme (domestic and foreign policy of the Republic of Belarus); development trends in Russia and the Commonwealth countries; events in foreign countries; news of science, culture, ecology, healthcare, sports). “+” indicates that in addition to presenting material on the topic, the speaker provides a demonstration visual material, comments on the message, exchanges opinions with the class, group.

“Inform Digest” is a weekly “five-minute meeting” with a free choice of topics. Each of the students, having previously analyzed the socio-political events of the past week, introduces the class and group to the most interesting and significant materials from the press, information radio and television programs.

“We asked - we answer” - a form of an overview information hour on pre-selected, most pressing issues for the children. First, information is collected from students about which events of modern life interested them most. The questions received are distributed among students in the class or group, then the material is selected and presentations are prepared.

“Meetings with youth magazines” is a monthly overview information hour based on materials from youth magazines. The form of the event is students taking turns presenting a review and discussion of their favorite materials of a socio-political nature, published in the magazines “Yunost”, “Coeval”, “Smena”, etc.

“A round table conversation is a form of studying a current social problem and a free exchange of opinions on it. The conversation can be started by a thematic speech by the host or guest of the information hour (historian, lawyer, environmentalist, deputy), as well as by watching a video clip on the problem. After this students complement the message from the field, ask questions, organize a collective analysis of the problem and an active exchange of opinions. In conclusion, conclusions are formulated on the topic (for example: “Youth rights in Belarus”, “Chernobyl: yesterday, today, tomorrow”, “Prevention of crime among students”). " and etc.).

“Political Discussion” is a thematic information hour aimed at exploring problematic and controversial political issues (“Alternative service in the army”, “International terrorism: where is the way out?”, “Do we need an alliance with Russia?”). Participants are divided in advance into groups that have different or opposing opinions. The discussion is characterized by thorough theoretical preparation of the participants and a thorough analysis of the argumentation of the opposing concept. As a result of collective creative thinking, students develop the ability to analyze political life, see the contradictions of reality and find ways to solve them.

“How it Was” is a form of a thematic information hour that analyzes one of the significant events following the example of the TV show of the same name. A major role is given to the leader (class teacher, curator or the most prepared student). The host provides basic historical and political information, introduces guests and organizes dialogue. Speeches should be brief (3 - 5 minutes) and devoted to a specific fact, allowing to deepen and diversify the knowledge of listeners. It is recommended to use video materials, photo illustrations, etc.

“Years and People” is a thematic information hour dedicated to the biographies and professional achievements of cultural, political, and economic figures in our country and abroad.

"Press conference" is a form of information hour with elements of role-playing game. Participants in the press conference - “journalists” and “photojournalists” - interview the speaker, who plays the role of a politician, scientist, artist, etc.

“The camera looks into the world” - an information hour in the form of one-by-one demonstration by all students of photographs from newspapers and magazines with a brief

Modern classroom

Class hour is one of the most important forms of organizing educational work with students. In other words, this is the time when you can truly create, create, learn and discuss something in an informal setting. This is not a lesson, but it is not idle chatter either.

Under the guidance of a teacher, schoolchildren are involved in specially organized activities that contribute to the formation of a system of relationships to the world around them. It is important to remember that the classroom should be a dialogue: teacher-student. In a word, this is a great holiday, the success of which everyone works for.

In order to identify the characteristic features of a class hour, the features of its preparation and implementation, you should first find out what is meant in modern pedagogical science and practice by such a form of educational work as a class hour. Here is what famous scientists write about this in their publications.

Class hour is one of the most common forms of organizing frontal educational work. (N.I. Boldyrev)

A class hour can be called a specially organized value-oriented activity that contributes to the formation of a system of relationships among schoolchildren towards the world around them. (N.E. Shchurkova)

Class hour is a time for communication between the class teacher and his team, when he uses a variety of techniques, means and methods of organizing interaction. (E.V. Titova)

A classroom hour, in our understanding, is not a specific form of work, but an hour of the class teacher, that same “cell” of the educational process that allows the school teacher to find time to communicate with students, to openly proclaim and highlight the planned attitude towards certain values... (L.I. Malenkova)

Class hour is a form of direct communication between the teacher and his students. (V.P. Sazonov)

The class teacher's hour is a form of educational work in which schoolchildren, under the guidance of a teacher, are involved in specially organized activities that contribute to the formation of their system of relationships to the world around them. (L.V. Bayborodova)

Based on these and other definitions of the classroom, we can identify its characteristic features. These include the following:

firstly, this is a form of extracurricular educational activity, and unlike a lesson, it should not be characterized by academicism and an instructive type of pedagogical interaction;

secondly, this is a form of organizing frontal educational work with children, but it is also important to remember that when preparing and conducting a class hour, it is possible to use both group and individual forms of educational activity;

thirdly, it is a flexible form of educational interaction in its composition and structure. However, this does not mean that all pedagogical contacts between the class teacher and the group of students in the class can be considered class hours. For example, even a class meeting, which is very similar in a number of parameters to a class hour, is not an identical form of educational work, since it has its own distinctive features;

fourthly, this is a form of communication between the class teacher and students, the priority role in the organization of which is played by the teacher.

