Teaching technology in school: how to teach technology lessons to children in elementary school? Technology lesson in elementary school my.docx - Lesson summary on technology "Gift for Dad."

In technology lessons, the teacher helps the child complete the assigned tasks: develop a sense of beauty in students or pupils, develop high tastes, and be able to distinguish a truly artistic work from a low-quality one. During the classes, children develop creative abilities and artistic taste, their sensory culture and ability for visual analysis increase, and their sense of color develops. Students also improve their skills in performing work from various materials, learn to independently make useful and necessary products in everyday life, and decorate them.
Forming interest and love for work is one of the main tasks of teaching and raising children. Labor has a great influence on the mental development of the child, on the development of thinking. If you trace the path of making a craft, you will notice that first the children examine the sample, analyze its structure, manufacturing methods; then, after mastering this process, the work becomes more complicated: I show the children a drawing or photograph of the toy being made and, finally, without preliminary analysis, they make a craft according to instructions or according to their own ideas.
Bright crafts greatly satisfy children's curiosity. The entertaining nature of making toys contributes to the development of attention in children - its stability increases, and voluntary attention is formed. In work there is novelty, creative search, and the opportunity to achieve more perfect results.
The favorable emotional mood of students while making toys from various materials, the joy of communication during work, and the pleasure experienced in the process of creating beautiful work are very important for overall development. How much sincere joy and delight the children bring to their children through intricate handmade crafts! Technology lessons contribute to the development of a child’s personality and character development.
Collective work has a great influence on the formation in children of the beginnings of collectivism, friendly, benevolent relationships, mutual assistance, and camaraderie.
And we, as leaders, must help our children overcome failures, teach them to complete the work they have begun, forming in them a sense of purpose, monitoring and evaluating their own activities, and instilling diligence and diligence in performing work. Let your own results inspire the children and encourage them to do new crafts.
“The origins of children’s abilities and gifts are at the tips of their fingers. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought” - V.A. Sukhomlinsky.
Our students are creative individuals!

Modern requirements for technology lessons in primary school.

Preparing primary school teachers for technology lessons, drawing up outline plans

The content of education becomes the property of the individual only in the process of his own active activity. This activity, carried out on the basis of certain techniques, must be rationally organized, fit into certain organizational forms form in general is a way of organizing a particular process or object, determining its internal structure and external connections. In relation to the learning process, this is the method, the nature of interaction between the teacher and the student, students among themselves, the student with the material being studied (individual, collective, class-lesson, supplemented by excursions, games, homework, clubs, competitions, olympiads, exhibitions, shows.

A “Technology” lesson is understood as a lesson in which students, united in a group (class), under the guidance of a teacher or independently, acquire technological knowledge, skills and abilities. Each lesson represents a component, stage or link in the educational process. At the same time, the lesson is a relatively independent and logically completed stage in the path of students mastering the knowledge of knowledge.

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

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

The process of labor training is used to develop skills and abilities in students and to assimilate relevant knowledge. At the same time, close unity of training and education must be ensured. The formation of skills and knowledge is carried out on the basis of the requirements of didactics (learning theory), which in turn are based on certain psychological laws.

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

By developing a skill, we mean the process of preparing students to quickly, accurately and meaningfully perform a certain action (set of actions). This process includes the active activity of the students themselves (observation, exercises, self-control, etc.), directed by the teacher (explanation, demonstration, error correction, etc.).

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

By assimilation of knowledge we understand the process of obtaining (independently and with the help of a teacher), consolidating and applying scientific concepts, factors and other similar information.

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

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

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

2) students have the necessary knowledge,

3) compliance of teaching methods with the characteristics of the skills being developed,

4) effectiveness of instruction,

5) a sufficient amount of exercise,

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

7) the active nature of students’ activities.

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

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

1. Setting clear educational goals that must be achieved as a result of the lesson. By achieving the objectives of the lesson, its effectiveness is judged.

2. Correct selection of material for the lesson, each part of it, based on the goals, topic, and level of preparedness of the students.

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

2. The usefulness of the manufactured product;

3. Working with cutting tools – strict adherence to safety rules.

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

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

6. Feedback at every stage of the lesson.

7. Interdisciplinary connections

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

1. lesson organization

2. motivation for learning activities

3. preparing students for practical work, feedback

4. practical work

5. summing up the lesson, evaluating the work done

6. cleaning the workplace.

1) Organizational moment 1 – 2 min.

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

2) Motivation for learning activities 1 min.

Communicating the topic, purpose, content of the activity, and the area of ​​application of the acquired knowledge.

3) Preparation for practical work 7 - 10 min.

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

If creative work is envisaged, elements are added that prepare students for design activity.

Conversation, story, generalization and replenishment of knowledge, carrying out experiments and observations of the properties of materials and tools → themselves, using handouts, surveys, task cards.

Connect the lesson material with the previous one, generalize, use students’ knowledge in other subjects, show the necessity of this knowledge and how to apply it.

Work analysis and planning are carried out to create in students a general idea of ​​the volume and nature of difficult tasks so that children have a complete and clear understanding of the design of the product. When doing creative work independently.

Verbally or graphically based on a sample, drawing, graphic illustration, drawing. Sample analysis questions may include the following:

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

2. What parts does it consist of? what is the purpose of each part? Which part is the most (labor-intensive) main? What is the shape of each part?

3. What parts is the product assembled from? How many parts does it have? How many of them are identical? How many different ones? What is the shape of the parts? How are the parts in the product connected: movable, fixed, connector? What is the connection made with? Are additional parts or pieces needed for assembly? What is the design feature of the product?

4. What materials is the product made of? What are their properties? Why were they used to make the product?

5. What tools will you need for the job?

Analysis helps to justify the need and purpose of an object, clarifies the design of the product, develops observation skills, identifying and comparing parts and the whole, and increases vocabulary. The child must clearly understand what should be done, how in what order, and think over the image and design of the future product.

Difficult moments. Pre-introduce terminology and clarify vocabulary.

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

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

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

Time is limited! Entertaining should be for the benefit of the business, expedient, and not just take away study time. It is this stage that determines the entire educational meaning of the lesson.

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

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

4) Practical work. 30 min.

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

At the initial stage, the teacher usually explains and shows how to perform the operation, slowing down and clarifying each movement, and draws attention to possible errors. The effectiveness of this stage depends on how much students worked independently, completed the work and did not make mistakes. Mutual control is possible - carefully.

5) Summing up: students checking the completed product in action, correcting deficiencies, evaluating, finding out the results of solving the task.

Drawing children's attention to the results obtained, general assessment of achievements, repetition and generalization of what was learned in the lesson, formulating the ability to consider and evaluate each other's work, developing interest and attentive attitude to the work of others, assessments.

The teacher himself sets the tone for the discussion. It is important to evaluate the child’s work in relation to his previous achievements. Request for improvement.

