Methods for fixing Theory and methods of teaching bzhd. All-Russian Olympiad for schoolchildren

Report

"Forms and methods of teaching the OBZh course"

In the life and work of a person, situations very often arise that can cause him physical, moral or material damage. It is with these phenomena and processes, methods of protection from their damaging factors that the OBZH course is intended to familiarize students. Based on the tasks set, we can define this subject as a complex symbiosis of related sciences - geography, biology, chemistry, medicine, military affairs.

It should be borne in mind that the specificity of this subject provides for the consideration not so much of the processes and phenomena themselves, including the mechanisms of their occurrence and the depth of distribution, as the possibility of a phenomenon or process to harm an individual, the population and the economy of the region. The main objective of the course is the formation of knowledge about the methods of protection and self-rescue under the influence of harmful factors and readiness for service in the ranks of the RF Armed Forces.

In connection with the above, one can find significant differences in the content of the OBZH course from the courses of other school disciplines, and, therefore, the need for certain differences in the structure of the course, the forms of organization of the material being studied.

Planning and selection of course content

Thematic planning.

Having received a new program, having studied it properly, you come to a little comforting conclusion: it is no better than a regional program, and it cannot be “squeezed” into my 68 hours in the 5th-8th grade and 34 hours in the 9th grade.

I find it useful to draw up a lesson schedule before the start of the school year in order to distribute the actual hours by topic and time frame. I believe that this approach is also useful because it becomes possible to correlate the topics studied in the OBZH course with similar or similar sections of related disciplines: chemistry, biology, physics and geography. Of course, I try to correlate the number of hours of the studied section with the number of hours in the academic quarter, so that the lessons learned and remembered better.

After drawing up the annual work plan, I also do thematic planning. Teaching is much more effective if one lesson is not similar to another in its form and methods used, if the topics and sections of the course are interconnected, that is, if the teacher develops lesson systems. The system of lessons makes it possible to more logically, rationally organize the educational process, more actively use the independent activities of schoolchildren, gradually form the skills and abilities provided for by the state educational standard, more accurately determine the material that requires more complete consolidation and generalization.

Lesson planning.

The lesson plan is an integral part of the lesson system. However, its structure should reflect the features of a particular class. In addition, the logical core of the topic being studied is developed in detail, the most suitable forms and methods of the educational process are selected. The teacher's actions and the expected reaction to these actions on the part of students are determined. The number of sources of knowledge and their use is also planned.

It is also advisable to reflect in the plan the teaching aids and handouts necessary for the lesson.

An anonymous student survey may be recommended to select the most effective methods for each class. To do this, in one of the reserve lessons or after school hours, you can ask them to fill out a questionnaire . Students should answer what methods of learning new material in the lesson they best remember and understand the learning material. In this case, it is necessary to put a "+" sign if they remember and understand well, and a "-" sign if the educational material is difficult to assimilate.

3. Classification of teaching methods.

It is easy to distinguish three groups of teaching methods - verbal, visual and practical.

By applying verbal methods, the teacher transfers knowledge to students in the form of a monologue or dialogue, illustrates his speech with visual aids, but the main source of knowledge, nevertheless, remains the word.

Using visual methods student observation plays a leading role in the transfer of knowledge. It is from observation and awareness of what is observed that in this case the activity of schoolchildren is formed. The teacher mainly directs the attention of students, clarifies the correctness of their perception.

Practical methods provide a source of knowledge for the results obtained by students in the process of research, practical work. The word of the teacher is also necessary when organizing this type of lesson: briefing, checking the results of work, assistance in summing up the results, general management of the course of work.

The division of the methods of the educational process into active and passive is in no way illegal. Depending on the age of the students and the content of the course, all of them must develop knowledge and scientific outlook, and therefore be active.

The following are recommended by many methodologists selection criteria for teaching methods according to different forms of lesson content.

When studying objects the possibilities of sensory perception are used - drawings, slides, photographs, models, cartographic material.

When studying processes it is necessary to set up experiments, films demonstrating the dynamics of the development of the process, a series of drawings that also reflect the phased change in the situation.

When studying units of measure the main methods should be tasks for assessing the effect of the measured factor, or tasks and tasks for calculation using these units of measurement.

The methods chosen for conducting a specific lesson must correspond to the degree of preparedness and independence of the students, that is, it is necessary to correspond to their level of cognitive activity.

The level of cognitive activity is laid down by the teacher at the stage of lesson preparation and is implemented by setting tasks and questions during the lesson.

Highlighted:

Receptive level, characterized by a teacher's monologue and students listening to the text being presented.

Reproductive level, characterized by the presence of feedback from the student, that is, the organization of a question-and-answer form of presentation of the material.

Heuristic level characterized by a decrease in the active role of the teacher in the lesson. When using this method, carefully thought out questions of the teacher lead the students to an understanding of a particular factor or process studied in the lesson.

The research level is determined by the following conditions.

1. The teacher in the lesson is busy only with the control of assignments, control of the process of mastering the material, current instruction.