In the process of preparing and conducting classroom hours, it is possible to solve the following tasks:

enriching students’ consciousness with knowledge about nature, society, technology, and man;

developing in children the skills and abilities of mental and practical activity;

development of the emotional-sensory sphere and the value-semantic core of the child’s personality;

promoting the formation and manifestation of the subjectivity and individuality of students, their creative abilities;

formation of a class team as a favorable environment for the development and life of schoolchildren.

Of course, the solution to all of the above problems should not be associated with some individual hour of communication between a teacher and his students, even if brilliantly conducted, but with a well-thought-out and detailed system of their organization, where each class hour is assigned a specific place and role.

Forms of conducting a modern classroom hour.

Class hours are held for various educational purposes. Their forms and technologies can have many options depending on the goal, the age of the students, the experience of the class teacher and school conditions.

The main forms of conducting a class hour:

discussion forms

adversarial forms

creative forms

game forms

forms of psychological education

movable forms

forms of work outside of school

Discussion forms:
- dispute,
- discussion,
- conference,
- round table,
- evening of questions and answers,
- meeting with invited people,
- lecture,
- lecture hall,
- auction;

Forms of adversarial nature:
- contest,
- quiz,
- journey,
- KVN,
- relay race of useful deeds,
- look,
- parade,
- presentation,
- tournament,
- Olympics;

Creative forms:
- festival,
- exhibition,
- oral journal,
- living newspaper,
- creative work,
- presentation (of projects),
- humor,
- play,
- concert,
- fair;

Game forms:
- role-playing games,
- story games,
- intellectual,
- games - disasters;

Forms of psychological education:
- training,
- study;

Movable forms:
- fun starts,
- small Olympics,
- school Olympiad,
- day...(athletics, health, etc.);

Forms of work outside of school:
- excursion,
- hike,
- outing (concert, circus, theatrical performance).

Techniques of RCM technology

(development of critical thinking)

1.Challenge stage techniques: true and false statements (“do you believe”), keywords

2.Clusters, denotation graph

3.Insert

4. Tree of predictions

5.Diaries and logbooks

6.Work in groups

7.Discussions

8. Techniques for conducting reflection

9. “RAFT” strategy

10.Ranking

11.Pyramid of priorities

12.StrategyIDEAL

Challenge Stage Techniques

True and false statements ("do you believe")

This reception can be the beginning of a class hour. Students, choosing “true statements” from those proposed by the teacher, describe a given topic (situation, setting, system of rules)

"Keywords" The challenge stage in a lesson can be accomplished by many methods, including well-known ones, for example,"keywords" , according to which you can come up with a story or arrange them in a certain sequence, and then, at the comprehension stage, look for confirmation of your assumptions, expanding the material.

Cluster (English)cluster cluster) is a combination of several homogeneous elements, which can be considered as an independent unit with certain properties.

Isolation of semantic units of text and graphic design in a certain order in the form of a cluster.

Denotation graph -[from lat. denoto - designate and Greek. - I am writing] - a way of isolating from the text the essential features of a key concept.
(challenge, comprehension, reflection)

Reception "Tree of Predictions" borrowed by the authors from their American colleague J. Bellance, who works with literary text. In the original, this technique helps to make assumptions about the development storyline in a story, story. The rules for working with this technique are as follows: the trunk of the tree is the topic, the branches are assumptions that are made in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, the “leaves” - the rationale for these assumptions , arguments in favor of one opinion or another.

Logbooks - general name various techniques, according to which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, students write down answers to the following questions before reading or otherwise studying the material:

What do I know about this topic? What new did I learn from the text?

Table – ZHU (I know – I want to know – I found out) (Donna Ogle)

(collect material already available on the topic, expand knowledge on the issue being studied, systematize it)

U - what have we learned and what remains to be learned?

X - what do we want to know

W - what do we know

Group work

Group work - "Learning together" or “collaborative learning” involves having students work together in pairs or small groups on the same problem, generating new ideas in the process. These ideas and opinions are discussed and debated.

Cross-discussion technology:

- Formulation of the question.

The question brought up for cross-discussion should be problematic and, accordingly, not have a clear answer. It is written in the middle of the page.
- Drawing up a diagram for cross-discussion.
She looks like this.
Is the question a problem?
Yes (for) No (against)
1. 1.
2. 2.
3. 3.