A child, becoming a schoolchild, continues to acquire skills in technology lessons, or, as they were called in Soviet times, labor lessons. In elementary school, between the ages of 7 and 10, students master new materials at hand and improve skills previously acquired (in kindergarten). We propose to consider how to make the Technology program more exciting and interesting for the first grade. Younger students will definitely enjoy these lessons.

Subject "Technology" in 1st grade

The subject “Technology” has a practical orientation in the development of a child. This subject is pivotal in the formation of a schoolchild’s system of universal actions in the learning process. The subject “Technology” contains all the elements of educational activity (setting a problem, navigating it, planning, finding a practical solution, a clear result). A child, practicing in technology lessons, builds an algorithm for the correct actions of the learning process in other school subjects. Practical work in technology lessons is a means of comprehensive development of the student and the formation of his personal qualities that are significant in society.

A course has been developed for the subject “Technology” (1st grade program) according to the Federal State Educational Standard (FSES) - the Federal State Educational Standard. The Federal State Educational Standard has been in force in our country since 2011. Technology lessons are provided (grade 1) at the “School of Russia” according to the Federal State Educational Standard, “Perspective” and other traditional types of training programs.

Main objectives of the course in primary school

Technology lessons pursue a set of tasks and goals. Among them:

• knowledge of the surrounding world as a holistic picture, understanding the unity of man and nature;
• development of aesthetic and artistic taste, imaginative thinking, development of creative potential;
• awareness of the multinationality of the country and patriotism, as a result of acquaintance with the peoples of Russia and their crafts;
• mastering various labor skills and abilities, understanding the technological process, forming a base of design and technological skills using a technological map;
• formation of responsibility for the quality and results of one’s work;
• ability to work in new conditions and with new materials, motivation for a positive result;
• drawing up an action plan and methods for its implementation;
• developing a sense of cooperation, respect for other people’s opinions, interaction with other children within the rules;
• forming your own assessment of the product and work, awareness of its shortcomings and advantages.

Approximate structure of a technology lesson in 1st grade

Now let's talk more about the structure. Technology lessons in 1st grade (according to the Federal State Educational Standard) imply the teacher’s organizational activities in the lesson and his establishment of the structure of technology lessons may include the following points:

• theoretical (introductory part of the lesson, message and explanation of the topic);
• familiarization with the material, observation and experiments (familiarization with new materials and their properties, if necessary, demonstration of techniques for technical issues);
• analysis of a sample of a product or its individual parts (understanding the shape of the product, its structure and purpose);
• drawing up an action plan for the manufacture of a product (conducting a brief oral instruction by the teacher, discussing the sequence of actions with students);
• practical part (students mastering and performing technological operations in accordance with the set goal);
• final part (summarizing the mastery of theoretical and practical classes, analysis of work results).

Examples of practical work with natural materials

At the beginning of the school year, it is advisable to start technology lessons for 1st grade with the study of nature in general and natural materials. For practical classes on the topic “Nature and us”, 5 to 7 hours are allocated. The first 1-2 lessons according to the plans “Technology” 1st grade are devoted to the following areas:

1. Urban nature and rural nature. Man-made world.
2. Creativity and natural materials.

The following hours are devoted to practical work with natural materials. The content of these works may include such concepts as types and names of natural materials, methods and techniques of working with them, collecting and organizing proper storage, drying, painting of natural materials. Topics for conducting practical lessons on the topic “Nature and us” can be as follows:

1. Applications from autumn leaves and seeds. As an artistic addition, you can use cut-out elements from colored paper, as well as decoration using
2. Making figures (animals, insects, people, mushrooms) from twigs, cones, chestnuts, acorns. Auxiliary material - plasticine.
3. Composition of leaves and twigs. Making an ornament from them.

Examples of practical work with plasticine

For technology lessons in grade 1 devoted to working with plasticine, 4-5 teaching hours can be allocated. The teacher is recommended to tell first-graders about the properties of plasticine, about correct, careful work with it (using a special knife and board) and show the basic techniques for working with this material.

The options for practical work with plasticine are very diverse. For example, making simple shapes of an apple or pear from plasticine of the appropriate color is suitable for the first lessons. Every child can make them. To do this, you need to demonstrate a sample of the fruit, then tell how to cut off the required amount of plasticine and what shape (circle, oval, pear-shaped) to give to the workpiece. Make a fruit stem from the brown color and add a flat green leaf for beauty.

Making a plasticine caterpillar will become more difficult, since children must roll up the links of its body and make them the same size, and then fasten them together. The head should have the caterpillar's eyes, mouth, nose, and antennae.

An interesting version of the lesson using the technique of “drawing with plasticine” would be interesting. This is rolling up flagella from plasticine, followed by laying these ropes on a sheet with a drawn outline (for example, a butterfly, a mushroom, a snowman, etc.). It turns out a kind of three-dimensional drawing.

Manufacturing of paper products

A large part of the technology course 1st grade “School of Russia”, about 15-16 hours, is devoted to the production of different types of paper products. In these lessons (with the help of the teacher), the child should be able to organize a workplace, know the rules for safe handling of scissors, and learn new skills (cutting, gluing, etc.).

Types of paper work include making appliqués, working with templates, cutting them out, quilling, making origami and paper decorations for the New Year, making three-dimensional drawings from rolled up napkin balls and much more.

Applications, mosaics and paper decorations

There can be many options for applications made using technology in 1st grade. From simple ones, where large details do not require filigree cutting (a vase with flowers, a snowman, a house) to complex compositions (the underwater world, a landscape, a decorated Christmas tree, a flower meadow, etc.). Before making applications, it is important to make a sketch.

Volumetric mosaics can be made using the creasing technique, followed by gluing plain napkins of several colors. The drawing for such mosaics should be quite large and schematic (fish, ship, car, flower, etc.) and also drawn with boundaries visible to the child.

Beads made from links of colored paper and snowflakes on windows, familiar to parents since childhood, are still relevant today. Neatly cut strips of colored paper, glued together into rings, perfectly develop fine motor skills. And cutting out snowflakes teaches patience and perseverance. For convenience, the snowflake pattern must be drawn in advance.

Working with textiles and accessories

The section of technology lessons related to textiles includes 5-6 teaching hours. In these classes, the child studies types of fabrics, masters working with them, learns about safety measures for working with needles and scissors, and learns basic cutting techniques.

Textile classes for 1st grade include making a rag doll, mastering the simplest types of seams, sewing on a button, simple embroidery, and large bead embroidery.

Dolls, buttons and seams

To make a rag doll in a technology lesson, you will need light natural fabric or gauze, colored scraps of fabric, cotton wool filler, scissors and thread. You need to put a small piece of cotton wool in the center of a square piece of light fabric, and use threads to form the doll’s head and arms. Draw her face. Using colored scraps, make an outfit and headdress for the doll.