2. Students independently complete tasks that lead them to a new acquaintance with the lesson material. On the other hand, an excessive variety of methods used scatters the perception of students and they lose the ability to perceive the logic of the material being studied.

4. Characteristics of some of the features of the lesson organization.

It is recommended to start the lesson with an attitude that activates students, prepares them for cognitive activity. At this stage, the student must internally prepare for the perception of the material, the performance of any tasks.

I begin the lesson by announcing its topic, meaning and place in the OBZh course, the form of its conduct. Then I check the preparedness of the workplace of the students, depending on the form of the lesson and the methods used, I give instructions on the conditions of work in this lesson.

I always remember that learning new material is effective only when the teacher manages to build the necessary logical cause-and-effect relationships that determine the internal structure of the topic presented in the lesson. At the same time, new information should be based on the knowledge and skills already available to students.

I would like to emphasize that the perception of the material, the attitude towards it, is influenced not only by its "interestingness" for the student. This characteristic is generally extremely subjective. First of all, students are stimulated by the teacher's personality, the manner of his speech, behavior, and often - the mood and appearance.

5. Methodical characteristics of the lessons:

1. Introductory lesson

Characteristic. A lesson of this type is fully devoted to building the logical structure of the course of the year or a voluminous and complex section of the program. The lesson aims to create a proper psychological attitude among students for the upcoming educational work, disclose the role of information received in the future for survival in the modern world, the vital value of the course (section).

Composition

1. Introducing the teacher, meeting new students. This component of the lesson is used either at the beginning of a new school year, or when accepting a class throughout the year.

2. Composition, structure and meaning of the course material (section).

3. Briefing, during which the attention of students is focused on the requirements of the teacher to students, the rules of work in the classroom when studying this subject (section), necessary for the productive work of the student's equipment (pens, notebooks, textbooks and other accessories).

2. Explanatory lesson

Characteristic. This lesson is entirely devoted to learning new material.

Composition

1. Preparatory stage. It includes setting the tasks of the lesson, checking the readiness of students for educational activities.

2. Organization of cognitive activity of students in the course of learning new material.

3. Study of new material, determination of its place in the system of students' knowledge, its comprehension and generalization. Generalization of information occurs in parts corresponding to the logical sections of the topic.

4. Setting tasks for the practical application of the knowledge gained.

5. Assignment at home and instructions on how to complete it. A lesson of this type is applicable with a significant amount and complexity of new information. It can be widely used when attracting various sources of knowledge (verbal, literary, film and video production). Indispensable when using slides, filmstrips, movies and videos.

3. Accounting and repetitive lesson

Characteristic. It is carried out at the end of each major section to control the degree of its assimilation by students. It can take a different form: from test work to credit.

Composition

1. Statement of the tasks of the lesson.

2. Explanation of its purpose and form of holding. Provides information on the requirements for answers, criteria for giving marks, rules for working with sources of knowledge

3. Setting and performing tasks.

4. If possible - summing up in order to characterize the completeness and consistency of students' answers. When monitoring complex or voluminous topics and sections in the form of a written test, this stage can be transferred to one of the subsequent lessons.

Repetition occupies an important place in the methodology of any subject in the school course. It is most rational to distribute lessons of this type on a grid throughout the year. In addition, if there is a reserve of time, it is advisable to allocate several hours at the end of the year in order to be able, on the one hand, to control the degree to which students have mastered the entire course material, and on the other hand, to focus the attention of schoolchildren on general patterns and relationships between various topics of the course.

Students' knowledge is taken into account by using various forms and methods, but, nevertheless, the main questions of the teacher are. Depending on the formulation, they force the student to compare, compare phenomena, look for cause-and-effect relationships, draw conclusions and generalize the material.

When giving the final grade, it is necessary to take into account the degree of student activity in the process of performing group work, the quality of his reports, speeches during discussions and practical work.

4. Combined lesson

It is the most common in practice.

Characteristic. It has several didactic goals and includes all the tasks of the educational process: repetition of the passed material, study of new material, its comprehension, analysis, as well as its consolidation, memorization and application.

Composition

1. Preparatory stage: clarification of the tasks of the lesson, checking the readiness of students for educational activities.

2. Establishing relationships between previous topics and sections and new material.

3. Checking homework.

4. Study of new material, determination of its place in the system of students' knowledge, its comprehension and generalization.

5. Consolidation and verification of the results of work in the lesson. This stage has the following functional load: to highlight the main thing from the lesson material and to make sure that these pieces of information are assimilated by the students.

6. Assignment at home and instructions on how to complete it. It is not always advisable to postpone this stage to the end of the lesson, when students' attention is retarded. Homework can be announced before studying new material, or before consolidating the studied topic. In any case, it must be accompanied by detailed instructions and instructions for its implementation. It is necessary to clearly define and bring to the students how to correctly complete their homework, what knowledge and skills must be acquired and mastered well.

The frequent use of a combined lesson, unfortunately, leads to a decrease in the cognitive interest of students. Some positive effect is given by changing the structure of the lesson, the order of using its parts, but even in this case, the possibilities of enhancing the attention of students after a while are exhausted. The combined lesson is most applicable in the study of voluminous topics, primarily in those cases when the newly studied material is a logical continuation and development of the information previously received by students.