Conclusion (short): Yes, because... No, because...

Now we ask students to make a list of arguments for and against.

Pyramid of priorities

Scheme

(it needs to be modified depending on the situation)

Make a list

For each item, determine what is most important to you, what you can easily do without, how one factor can influence another, how each of these factors can affect your future.

Based on your reasoning, rank the points in order of importance.

Explain your priorities.

Strategy IDEAL

(see the problem, analyze it, highlight aspects, evaluate and choose solutions)

Algorithm for solving problems using the IDEAL strategy

The teacher reads (shows) a fragment of a book (film) that depicts the problem.

Asks students to formulate a problem. (individual and group work)

Hypothesizing

Students determine what information they received from the fragment from the fragment and what we know about the problem from our own experience? (individual work).

Determining what needs to be learned to solve the problem.

Formulating ways to solve a problem, determining the most optimal ones (individual, group, frontal forms of work).

Choosing one way to solve a problem, justifying the choice.

The main methodological innovations in education are associated with the use of active or, as they are also called,interactive methods training. Interactive means the ability to interact or be in a conversation mode, dialogue with something (for example, a computer) or someone (a person). Consequently, interactive learning is, first of all, dialogue learning, during which interaction takes place.

Interactivity eliminates the dominance of either one speaker or one opinion over others. During dialogue learning, students learn to think critically, solve complex problems based on analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, and communicate with other people. For this purpose, individual, pair and group work, research projects, role-playing games, work with documents and various sources of information, creative work, drawings, etc. are organized during class hours.

Interactive learning technologies.

1) Work in pairs.

2) Rotational (replaceable) triples.

3) Carousel.

4)Work in small groups.

5) Aquarium.

6) Unfinished sentence.

7) Brainstorming.

8)Brownian movement.

9)Decision tree.

10) Court on its own behalf.

11) Civil hearings.

12) Role-playing (business) game.

13) Press method.

14) Take a position.

15) Discussion.

16)Debate.

When working with students in grades 6-8, it is more appropriate to start with the simplest forms of group work ("spinner", "big circle", "aquarium"). These are forms of joint discussion of a problem and development of a common solution. They allow the child not only to express his opinion, view and assessment, but also to hear the arguments of his playing partner, and sometimes to abandon his point of view or significantly change it.

Most simple form group interaction - "big circle". The work takes place in three stages.

First stage. The group sits on chairs in a large circle. The teacher formulates the problem.

Second phase. For a certain time (approximately 10 minutes), each student individually, on his or her own sheet, writes down the proposed measures to solve the problem.

Third stage. In a circle, each student reads out their proposals, the group listens silently (does not criticize) and votes on each item - whether to include it in common decision, which is recorded on the board as the conversation progresses.

“Aquarium” is a form of dialogue when children are asked to discuss a problem “in front of the public.” The small group chooses someone whom it can trust to initiate a particular dialogue on the issue. Sometimes there may be several people willing. You and all other students act as spectators. Hence the name of the technique - “aquarium”.

Techniques and methods of interactive teaching.

1 - work with aphorisms;

2 - debate;

3 - socio-pedagogical and psychological games;

4 - socio-psychological Olympiad;

5 - collage;

6 - socially significant projects;

7 - sociocultural event;

8 - social and pedagogical training;

9- exercises

1.Independent work with aphorisms

An aphorism is a short saying, a complete thought, expressed accurately, originally, concisely and succinctly.

Methodology for working with aphorisms:

Discuss in the group all the statements about the habits (or the role of self-education, etc.) of famous thinkers of the past and our contemporaries.

Choose three (depending on the number of aphorisms - more are possible) statements you like the most and explain your choice.

Select statements with which you disagree or do not completely agree and comment on them.

Which statement caused you the most disagreement?Why do you think?

Say an aphorism, putting logical emphasis on different words.

Say an aphorism, with a different mood (sad, cheerful, pathetic..)

2.Debate

Debate (from French) Debates ) are defined as “debate, exchange of opinions at any meeting or meeting.”

At the heart of the debate isfree speech, exchange of views on the proposed thematic thesis.

Debates on social and moral issues should be preceded by a lot of preliminary work:

printing of materials;

familiarizing participants with the rules for organizing and conducting debates;

defining the initial thesis of the debate;

work with direct organizers and participants, distribution of roles and assignments;

individual instructions on the debate procedure.

In addition, you can prepare in advancesome talking points for debate. Thesis - this is a provision that briefly outlines an idea, as well as one of the main thoughts of a report, speech, etc.

It is important to explain to debaters that the thesis is formulated in an affirmative form, suggesting an antithesis.