The main work in textile classes should be devoted to mastering seams. The main types of seams: simple stitch, straight stitch, snake stitch, spiral stitch.

If children have already mastered the ability to sew on buttons, you can try making embroidery with them from buttons in the form of a bear, a flower, a caterpillar, a man, etc.

T.B. Vidovskaya

Anzhero-Sudzhensk

DEPARTMENT OF EDUCATION AND SCIENCE OF KEMEROVSK REGION

GOU SPO ANZHERO-SUJENSKY PEDAGOGICAL COLLEGE

T. B. VIDOVSKAYA

ORGANIZATION OF TECHNOLOGY LESSONS IN PRIMARY SCHOOL

Council of State Educational Institution of Secondary Professional Education

Anzhero-Sudzhensky College

"____" ___________________ G.

Reviewer: G.V. Stepanenko , teacher of methods of visual arts at the State Educational Institution of Secondary Professional Education Anzhero - Sudzhensky Pedagogical College. V Vidovskaya T.B. . Organization of technology corners in elementary school: methodological recommendations for students. – Anzhero-Sudzhensk: State Educational Institution of Secondary Professional Education Anzhero-Sudzhensk Pedagogical College, 2008 – 41 p. These recommendations contain advisory and methodological material on organizing technology lessons taking into account the requirements of developmental education, and an approximate structure of manual labor lessons. Suggested: sample lesson summary; methodological analysis of a labor training lesson; conversations, laboratory work on working with paper and cardboard, fabric and fibrous materials, plastics; riddles, crosswords, puzzles and proverbs used in labor lessons. Methodological recommendations are addressed to students of the Pedagogical College, teaching methodologists, and supervisors of teaching practice in specialty 050709 Teaching in primary grades. ©GOU SPO Anzhero-Sudzhensky Pedagogical College © Vidovskaya T.B., 2008

PREFACE

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

TYPES OF MANUAL WORK LESSONS

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

Classification of lessons according to work content

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

Calibrated, harmonies are usually not devoid of artistic expressiveness, and the work of students in such lessons is of an aesthetic nature. However, the main content of work in such lessons is, as a rule, a logical analysis of the design of the product. Unlike them emotional and artistic tasks involve the search and embodiment of an original artistic image that expresses an emotional state or some artistic idea. These are, for example, various artistic compositions on a plane, eggshell toys, modeling animals from plasticine, sculptures from natural materials, etc. In such work there is no place for strict regulation; they cannot be carried out according to a single plan. Moreover, it is unlikely that any kind of “work planning” would be appropriate here at all, since it would contradict its very nature and the psychological nature of artistic creativity. Each such product is “composed” by creatively combining materials, and the direction of the search may change as the work progresses. In general, in such lessons, all means (including materials, methods of processing them, etc.) are most often presented to children in a variety of options, since they relate to the special artistic content that each student seeks to express in his work. If these tools turn into only a set of technical techniques and rules, then they will immediately, automatically, become indifferent to this content, which will deprive students of any meaning. When performing emotional and artistic tasks, the child, if possible, will independently determine the color, shape of individual parts of his product, and their overall composition. He can also independently select the material and the most suitable methods of processing it. With all these means he tries to express some idea, convey a mood, attitude, create an image. The teacher’s task in such a lesson is to awaken as much as possible and, if possible, expand and enrich the children’s imaginative impressions. As you can see, the types of lessons indicated above differ significantly in their tasks and content, therefore, the organization of children’s activities in them should also be different. At the same time, the names of products and the formulation of topics that are offered to students may even have a certain similarity. As for the materials and methods of processing them, they may generally be the same, and this circumstance will not in any way affect the characteristics of a particular lesson. For example, in the textbook “Skillful Hands” for grade 1 there are two lessons in which paper applications depicting birds are made (pp. 36-37 and 40-41). The first job of creating an image with a bird is a typical logical task. Students through rational reasoning establish patterns, in accordance with which the feathers in the bird’s tail alternate in color and size, and must accurately reflect these patterns in the appliqué. And the second work involves creating an artistic composition “The Birds Have Arrived!”, in which, through a certain rhythmic arrangement of paper-cut birds, first-graders express mood the coming spring, its “movement”,

Her rhythms. In both cases, when announcing the topic of the lesson to the students, you can say that “today we will create appliqué pictures with birds.” However, does this mean that the management of work in both lessons will be the same? No, on the contrary, the lessons will differ markedly. It is known that the main work of explaining the task is carried out in the process introductory conversation. It is at this stage of the lesson that children begin to actively engage in activities, the results of which are then embodied in the product. The main purpose of the conversation is update children’s existing knowledge and ideas and supplement them with new ones, in the volume and quality necessary for successful performance of work. Based on this general didactic requirement for the introductory conversation, we understand that in the first of the lessons under consideration it does not make sense to use serious artistic and figurative material; There is also no need to dwell in detail on the signs of spring, its images. Taking this into account, the album provides appropriate visualization: a color wheel, a small model of a bird, from which students determine the total number and order of feathers; Templates are also provided, using which children can complete the task of classifying feathers by size. All this will help children understand the patterns in accordance with which the application was created. During the conversation for this Lesson, the teacher directs the logical reasoning of the children; it is also necessary to update their knowledge about various colors (but not at all about color as a means of artistic expression, but simply to make sure that each student can distinguish, for example, blue from light blue and distinguishes all other colors, i.e. will be able to solve the corresponding task) and the ability to compare individual elements by size. Additionally, in this lesson, you can offer first-graders another logical problem: since out of the seven feathers in the tail of a bird, two smallest, one largest and four medium ones stand out (accordingly, three templates of different sizes are offered), is it necessary to mark each feather separately or can streamline work? First-graders enjoy solving similar problems, which are quite appropriate here. And to complete the artistic composition “The birds have flown!” completely different knowledge and ideas will be relevant, for example, how nature comes to life with the onset of spring, how birds fly in, how they rhythmically line up in flight, and what different states can be conveyed by different rhythms of spots (the arrangement of bird silhouettes in the composition). It is desirable that this image in the minds of children be as bright and lively as possible, therefore, as an illustration for this lesson, the textbook “Skillful Hands” provides a picture depicting the flight of birds (high above the ground, against the backdrop of a spacious and bright sky). The teacher can use other similar visual materials, as well as a filmstrip or video showing birds in flight, so that children get an idea of ​​the expressiveness and variety of flying silhouettes, their orderly and rhythmic formation during flight, etc. In the introductory conversation to such works, they use

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

Objects are thought out and executed based on the impression they should make. Such lessons should be classified primarily as artistic. The structure of products and the methods of their implementation must be analyzed, but this analysis is entirely subordinate to the main thing - how to enhance the artistic impression through the design, choice of material and its processing. And in such products, for example, as a pincushion, a notebook, or a brush stand, the main meaning lies in their useful function. This function must be expressed, first of all, through construction, which is the main subject of analysis in the lesson. Such activities are predominantly rational and logical in nature. Consider, for example, a lesson such as making a needle case in a cover (“Wonderful Workshop,” p. 112). Having focused the children's attention on the fact that the proposed design of the needle case is convenient for storing needles on the road, the teacher guides their further thinking. The product is flat and small so that it is convenient to put it in your wallet. But having the same cover dimensions (6x8 cm), the needle bed can open along the long or short side; Cover layouts may vary. The tasks of drawing sketches of developments and calculating their sizes are very appropriate in this case. Other calculations do not violate the logic of such a lesson. For example, based on the given size of the cover, students can calculate the dimensions of the fabric insert and the paper spine to cover it. Independent calculations in this case will help you better understand the design and will draw attention to the fact that the shape and size of all elements are interconnected. If the teacher simply ordered to work according to the instructions (even with all the necessary explanations why the details should be exactly as they are), the corresponding task would simply disappear from this assignment. As for the artistic design of this pincushion, it is enough to draw the attention of children to the fact that the decor of this product should be restrained. But making a packaging box for a New Year’s gift involves a more “equal” combination of the rational and logical principle with the artistic: children comprehend design boxes from the point of view of its function (depending on the size and proportions of the gift, the size and proportions of the box change) and think through decor, also based on the features of the function (not just a box, but New Year’s, fabulous packaging). In such cases, the teacher should determine exactly where in the structure of the lesson logical reasoning will be appropriate, and where it is necessary to stimulate the decorative and artistic ideas of schoolchildren. The ability to determine in a particular work its main orientation (rational or emotional) is very important, because in accordance with it, the teacher chooses appropriate methods for guiding the activities of students. To help the teacher in solving this problem, these textbooks for each lesson provide a specific model for its organization. This model is presented in questions, in the formulation of tasks, and in clarity. All information is given very briefly and schematically, but it should be noted

Close attention, since it is she who is the “key” to building a lesson. The teacher can select any additional material that helps to better reveal the topic of the lesson, but this is not a mandatory requirement. For each work, our textbooks contain the necessary information that allows you to organize a full-fledged lesson. You just need to use it correctly! Lessons on learning new ways of working It is assumed that most of the time will be devoted to demonstration and step-by-step development of specific practical actions. Such lessons are conducted in cases where it is necessary to master some labor-intensive, but practical techniques that are necessary and used in many works, for example, weaving, sewing, etc. It is clear that depending on the complexity and labor intensity of the method of work being studied, it takes different amounts of time to master it. If a whole lesson is needed, then, of course, it will not be in the nature of training exercises, since children learn the necessary methods of work directly in the process of making products. It is entirely acceptable, and often desirable, for such options when the study of a new way of working is immediately associated with the solution of a logical problem or with the development of a product design. As mentioned earlier, we demonstrate many not-so-labor-intensive techniques almost constantly, quietly including them in the arsenal of children’s creative activities, especially in artistic works. As for the task of self-sufficient study of the features and properties of craft materials in the form of a “theory,” it is not set, and the teacher does not aim to conduct special experiments and observations. As we have already noted, earlier any sensory perceived properties of things and phenomena have meaning for a person not in themselves, but only from the point of view of their vital meaning, and this meaning is best understood in cases where certain properties of materials are taken into account in practical work. If not included in a specific task, special information for a primary school student in itself has no practical meaning; it only burdens the memory with unnecessary information. It is very important that the teacher can clearly show the most diverse, sometimes unexpected techniques for using materials to express one or another conceptoriginal idea or design intent. For example, how the impression changes depending on whether the applique details are cut out with scissors (and have a clear, even edge) or torn off with fingers (which gives the contour a soft character, allows you to convey the air, etc.). During the design process, we note that, for example, the corrugation of paper allows it to withstand large lateral bending loads; Volumetric shapes made from a paper sheet (cube, cylinder, cone, etc.) also acquire new properties that differ from the properties of a flat sheet. All these techniques, of course, are based on the properties of materials, but studying them in elementary school is advisable precisely in the applied sense, in what is related to design, to creative work.

Classification of lessons according to the nature of students’ cognitive activity

From the point of view of the nature of cognitive activity, lessons can be divided into two large groups: a) reproductive; b) creative. They differ from each other mainly in the degree of cognitive activity and creative independence that the student demonstrates in the process of work. In organizing student activities, each of these types of lessons has its own characteristics. Reproductive activities assume the least degree of independence. They are most appropriate in cases where it is necessary to master the necessary system of specific knowledge or methods of action in a relatively short period of time. Lessons are usually organized in a reproductive way, in which it is necessary to master as clearly as possible complex and labor-intensive techniques for processing materials, marking methods, work rules, etc. Such lessons are found both in the first and in all other grades, since as the degree of difficulty increases Solved creative problems, as a rule, require increasingly subtle and complex practical actions. In addition, the program provides for the development of a variety of types of folk crafts. A respectful attitude towards folk traditions requires that the methods of activity developed over centuries be studied as carefully as possible. All this often involves turning to the reproductive type of lessons, in which the teacher demonstrates actions and explains them in detail, and students repeat, reproduce and remember as accurately as possible. Usually this means frontal training of the technique with the provision of individual assistance as needed. As already mentioned, mastering practical techniques should not become an end in itself. Based on the mastered methods of activity, students can perform creative work. Creative lessons assume that creative activity of students is predominant. The organization of these lessons requires the teacher, first of all, to have a clear understanding of the very meaning of creativity. The concept of “creativity” should perhaps be considered one of the most widespread and frequently encountered in the methodology of labor training. In everyday life (including in pedagogy) it is often generally identified with any crafts: exhibitions of “children’s creativity” are replete with products of a purely reproductive nature drawn, copied, and made according to instructions; everything that a child has made with his own hands is completely unreasonably classified as “creativity.” Even more often in manuals for labor training one can find so-called “creative tasks” or special “creativity pages”, in which “creativity” is, as it were, mechanically attached to the whole