Order (procedure) for holding debates

Organizes and conducts debatesChairman. He has no right to participate in the discussion itself, since he is a disinterested person.

Helps the ChairmanSecretary, who informs speakers of the time allotted for speaking and also maintains documentation of the debate.

Participants take their seats before the debatein the following order:

To the right of the Chairman are the defenders of the thesis (4 people);

To the left of the Chairman are opponents of the thesis (4 people);

At the end of the hall in the middle are participants who do not have a definite point of view (the so-called “undecided”).

Each speaker must begin his speech by addressing the moderator of the debate."Mr. Chairman..."

Debate participants address each other using the form “Mr. (Mrs.).”

Speakers in debatesalternately defenders and opponents of the thesis. The first to speak is the one who defends the thesis and at the same time develops it. After him, the main speaker from the opposition speaks, who formulates and defends the antithesis.

The second numbers of both sides in turn give arguments in favor of their thesis (antithesis);

The third numbers refute the opponents' arguments;

The fourth numbers summarize what was said by both sides during the debate.The last number to perform is the fourth team number,which defends the antithesis.

3. Socio-pedagogical and psychological games

The game is an imitation of real activity (work, cognitive, communication, etc.) and is aimed at mastering social relations and socially useful norms of behavior in artificial conditions.

4. Collage

Collage (from French.Collage– gluing) as a way of creating new illustrations refers to classical method registration Working on a collage allows you to simultaneously solve developmental and educational tasks: Developmental:

Formation of artistic and design abilities;

Development of imagination, fantasy, emotions, feelings;

Development of creative thinking;

Development of original ideas and design solutions;

Development of communication abilities.

Educational:

Developing skills of individual and collective (group) work, partnership;

Creating conditions for the development of individual abilities;

Development of personal and group activity, initiative;

Creating a favorable creative and moral-psychic atmosphere in the educational team.

Methodology and stages of working on a socially significant collage:

Formation of small groups (no more than 5 people)

Assignment: “Find drawings and inscriptions on the topic...and make a collage”

Our class

Face to face

Participants are divided into 1 groups. One group watches silently. The other one is playing.

Signs +, - are attached to two opposite walls, that is, I agree and disagree.

Participants in the second group, after familiarizing themselves with the proposed thesis, must approach one or another wall, depending on their choice, reflecting their position. Then there is an argumentation of the positions of different parties.

You can invite the participants of the first group to make their choice by joining one group or another.

Parable.

1. A parable is read and questions are proposed for discussion.

2. A parable is read without ending, and it is suggested to discuss how it could end.

Exercise “Two opinions”

Invite two participants and present them with a controversial statement. Metaphorically replace an argument with a tug of war. The winner is the one who convinced his friend to do the same.

Exercise "Steps"

Prepare myth statements, invite participants to stand in one line, read the statements. If the participants agree. Then they take a step forward. Or you can replace the steps with claps.

Exercise "Web"

Participants stand in a circle, throw a ball of thread, wrapping part of the thread around their finger. Everyone who gets scammed names the consequences of drinking alcohol. You cannot give a ball to someone standing next to you and to the same person. A web forms in the center. Compare it with the danger of bad habits.

Exercise “Skein of Yarn”

Invite participants to pass the ball around in a circle. Wrap a part of the thread around your finger, while voicing it if you come across a yellow fragment - the consequences of smoking. Red - alcohol. Green - drugs. Blue - early sexual relationships. And then refuse, winding up a ball of all of the above.

Exercise “The Most Expensive”

The presenter hands out 2 small pieces of paper and invites you to write your most cherished wish, on the other - the name of your dearest person. The leaves are placed in front of the players, the leader takes one of them. Have you lost something that is dear to you, are you upset? This can happen if you become dependent on...

Conclusion: Classroom plays a big role in the lives of students. This is a form of mass educational work that is flexible in content and structure, which is a specially organized out-of-class communication between the class teacher and class students in order to promote the formation and development of the class team and the self-actualization of participants in educational interaction.

Organization and holding information hours in educational institutions of the Republic of Belarus

Main sources of information.

periodicals

dictionaries and reference books.

TV shows.

radio broadcasts.

Internet.

The teacher announces the topic and purpose of the information hour, substantiates the relevance of the problem being discussed, and establishes the order of speakers.

Organization and holding of information hours in educational institutions of the Republic of Belarus

Plan

1. Goals and objectives of holding information hours in educational institutions of the Republic of Belarus.

2. Typology of information clocks.

2.1. Forms for conducting review information hours.

2.2. Forms of conducting thematic information hours.

3. Organization of information hour.

4. Relevance of the submission of materials.

5. Sources of information.

Goals and objectives of holding information hours in educational institutions of the Republic of Belarus

Information hour- a form of educational work among students aimed at:

Education of civil, moral, legal, information culture of youth,

Formation of her horizons, social and political maturity.