The rest of the (non-creative) work comes down to what the child is asked to contribute. whatever change into a craft, described to the smallest detail in strict instructions. For example, a student first copies a sample (say, a picture using the appliqué technique); The sample is accompanied by templates for all parts (including those that are easier and more expedient to make yourself), explanations about the materials and step-by-step instructions are given. After this, it is proposed to perform “creative” work; do the same picture, but change something in it. At the same time, it is not explained in any way what exactly should be expected from the changes made, whether the picture should convey a certain mood or whether it changes according to some logical principle - no, it’s quite simple anything do it differently than in the sample, and it will already be creativity! Meanwhile, the psychological nature of creativity has nothing to do with such tasks, and the teacher should understand this well. First of all, we note that creativity involves the creation of something new that does not yet exist in human practice. This could be a new scientific idea, a new artistic image, a new way of doing things, etc. As already mentioned, educational creativity usually does not have objective novelty; Schoolchildren usually discover what is already known to humanity as a whole. However, the essence of creativity remains the same for them: creative activity- discovery, independent search. Taking this into account, those that are the result of direct copying should immediately be deleted from the list of creative works. Taking into account the scientific, psychological and didactic foundations of creative activity forces us to make radical changes in the usual organization of manual labor lessons. First of all, this applies to tasks that would require the student to “independently” make a product, guided by an instruction card detailing the entire course of work. Unfortunately, this understanding of independence in school life is also quite common: “on your own” means on your own, separately from the teacher and from other students. But what is the educational meaning of such “independent” work? If a child works according to prescriptions and instructions, and at the same time makes everything down to the smallest detail according to templates, it does not matter whether these instructions are given directly by the teacher or they are drawn on a card. There is no independent work in this case! Such tasks contradict the scientific understanding of cognitive independence. Speaking about creativity, we should, first of all, pay attention to such works in which the younger student actively develops a product in accordance with the task. It is the task that creates a certain mindset for creative search, forces him to think, look for the right ways of action, and not just mechanically copy. Creative activityorganically includes the formulation and solution of problemsituations: they can be of an artistic or logical type, but they necessarily constitute the very essence of the work. Based on this, it makes sense to recall in general terms what exactly is in

The psychology of thinking is referred to as problem-based learning. As noted by A.V. Brushlinsky, with problem-based learning, the separation of the processes of obtaining new knowledge and its application is eliminated. With traditional (non-problem-based) training, the necessary knowledge and skills are formed before problem solving; Then tasks are offered in which the student must apply and consolidate this knowledge. With problem-based learning, new knowledge is acquired and discovered precisely in the very process of solving practical and theoretical problems. Of course, these tasks must be really included in the tasks offered to children. Let us illustrate the differences between the problem-creative and reproductive organization of students’ work using a simple example. Let's say a teacher shows first-graders (who are learning origami techniques for the first time) how to make a shape similar to a tulip flower from a square of paper, while they compare the resulting product and image of the realflower. Next, the teacher suggests that you independently determine and perform additional folds so that the resulting shape more closely resembles an unopened tulip bud. For clarity, no paper sample is given and, naturally, methods of work are not shown. Only the real bud (or its image) is demonstrated, looking at which students They themselves must think about how to make a narrow one from a more open, wide form. In this case, they acquire the necessary knowledge: about the figurative nature of origami, ways of obtaining certain forms in this technique, about the diversity of forms of nature, and not in finished form, but by making original creative “discoveries.”

Tulip using origami technique

Now let's try to imagine organizing the same work in a slightly different version. First, students, under the dictation of the teacher, make the same tulip (first “blooming”, then more closed); every time they have a sample in front of their eyes. Then they are given a sample of a slightly different type, where the same shape plays the role of a “bell,” and the task is formulated something like this: “Now make your own picture of a “Bell.” To ensure that children complete the task, patterns for the remaining parts are also provided. - leaf and stem. One might think that the differences between the two described

The most insignificant activities; in any case, in both classes, students do part of the work on their own. However, the second option, unlike the first, is built in the classic style of an information-reproductive lesson; “independent” work on it is purely reproductive, training, not creative in nature. Children essentially do not receive any new knowledge in this work and, of course, do not make any discoveries: the final result of the work (sample) is already before their eyes, the methods of work have just been mastered, all that remains is to consolidate them. How to structure a lesson - reproductive or creative - does not depend on the spontaneous desire of the teacher. This should be justified by the objectives of the lesson. Remembering that the meaning of objective-practical activity is to intensify cognitive processes and creativity, we each time think through which method will be most appropriate in a particular case. E
If the teacher understands the meaning of reproductive and creative activity, then in each of the lessons he will be able to properly organize the preparation of children for work. For example, a reproductive lesson is based on the use of a single model and allows for the construction of a single plan of action. Creative work is prepared and constructed completely differently. Application Artistic creativity, first of all, it involves the child creating an originalimage (expressing a certain mood, attitude, etc.) and the embodiment of thisimage by independently selecting the necessary funds. Therefore, such a lesson excludes work based on a model. At the same time, it is necessary to help students, firstly, to conjure up an appropriate image and, secondly, to find the most suitable ways to implement it. For this purpose, we still use samples in class, but they have a completely different educational meaning. These are not samples to be copied, but samples-analogs, which demonstrate Possible creative solutions assigned task. Using these samples, the teacher explains what exactly needs to be looked for, how it can be done, and what practical actions can be taken. This organization of a creative lesson stems from the psychological nature of creativity, which assumes that in the process of creative search a person still starts from something. “What does not resemble anything does not exist,” Paul Valery rightly noted. Just as creativity and thinking never deal with what is already absolutely known and fully known, it cannot deal with what absolutely it is unknown what has not at least partially entered consciousness. As we have already noted, real creativity is not any meaningless originality, but

Exactly targeted search,consistent with the task at hand. In order for the task and the direction of search to be comprehended by a person, they must be presented in one way or another; This is why there are preparatory, clarifying types of visualization. Let's say a child should compose a composition on some topic (for example, “Festive fireworks” or “Spring is coming!”). An image cannot arise from scratch. The corresponding samples are offered not for copying, but in order to awaken imagination and update existing knowledge. First of all, they give an idea of ​​the image and mood that should be reflected in the composition (in the first case - the mood of the holiday, a solemn and joyful state; images of bright flashes against the dark sky; in the second - the mood of the approaching spring, the image of awakening nature: blue sky reflected in water, last snow, spring tree trunks). Samples help to capture this mood, and thus a target work: to express it through the creation of an adequate artistic image. And already he chooses for this image himselfappropriate means, materials and methods of work. Of course, he does this with the help of the teacher, but he does not copy or repeat instructions, but looks for his own solution. Organized in exactly the same way intellectual and logical creative works. First, the child is asked to understand the patterns according to which this or that design is made, and then he must complete the work using these patterns. The purpose of the work for the student, in this case, is to solve a specific problem, in accordance with which, he consciously uses materials and methods of activity. When considering the creative, exploratory activities of children, we should especially focus on the so-called artistic and combinatorial works. They also involve the creation of an original artistic image, but it is developed in a slightly different way, and this activity itself has a specific meaning for students. Artistic-combinatorial tasks are more reminiscent of a kind of play with material, a search for unplanned artistic effects, and the use of unexpected means. This work is very important for children, as it highly contributes to the development of flexibility and originality of thinking. It should be remembered that all types of artistic creativity are built on a completely special basis, which does not involve putting forward “scientific hypotheses” (as in intellectual problem situations), but freely operating with appropriate images. It is these qualities that form artistic and combinatorial works. When completing them, schoolchildren, of course, also focus on some kind of plan, but it is specifically set in a very general form. In addition, such tasks are usually associated with the development of something unusual, outlandish, non-existent, so as not to hamper the imagination (this could be, say, a sketch of a house-car, an alien, a fantastic animal, etc.). For example, by constructing “unprecedented toys” (“Wonderful Workshop”, pp. 150-153), children can

Compose them directly as you work. The assignment says that “these toys are entirely a figment of your imagination.” Therefore, the child can experiment freely without fear of ruining the product. Similarly, work can be structured to “transform” a spot of arbitrary shape into some kind of image (“Skillful Hands”, pp. 46-47, “The ABC of Skillful Hands”, p. 57). In such cases, the design is dictated by the associations that arise in children when they see a given form. Initially, these associations may not be very clear, but as the image is embodied, they may change altogether. By stimulating creative work in artistic and combinatorial tasks, the teacher should encourage children to experiment freely and encourage any original solutions. Let us also pay attention to such lessons when schoolchildren create a product according to instructions from ready-made, fully marked parts, cutting them directly from the pages of the album. This is, for example, Santa Claus, a New Year's card, a mask, a frame for a desk. Why are such tasks needed if the main program setting is the development of creative independence, and not work according to instructions? The fact is that this method allows you to quickly equip children with knowledge and experience in performing more complexdesign techniques(in particular, in paper plastics - techniques for modeling a three-dimensional form from a flat workpiece). All other ways to achieve the same result would require an immeasurably large and essentially unjustified investment of time. And in this case, having become familiar with the technique, so to speak, “from the hands of the instructor,” the child, based on the finished result, somehow comprehends it, and subsequently consciously uses it in creative activity. In addition, all such tasks require not just reproductive action, but force a meaningful attitude towards work, and, where possible, stimulate creativity and targeted search. At the same time, while leading the technological side of the matter, the teacher, as in other lessons, directs the children’s thinking either along a rational-logical or artistic type. When creating, for example, a figurine of Santa Claus, first-graders, while mastering paper-making techniques common to all, have the opportunity to give the product originality and artistic expressiveness precisely through the creative use of these techniques.

LESSON STRUCTURE

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

The creative act has its beginning; development and completion; 1.Organization of the lesson, establishment of order and discipline. 2. Preparing students for practical work (introductory conversation, teacher’s story);

Practical work on making a product;

Summing up the lesson; evaluation of the work done;

Cleaning the workplace.

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

AFTERWORD

Focusing on developmental learning in labor lessons will help students and future primary school teachers in their difficult work of organizing technology lessons. For teaching methodologists and heads of teaching practice, this material will help in the process of educational activities to orient students toward a deep and lasting mastery of knowledge, their integration in the process of preparing and undergoing teaching practice, as well as in the process of independent professional development.

LITERATURE

Konysheva N.M., Methods of labor training for junior schoolchildren: Fundamentals of design education. – M.: Publishing Center “Academy”, 1999; Vygonov V.V. Workshop on labor training. – M., 1999; Skillful hands: Textbook-notebook on artistic work for the first grade of elementary school / Konysheva N.M., - M., 1998; Wonderful workshop: Textbook on artistic work for the second grade of elementary school / Konysheva N.M., - M., 1997; Our man-made world (from the world of nature to the world of things): A textbook on artistic work for the third grade of elementary school / Konysheva N.M., - M., 1997; Secrets of the masters: A textbook on artistic work for the 4th grade of primary school / Konysheva N.M., - M., 1998;

APPENDIX No. 1

Sample lesson summary

APPENDIX No. 2

Methodological analysis of a labor training lesson

Typically, it is recommended to conduct lesson analysis in two stages. At the first stage, the lesson is analyzed and evaluated by the teacher himself. First of all he once again names its topic and tasks. Then he outlines in general terms what program of action was planned to achieve the set objectives, substantiates the planned structure of the lesson, and the logic of transitions from one stage to another. After this, he compares the planned course of the lesson with the actual course, analyzes the reasons for deviations from the original plan, and justifies achievements and failures. In this case, you can rely on the following questions:

Which of your plans was achieved best?

What moments in the lesson were unexpected?

How successfully did you manage to navigate an unexpected situation?

What conclusions can be drawn from this for future work?

Were all questions and tasks addressed to children competently and clearly formulated?

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

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

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

What type of content can this lesson be classified into (artistic, rational-logical, or a lesson in developing practical skills)?

How appropriate are the lesson objectives? Do they correspond to the type of this lesson?

Does the teacher’s planned system of actions correspond to the type of lesson and the assigned tasks?

To what extent are the teacher’s actual actions in the lesson adequate to what was originally planned? How successful were the undertaken deviations from the plan?

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

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

What is the overall assessment of the teacher’s speech (its correctness, accuracy, expressiveness; mastery of special concepts and appropriateness of their use)?

What is the general assessment of the teacher’s behavior and activities in the classroom (level of intelligence, ability to manage a class, friendliness, demandingness, competence, artistry)?

Was the teacher able to establish contact with the children, monitor the logic of their answers and take into account the students’ judgments in the dialogue?

Did the students develop an attentive, interested and sympathetic attitude towards each other during the lesson? What did this mean?

To what extent have the tasks been achieved overall? What are the grounds for this judgment? What wishes could a teacher have?

APPENDIX No. 3

Conversations and laboratory work in lessons on the topic “Paper and cardboard”

Paint, chalk; the sheet of paper is not uniform, some surfaces swell, others remain in the same state. The paper stretches somewhat - so it creases. We spread the paste onto the paper and leave it to dry; after drying, the paper will take on the appearance of a “cobblestone street”, and if this sheet is dried under a press, it will take on the appearance of a press. Experience 5. Let's compare paper and cardboard. Let's tear a piece of cardboard in the longitudinal and transverse directions, the tear line will be irregular in shape. But if you first bend a sheet of cardboard and iron it, the tear line becomes smoother. This happens because the wood fibers that make up the substance of the cardboard are broken in a straight line and are easily torn. In cardboard, the fibers are arranged in several layers, one above the other. Therefore, you can cut the top layers of cardboard and leave the bottom layers intact - this makes it easy to bend the cardboard. Experience 6. Coloring cardboard and paper with colored pencils. When coloring paper or cardboard with pencils, we introduce finely rubbed graphite into the pores of the sheet. Experience 7. Painting paper with watercolor paint. If the paper is glued, the paint will spread; You can stop this spreading if you draw the contours of a figure with a pencil - the fact is that the pencil leaves behind a dent on the surface. The paper will color better if you wet it first. Experience 8. How to color paper on both sides? It is quite difficult to paint with a brush. It is better to dip a sheet of paper into the paint solution. Dissolve aniline paint powder in water, dip the sheet and hang to dry, securing it on both sides. Iron the dried sheet with a not very hot iron. Experience 9. Is it possible to make paper transparent? Lubricate the sheet with kerosene or sunflower oil. To make the paper fireproof, it must be wetted with an alum solution.