Main goals holding information hours in educational institutions:

Help students navigate the flow of events,

Develop your active civic position,

Feel your own social importance

Consciously participate in the social and cultural life of an educational institution, city, republic,

Defend personal interests taking into account one’s own social security.

It is advisable to conduct information hours weekly according to the schedule. Of interest periodically holding a review information hour with a free choice of topics (once a month).

T mythology of information clocks

Based on the number of topics covered and the depth of discussion of the problem, information hours are divided into overview and thematic.

Survey information hour is a brief overview of the main political, cultural and sporting events that occurred over a certain period of time in the country and abroad.

Forms of holding information hours

"Information +"- one of the most common forms of informing students and involves familiarizing students with events in the country and abroad according to a certain scheme "+" indicates that in addition to presenting material on the topic, the speaker provides a demonstration of visual material, comments on the message, and exchanges opinions with the class or group.

"Inform Digest"- weekly “five-minute meeting” with a free choice of topics. Each of the students, having previously analyzed the socio-political events of the past week, introduces the class and group to the most interesting and significant materials from the press, information radio and television programs.

"We asked - we answer"- a form of an overview information hour on pre-selected issues that are most relevant to the children. First, information is collected from students about which events of modern life interested them most. The questions received are distributed among students in the class or group, then the material is selected and presentations are prepared.

"Meetings with youth magazines"- monthly overview information hour based on materials from youth magazines. The form of the event is students taking turns presenting a review and discussion of their favorite materials of a socio-political nature, published in the magazines “Yunost”, “Coeval”, “Smena”, etc.

"The camera looks into the world"- information hour in the form of alternate demonstration by all students of photographs from newspapers and magazines with a brief commentary major events. After the end of the event, photographs are attached to the appropriate section on the board (stand). Thus, the edited overview of events remains for 3 - 4 days for public viewing.

Forms of conducting thematic information hours

"Round table conversation"- a form of studying a current social problem and free exchange of opinions on it. The conversation can be started by a thematic presentation by the host or guest of the information hour (historian, lawyer, environmentalist, deputy), as well as by watching a video clip on the issue. After this, students complement the message from the field, ask questions, organize a collective analysis of the problem and an active exchange of opinions. In conclusion, conclusions are formulated on the topic (for example: “Youth rights in Belarus”, “Chernobyl: yesterday, today, tomorrow”, “Prevention of crime among students”, etc.).

"Political Discussion"- a thematic information hour to explore problematic and controversial political issues (“Alternative service in the army”, “International terrorism: where is the way out?”, “Do we need an alliance with Russia?”). Participants are divided in advance into groups that have different or opposing opinions. The discussion is characterized by thorough theoretical preparation of the participants and a thorough analysis of the argumentation of the opposing concept. As a result of collective creative thinking, students develop the ability to analyze political life, see the contradictions of reality and find ways to solve them.

"How it was"- a form of thematic information hour that analyzes one of the significant events following the example of the TV show of the same name. A major role is given to the leader (class teacher, curator or the most prepared student). The host provides basic historical and political information, introduces guests and organizes dialogue. Speeches should be brief (3 - 5 minutes) and devoted to a specific fact, allowing to deepen and diversify the knowledge of listeners. It is recommended to use video materials, photo illustrations, etc.

"Years and People"- a thematic information hour dedicated to the biographies and professional achievements of cultural, political, and economic figures in our country and abroad.

"Press conference"- a form of information hour with role-playing game elements. Participants in the press conference - “journalists” and “photojournalists” - interview the speaker, who plays the role of a politician, scientist, artist, etc.

Organization of information hour

Organization of information hour includes preparation stage and implementation stage.

Preparation stage involves, first of all, the choice of a presenter and the distribution of subtopics of the information hour among its participants. Those responsible for covering each direction and the presenter are pre-appointed by the class teacher or chosen by the children themselves. The role of the presenter can be either the class teacher himself or one of the students; better - the leader of the class or group, who can easily captivate peers and focus their attention on a specific problem. The class teacher, if necessary, participates in the selection of relevant material, develops questions that specify the topic, determines personal and collective tasks for students, taking into account the level of culture and individual developmental characteristics of the children, conducts individual consultations, and clarifies the purpose and plan for the information hour.

It is very important to teach students to independently select the necessary material for information hour. To do this, it is necessary to draw their attention to the main criteria for selecting information: relevance, objectivity, significance, reliability, efficiency, persuasiveness. Students must be taught to be careful about materials of dubious origin, tendentiousness, one-sided orientation, nationalistic and chauvinistic orientation.