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

Talks and labs introducing plastics

From wood processed by chemical methods in factories of artificial materials, many new wonderful substances are obtained - plastics. Toys are made from plastics. The threads are used to weave fabrics for clothing and make stockings, but they do not allow air to pass through. Nowadays threads from ordinary materials are also woven into threads of artificial fibers. Plastics can be manufactured with a wide variety of intended properties. Cellophane - transparent paper, can be painted in any color. Transparent oilcloth polyethylene films are very convenient. They are used to make bags, bags, etc. They can be washed, but they do not allow water to pass through. They can be produced in huge quantities and in any size. Organic glass - “plexiglass”, it is made in the form of plates and bars; any shapes can be cut out. Styrofoam - light as feathers, hard as wood, does not transmit heat and does not conduct electric current. Foam rubber - soft and stretchy, like a rubber sponge. They make pillows and rugs. They do not burn, do not allow heat to pass through, and can be painted any color. They don't smell, they're easy to cut, and they're durable. All of this material is recent. They were invented and made by scientists, engineers, craftsmen and chemical workers in chemical factories and laboratories. They will invent and make many more plastics with a wide variety of properties that people will need. Experience. Compare the pieces of plastic that are available in the classroom. Make a collection of plastics. Arrange transparent and opaque materials, soft and hard, spongy and dense, threads and fabrics made of artificial plastics. Draw pictures showing what is made from each sample.

APPENDIX No. 4

Riddles, crosswords, puzzles and proverbs in labor lessons

Draw a house and smoke. (Paints and brush). Magic wand I have friends With this wand I can build a Tower, a house and an airplane, And a huge steamship. (Pencil) I walk next to the janitor, I shovel the snow all around, And I help the guys Make a mountain, build a house. (Shovel). Two ends, two rings, and a stud in the middle. (Scissors). He's thin, but his head is big. (Hammer). On one finger the bucket is upside down. (Thimble). Five brothers will be born together, but of different heights. (Fingers). I am higher than the house, And I can easily lift a huge load with one hand. Who, tell me, am I? (Crane). Neither a feather nor a wing And faster than an eagle It will only release its tail - It will reach the stars. (Rocket). What port has my friend been to, where there is no water around at all? But ships always came to this port with people and cargo. (Airport). It doesn’t fly, it doesn’t buzz, The beetle is running down the street, And the beetle’s eyes are burning, Two shiny lights (Cars, bus). I went into the green house and stayed in it for a short time. This house quickly turned out to be in another city. (Railway carriage). I'll spin, spin, and fly into the sky. (Helicopter). Without legs and without wings, it flies quickly - you won’t catch it. (Time). I am all made of iron, I have neither legs nor arms, I can fit into a board up to my hat, and all I hear is a knock and a knock. (Nail). Here are the needles and pins crawling out from under the bench, they are looking at me, they want milk. (Hedgehog). The master sewed a fur coat for himself, but forgot to take out the needles. (Hedgehog). Hidden in this smooth Bronze-colored box is a small oak tree of Future Summer. (Acorn). What kind of bird: Doesn’t sing songs, doesn’t build nests, carries people and cargo. (Airplane) Amazing carriage! Judge for yourself: The rails are in the air, and he holds them with his hands. (Trolleybus). He touches the cloud with his wing in the boundless ocean, turns around - under the rays it casts silver. (Airplane). There are four legs under the roof, and on the roof there is soup and spoons. (Table) They don’t feed you oats, They don’t drive you with a whip, But when you plow, you pull seven plows. (Tractor) Guess easily and quickly: Soft, fluffy and fragrant, It’s black, it’s white, And sometimes it’s burnt. (Bread). In a linen country, along the Sheet River, a steamer floats back and forth, And behind it is such a smooth surface - 30 Not a wrinkle to be seen. (Iron) Light, not fluff, Soft, not fur, White, not snow, But will dress everyone. (Cotton) A toothy animal gnaws an oak tree with a whistle. (Saw). When conducting lessons in modeling, appliqué work and crafts made from natural materials, you can use the following riddles or solve crossword puzzles. The flower was sleeping and suddenly woke up, didn’t want to sleep anymore, moved, started up, soared up and flew away. (Butterfly). An angry impatiens lives in the depths of the forest. There are a lot of needles, but not a single thread. (Hedgehog). There was a house, a wonderful house, and something knocked in it, and it broke, and from there a living miracle ran out, so warm, so fluffy and golden. (Chick). Parents and children have all their clothes made of coins (Fish).

Not a blacksmith, but with tongs.

The little animal is jumping, Not a mouth, but a trap. Both the mosquito and the fly will fall into the trap. (Frog). He sleeps in a den in winter under a huge pine tree. And when spring comes, He wakes up from sleep. (Bear). I wake everyone up on time, even though I don’t wind the clock. (Rooster). The muzzle is mustachioed, the fur coat is striped, He washes himself often, but doesn’t know how to handle water. (Cat).

SOLVE CROSSWORDS

Jigsaw

Now I will ask different riddles, you must guess them. Make a word from the first letters of the riddles. This word, guys, is the name of the instrument. 1. The cloud is made of iron, and the cloud has a handle. This cloud walked around the garden bed in order. (Watering can).

You're on horseback, with your legs behind your ears. (Glasses).

Not the sea, not the land, ships don’t float, and you can’t walk. (Swamp).

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

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

The door opened quietly,

And a mustachioed beast entered.

I sat down by the stove, squinting my eyes sweetly,

And he washed himself with his gray paw.

Beware, mouse race:

Went out hunting...

The general answer to the teacher's assignment is JIGSAW.

Crossword puzzle for the modeling lesson “Bear”

I arrange myself cleverly, I have a pantry with me, where is the pantry? Behind the cheek! That's how cunning I am. (Hamster). We walk at night, we walk, during the day, But we will not go anywhere, We strike regularly every hour, And you, friends, do not be afraid of us. (Clock) They don’t get angry, but twirl their mustaches. They don’t remain silent, but they don’t say a word. They walk, but don’t budge (Clock). They go around the clock, They don’t stand still for a minute, And everything is in one place. (Watch). Our auntie, a needle, drew a line across the field, Line after line, line after line, - There will be a dress for your daughter. (Sewing machine) Without a leg, but in a hat, One leg - and that one without a boot. (Nail). A mole has climbed into our yard and is digging the ground at the gate. A ton of earth will enter the mouth, If a mole opens its mouth. (Excavator). Little hand, little hand, what are you looking for in the ground? - I’m not looking for anything, I’m digging and dragging earth. (Excavator). There is a wonderful shovel in the world - On wheels, crooked and hunchbacked. But she begins to dig - She replaces a hundred shovels. (Excavator). Round, ruddy, I grow on a branch, Adults and little children love me. (Apple). What a miracle - a blue house, There are a lot of children in it, They wear rubber shoes, And they eat gasoline. (Bus). 32 Without accelerating, it takes off skyward, reminding one of a dragonfly. Our Russian... (Helicopter) is taking off. In a snowy field along the road, my lonely horse rushes and leaves a trace for many, many years. (Pencil). It flies like an arrow, buzzes like a bee. (Airplane). A house is walking down the street, taking everyone to work, not on chicken legs, but in rubber boots. (Bus).