Stage of implementation. The course of the information hour is coordinated by the presenter or class teacher. He informs the topic, the purpose of the information hour, substantiates the relevance of the problem being discussed, and establishes the order of speakers.

After each student’s message, the facilitator provides the group with the opportunity to:

Ask questions to the speaker;

Supplement messages with new facts and examples;

Exchange opinions;

Formulate conclusions on the issue under discussion.

After all presentations and discussions are completed, the presenter sums up the overall outcome of the information hour.

When conducting review information hours, thematic areas are not distributed, but each student is required to prepare for the event that interests him most. The goal is to identify problems that are relevant from the point of view of students; awakening creative search in the selection of material worthy of the attention of peers. Those who did not have time to speak (after all, everyone was preparing) are invited to place their materials, indicating the name of the person who prepared them, on a specially designed information stand.

For a more in-depth discussion of any topical issue, it is advisable to hold thematic information hours.

Preparation stage. Determining the topic is one of the most important aspects of preparing a thematic information hour. A formal approach to choosing a topic that does not take into account the most important requirements - the relevance of the informative material, i.e. its connection with the leading problems of youth, the state, and the world community leads to a decrease in personal interest and the educational impact of the information hour on students. From an educational point of view, such a position of the class teacher is very important in which the teacher does not simply offer students the topic he has developed, but discusses it with them. The result of the collective discussion is a promising topic for the information hour, reviewed and approved by the students. As a result, from the first moment of preparing the information hour, students are placed in the position of active participants.

For the thematic information hour, questions that specify the topic are developed in advance, recommended literature is selected, visual aids, audio and video clips are prepared, and, if necessary (and if possible), work is done on the Internet.

Implementation stage. A thematic information hour can be organized in the form of a conversation, during which students make reports on individual issues of the topic, or in the form of a discussion.

The children's own videos also significantly increase interest in the issue covered at the thematic information hour: a “correspondent”, in the presence of a “cameraman” with a video camera, conducts a thematic blitz survey in a crowded place of his educational institution (in the lobby, dining room, assembly hall). Questions are prepared in advance (for example: “How do you feel about alternative service in the army?”, “What would you prefer for yourself (your son)?”, etc.), and the respondents can be both students and the administration of the educational institution , parents, casual visitors. How many emotions a subsequent video viewing of a kaleidoscope of opinions with familiar faces on the screen evokes in children! But this is not just a game - you involuntarily have to delve into the problem, agree or argue with the expressed opinion. Such a beginning of the information hour, attracting the attention of students to the topic under discussion, is fertile ground for subsequent comprehensive research of the problem posed, and encourages them to search for and argue their own opinion.

One of the varieties of thematic information hour is a “round table” with the presence of a competent person on the problem and the active involvement of students in the discussion. Information on the topic can be presented either by the guest himself (historian, lawyer, environmentalist, deputy), or by the leader of the class or study group, who can easily arouse interest in the event and create an atmosphere of relaxed exchange of opinions.

The issue to be covered during a thematic information hour can be dictated by recent events in the world or proposed by the students themselves:

Legal "educational program";

Chernobyl: yesterday, today, tomorrow;

International terrorism: where is the way out?

Alternative service in the army: pros and cons;

Ecology: in search of a way to survive

Relevance of submission of materials

The significance of information coverage is determined in the following order:

1) state internal policy (the latest decrees, orders, ways to solve problems in various sectors, development trends in our society, republican events and economic achievements);

2) state foreign policy (strategic directions of international activities, government visits and reception of delegations, signing of treaties, participation of the Republic of Belarus in resolving international conflicts);

3) news from Russia and the Commonwealth countries (implementation of the main directions of state policy);

4) events in the world;

5) global environmental problems and ways to solve them;

6) news of science, culture, education, healthcare, sports.

Information sources

1) Periodicals. First of all, these are state publications and the main state newspaper "Soviet Belarus". To add brightness and dynamism to the presentation based on materials from periodicals, it is recommended to provide the use of photo illustrations and drawings from magazines, newspapers, albums, satirical poems, pamphlets, various tables, diagrams, charts , which can be reproduced on the board if necessary;

2) Dictionaries and reference books. Political, economic, legal, philosophical dictionaries, reference books “Countries of the World”, “Foreign Youth Organizations” Certain information from dictionaries and reference books can be posted and periodically updated on specially designed stands (for example, “Time, Events, People”, “Planet”) under the heading "Your Political Dictionary".

3) TV shows.

Documentary and newsreels,

Information and analytical broadcasts,

Talk show,

Interview.

The concept of a “politically educated person” includes the ability to navigate current political events. The most efficient way to do this is to systematically view information and analytical television programs. For citizens of Belarus, such television programs as " Panorama", "Our news", It is also recommended to use collective viewing of videos.

4) Radio broadcasts.

Radio interview,

News reports,

Radio comments from competent persons

5) Internet

When choosing methods for conducting information hours, the teacher must take into account the age characteristics of students: psychological characteristics, the level of development of general educational skills, and the level of intellectual development.

The paper presents methods for organizing cognitive activity:

• analysis of specific situations;
• simulation games;
• group discussion;
• business game;
• "round table";
• brainstorm;
• press method;
• games, quizzes.

For students in grades 5-8, it is advisable to choose forms and methods of conducting classes that allow maximum use of bright, emotionally charged facts and elements of the game. For students in grades 9-11, methods are needed that allow them to fully express themselves as a subject of cognitive activity, their individual “I”.

Methods of working with a socio-political newspaper as a source of information

Motivating a student to independently search for socially significant information is the most important goal information work. Techniques for working with newspapers as a source of knowledge have been known for a long time. However, working with a newspaper during information hour has its own specifics. The proposed ways to organize work with a newspaper make this work effective and fun.

1. It is necessary to use newspaper materials that are appropriate to the age of the students.
2. When analyzing newspaper materials, you should pay attention to special vocabulary.
3. In the process of preparing classes, it is necessary to use the capabilities of the initiative group of students.
4. If the school has organized lecture groups, then it is quite possible to entrust them not only with preparing oral reports, but also with conducting the classes indicated in this section.
5. Pay more attention to statistics.
6. Students should be encouraged to come up with their own new way working with a newspaper.

A piggy bank of ideas

Creating a game is simple:

Take a small-format map (of Belarus, the world, Europe), stick it on a sheet of double-layer corrugated cardboard, and the playing field is ready for “Travel through...” (cities of Belarus, nature reserves, memorable places; North America, Africa, India, European countries, etc.). All that remains is to make small flags that can be used to mark stop locations on the map.

1. A sheet of whatman paper with pieces of double-sided tape pasted can play the role of an “art gallery”, a board of honor, a scoreboard, etc.

Quizzes provide an opportunity to summarize and systematize existing knowledge and can be used as one of the elements at the information hour along with other forms of cognitive activity.

This section provides examples of thematic quizzes. They can be verbal, using illustrations and visual clarity, with leading questions and a choice of answers.

In grades 5-8, a quiz can take up the entire information hour.

Quizzes are focused on:

• consolidation of existing knowledge;
• development of imaginative and logical thinking;
• development of skills in working with illustration and object clarity.

1. It is advisable to conduct quizzes on the eve of holidays, the theme of which will be revealed in them.
2. Quizzes with substantive and illustrative clarity are well received.
3. An effective form of work is the preliminary preparation by groups of students of a quiz on a specified topic.

Information hour “Newspaper in my family”

The method allows:

Increase motivation to read periodicals;

Stimulate interest in research work.

Preliminary task: Students conduct research on “Newspaper in my family.”

Questionnaire questions for parents.

1. Which newspaper do you prefer? Why?
2. What page do you start reading it from?
3. What topics interest you primarily?
4. Why read a newspaper if you can learn everything from television programs?
5. Have newspapers changed since you were in school?

Progress

Stage I. Teacher's opening speech. Remind students that the class (school) is holding a competition for the most popular family newspaper.

Stage II. Oral statements by students: each student comments on the results of the survey in his family (the counting commission records the name and number of newspapers).

Stage III. Awarding diplomas “The Most Popular Newspaper”. "The most active sociologist." "The most reading family."

Stage IV. The final stage. The teacher sums up the lesson and says that the competition continues: “We have found out the preferences of our parents. Now it’s the turn to present diplomas to “the most popular newspaper in the class and the most reading student.” Read the newspapers! Choose the most interesting one in your opinion! In a month we will sum up the results again.”

Information hour “Design project”

The method allows:

• ensure the development of skills in working with statistical data;
• ensure the assimilation of socially significant information;
• develop creative abilities;
• develop logical thinking.

Material support: copies of newspaper articles, colored pencils, ruler.

Description. The form of organizing work with a newspaper (given below) allows you to make working with “boring” numbers exciting.

In a newspaper, statistical data is most often presented in the form of tables or in the text of newspaper articles. The teacher needs to offer each student a copy of a current analytical newspaper article that contains statistical data. You can offer statistical data presented in the form of a newspaper article.

X date of conduct

Stage I. Have students look at a newspaper article.

Stage II. Invite students to change the design of statistical information: design a table, graph, chart, histogram, etc. (Table 1).