The houses are located by the river"

LESSON MATERIAL: “NEW YEAR’S TOYS”

PROVERBS AND SAYINGS ABOUT WORK:

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

Order is the soul of every business. They praise not only the work, but also the finishing. Such labors are the fruits. Know the value of minutes, the count of seconds. Those who have dexterity work smartly. Being together is not burdensome, but being apart is fine. Labor feeds a person, but laziness spoils him. A small deed is better than a big idleness. Every bird has its nose full. Without an ax you are not a carpenter, without a needle you are not a tailor. What goes around comes around. Darn the hole while it's small. It is not the gods who burn the pots. The master is afraid of every work. It's a bummer - the ship won't leave. As is the spinner, so is the shirt she wears. It's always a holiday for the lazy. Do it quickly - redo it. A big talker is a bad worker. Finished the job - go for a walk safely. Don't be in a hurry with your tongue - be in a hurry with your deeds. One with a bipod, and seven with a spoon. White hands love other people's works. Business time is fun time. Take a walk, but don't go on a walk. Seven times measure cut once.

Crossword for a lesson “Gifts of the Forest” - “Donkey”

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

2. The gentleman flew, fell on the water,

Doesn't float, doesn't sink.

3. Oak does not spoil children,

Dresses without any fuss.

All his families

They wear skullcaps.

4. Short and stocky, he decided to take a look at us, picking up a leaf with stuck needles in the morning under the fir trees. (Mushroom). 5. Every spring Paws of spruce old lamps are replaced with new ones. (Bumps). Let's get the word "donkey".

PUZZLES

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

Modeling a house - “Izba”

"Transport"

1. Doesn't fly, doesn't buzz,

A beetle is running down the street

And they burn in the beetle's eyes

Two shiny lights.

(Car).

2. They don’t feed them oats.

They don't drive with a whip,

And how it plows -

Dragging seven plows...

(Tractor).

3. What a miracle - the blue house,

There are a lot of kids in it,

Wears rubber shoes

And it runs on gasoline.

(Bus).

4. It takes off high without acceleration,

Technology lesson in elementary school
(making an applique for Defender of the Fatherland Day).
Goal: formation of aesthetic and moral orientation among juniors
schoolchildren, development of regulatory universal educational activities.
Tasks:
 to develop children’s knowledge about the holiday “Defender of the Fatherland Day”.

consolidate knowledge of military professions: tank driver, sailor, pilot,
border guard, submariner;
 expand practical skills in making appliqués;
 develop attention, imagination, creativity;
 develop the ability to plan your activities;
 cultivate neatness and interest in making gifts with your own
hands.
Equipment:
Multimedia projector for demonstrating presentations; applique
sample;
for each child: printed poem, inscription
“Congratulations!”, emblem with anchor, triangle - vest, set
templates, cardboard, colored paper, album sheet, scissors, pencil, glue,
black felt-tip pen.
During the classes
I. Organizational moment:
II. Preparatory part of the lesson.
He is brown and clubfooted,
Catches fish with a powerful paw.
And he also loves honey!
Who will call the sweet tooth?
(Bear)
Bear - sailor Nikolai Dick
Clubfoot often bear
The kids call it.
This is not true at all
The bear walks like a sailor.
Sailors on the high seas
We learned against our will,
So as not to go overboard,

Waddle.
So the bear walks important
Like a brave sea sailor,
Looks carefully into the distance
And he doesn’t growl to no avail.
So in vain his guys
They call him clubfoot,
This is not true at all
The bear walks like a sailor.

III. Practical part.
1. Research:
Show application. Do you like the application? Why do you think
Was this work made? (So that it could be given as a gift). Who can have it?
give? On which holiday?
The men's holiday is approaching - Defender of the Fatherland Day.
Who are called defenders? Defenders of the Fatherland?
What branches of the military do you know?
What troops did your dads serve in? (if they don’t know, advise at home
ask)
It's nice to receive a gift on a holiday. We need to have time to prepare gifts
dads and grandfathers. Of course, the most desirable and original will be
a handmade gift.
Carefully examine the finished application. What materials and
Are the tools needed to make it?
(To make a postcard you will need a sheet of colored cardboard, which
will be the basis of the application, colored paper, a white sheet, a simple pencil,
glue and scissors.)
Is it nice to receive a job that was done carelessly as a gift? Yours
diligence is the key to accurate application.
2. Preparation for the practical part. Safety precautions:
For work to bring joy to you and your loved ones, it must be...
above all, safe. Let's remember the rules for working safely with scissors
and glue. (Children's answers)
Rules for safe work with scissors
1. Keep your work area tidy.
2. Before work, check the serviceability of the tools.
3. Do not use loose scissors.
4. Work only with working tools: well adjusted and
sharpened scissors.
5. Use scissors only in your own workplace.
6. Watch the movement of the blades while working.
7. Place the scissors with the rings facing you.

8. Feed the scissors rings forward.
9. Don't leave scissors open.
10. Store scissors in a case with the blades facing down.
11. Don't play with scissors, don't bring scissors to your face.
12. Use scissors as intended.
Rules for safe work with glue
1. When working with glue, use a brush if necessary.
2. Take the amount of glue that is required to complete the work on
at this stage.
3. Remove excess glue with a soft cloth or napkin, carefully
holding her close.
4. Wash your brush and hands well with soap after work.
3. Practical work
– And now we can begin practical work.
The presentation accompanies the stages of work
What color of cardboard is preferable to use for the background? Why not
Preferably blue? Brown?
Preparing the base onto a sheet of colored cardboard, gluing white stripes
frame.slide 3
On the reverse side we glue a congratulation in verse slide 4

Thank you, dear daddy,
Why did you get me!
I love a clear smile
She's like light in a window!
I want you to be happy,
Successful and healthy!
You are the most wonderful
And the best of fathers!
Trace, cut out and glue the bear.Slide 5
Cut out a shirt from blue paper and put it on the bear.Slide 6
Glue the corner of the vest. -Slide 7

Glue on the ears, nose, and paws from light pink paper. -Slide 8
Add eyes and a black nose. - Slide 9
Wear a white hat - Slide 10

Add a puddle and a boat. It is important that the boat does not merge with
background. We glue the sail only at the corners, giving it volume.
11
We decorate the hat with an anchor and glue the inscription “Congratulations!” Slide 12