An example of converting text information into graphic information

Stage III. Invite students to convey statistical information, presented in the form of a table using the method of constructing a histogram (Table 2).

An example of converting information in a table into a histogram

Stage IV. Offer to come up with a non-standard design for the presentation of this information. The result may be graphs in the form of mountains, histograms in the form of skyscrapers, etc.

Quiz "Folk Wisdom"

The method allows:

— influence the consolidation of knowledge about the traditional values ​​of the Belarusian people:

- promote the development of imaginative and logical thinking;

— create conditions for the education of citizenship and patriotism.

Progress

Students receive a preliminary task: select articles from newspapers of the Republic of Belarus about courage, patriotism, humanity, and hard work. They should describe real facts from the life of Belarusian society.

At the beginning of the lesson, the teacher introduces students to the topic and purpose of the information hour, asks questions that will allow students to discover the concepts of “patriotism,” “humanity,” “hard work,” and “courage.”

Exercise 1. Give examples from life when people showed courage, patriotism, hard work, and humanity. (Students give examples. Comment on selected articles from newspapers.)

Task 2. From the list of proposed proverbs and sayings, choose four that are close in meaning. What qualities of our people do they illustrate?

List of proverbs and sayings

1. It is not the place that makes the person, but the person the place.

2. Selfish people dislike everyone.

3. He is not good who is good-looking, but he is good who is good for business.

4. Where there is intelligence, there is sense.

5. A carefully preserved item lives for two centuries.

6. Two deaths cannot happen, but one cannot be avoided.

7. There is a reason for everything.

8. Everything will pass, but only the truth will remain.

9. Where there is love, there is harmony.

10. Learning to read and write is always useful.

11. Get treatment from a doctor, learn from a smart person.

12. The mouse threatens the cat, but from afar.

13. On your own mind.

14. Mind and health are more valuable than anything.

15. You can’t get honor without work.

Task 3. Consolidation "Direct speech". What qualities, besides those you have highlighted, are characteristic of our people?

Information hour-quiz “Belarus is my blue-eyed”

The method allows:

influence the consolidation of existing knowledge about nature, social relations, and national traditions of the Belarusian people; promote the development of imaginative and logical thinking; promote the development of skills in working with illustration and subject visualization; create conditions for the education of citizenship and patriotism.

Stage I.

1. Blue-eyed country is dear to all children. I'm not afraid of tests! I'll tell you about...

2. I give my word to everyone honestly: seventh graders know that it is located in the very center of the continent.

3. If Belarus is a country, it needs symbols. They say that the entire soul of the people is hidden in it.

4. The anthem will tell the whole Earth about the people, about the country. What, guys, does it say in its very first line?

5. From time immemorial, a law has passed between powers: a sovereign country is impossible without a coat of arms. Everything about it is important - the shape, the background, who is depicted on it

What is the form of the coat of arms of the Republic of Belarus?

What's in the center?

What is in the rays of the rising sun?

Why is the outline color green?

What heraldic element crowns the coat of arms?

6. Three colors, three stripes We see it very often.

Stitched together as one.

You answer, what is this?

What do the colors of the Belarusian flag and ornament symbolize?

Over which buildings does the Belarusian flag fly on weekdays and on holidays?

7. And my last question,

I ask this seriously:

Why is our country called Blue-eyed?

Stage II. Carried out using illustrative clarity. The teacher asks questions about the natural features of the country and focuses on that. what measures to preserve it are given.

Illustrations used:

1) natural landscapes;

2) representatives of the flora;

3) representatives of fauna.

The selection of illustrative material should include landscapes, flora and fauna that are not typical of the nature of Belarus.

Stage III. The teacher demonstrates objects that make it possible to establish an associative connection with the peculiarities of the country’s social life.

Subject clarity is used to analyze the characteristics of the national culture, mentality and value preferences of the Belarusian people.

1. Public relations:

a) the constitution of the Republic of Belarus;

b) pennants of public organizations;

c) republican newspapers;

d) souvenirs with images of monuments and memorial complexes of Belarus.

2. Traditional culture:

a) linen products;

b) products made from straw;

c) wooden souvenirs inlaid with straw;

d) towels, elements of national clothing,

Stage IV. The material is consolidated in the form of “wishes” to the Republic of Belarus. Each wish must be supported by applause from the quiz participants.

V stage. Establishing a connection between the wishes of children and the national idea of ​​the Republic of Belarus can be used as conclusions.

The teacher can end the information hour with the words: “I have no doubt that all your wishes will come true, because the main slogan of our state policy “For a strong and prosperous Belarus” coincides with your wishes. And we support our state in this. .. (we will help).”

Mysina Dianna Anatolyevna, Deputy Director of State Educational Institution "Borovskaya" high school Lepelsky district"

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