6. Basic forms of lessons.

Methodical characteristics

I. Front

With the frontal form of the lesson, the lesson is conducted with the entire class in its entirety. Assignments and material do not vary. In frontal control and practical work, tasks of equal complexity are used. Different work options are used only to prevent cheating.

The main and only advantage of the frontal form of the educational process is that with this form of lesson, the teacher's work is greatly facilitated.

The main disadvantage of the frontal form of the educational process is that students united in a given class, even with relatively similar abilities (which in itself is a great rarity), may significantly differ in the speed of material perception, temperament and other psychological characteristics. As a result, some of the schoolchildren will not meet the time allotted for work, and the other part, having completed the task much earlier than the deadline, will begin to look for unplanned entertainment for themselves, or to carry out "work to order" for those who are lagging behind.

The frontal form of organizing the lesson is applicable when studying new material, conducted by the method of story, lecture or conversation. But in this case, it is desirable to take into account the different speed of students' perception.

In the practice of the Soviet school, the frontal form was used most often, while the orientation was towards the most typical "average" level of students.

The consequences of this approach, which has survived to this day, are:

1. An increase in the number of underperformers - students who, to the extent of their educational defects or lack of abilities, cannot cope with individual, most complex basic issues of the course and, as a result, cannot perceive and understand the sections based on this base. It is almost impossible to help this group of students with the frontal form of the lesson. As a result, the teacher is forced to either conduct additional classes with unsuccessful students, where they can duplicate previously studied material in an accessible form and at a lower rate, or consider this entire group of students a "marriage" and candidates for the second year of study, which is unacceptable for social reasons. Another method of concealing the shortcomings of the frontal form of education for this group of students fits into the classic formula of the unwritten school law "We write three, read two."

2. A sharp decline in interest in the subject among students with abilities above the average level. They are not interested in studying "on average", since their capabilities require more complex and varied material. True, this group of schoolchildren always has the opportunity to educate themselves if the teacher is unable to organize any circles and electives for them.

2. Group

The group form of the educational process implies two different options for organizing the lesson.

In the first option, the class is conditionally divided into groups according to the level of opportunities and abilities of schoolchildren, and tasks and material are provided for each of the resulting groups separately. In this case, each student works with information that is relatively feasible in terms of the level of complexity.

The second option is the most acceptable when carrying out practical work. It provides for the division of the class into groups that include students of various levels of preparedness. Groups receive tasks of the same difficulty. The task is the same for the whole group and its fulfillment or non-fulfillment is read out equally for all members of the group. With such work, the fulfillment of the creative part of the assignment falls, naturally, on the most capable students, and the lagging ones, as a rule, are entrusted with technical and design work. However, even with mechanical processing of the material, they are able, firstly, to at least partially understand the information prepared for them by the "leaders", and, secondly, they acquire the necessary skills in the design of work. Moreover, the distribution of roles in the group takes place without the participation of the teacher, which also carries a certain educational element: the "leader" is not the strongest and most arrogant, but the most talented student. Naturally, the teacher still has the opportunity (often this is simply necessary) to differentiate the assessment for different group members.

3. Individual form of educational work

The individual form of organization of the educational process presupposes precise dosage of the volume and complexity of information based on the abilities, capabilities and preparedness of each specific student. As a result, this form of work is the most laborious for a teacher and, therefore, practically does not find its application in the practice of a general education school. Indeed, with a class of more than 15 people, it is not possible to organize an individual approach to each student in full.

However, this form of educational work finds its partial expression in some accounting and control lessons, conducted in the form of a test, when an individual survey of each student is carried out, as well as in additional classes with lagging behind.

Basic methods of working with the course material

For ease of presentation and perception, methods of working with educational material are divided into five large groups:

Speech;

Visual;

Practical;

Control;

Mnemonic.

A brief general description of each of them is placed immediately before the description of the methods of this group.

Speech methods can mainly be used in such lessons of studying new material, where the main task is the development of theoretical knowledge by students.

1. Story

Frontal method. It is used to disclose questions unfamiliar to students, when they do not yet have sufficient knowledge to organize a fruitful conversation. Applicable in cases where students are required not so much to understand certain processes as to describe them in a figurative and consistent manner. The form of the story is applicable mainly in elementary school.

2. Lecture

Frontal method. It is characterized by a teacher's monologue, built on the principles of scientific character, the systematic presentation of the material of a topic or a voluminous question of the program. The content of a lecture focused on the 7th grade level should be distinguished by an internal, easily traced logic of presentation, a significant number of vivid details illustrating individual provisions of the text and scientific terms used in it. At this age, the lecture should have significant features of the story and, preferably, elements of the conversation. The lecture is mainly applicable in high school.

3. Conversation

Frontal or individual method. In a conversation, the teacher's presentation of the lesson content is adjacent to the questions asked by him students. Questions should be based either on data known to students from the media, or on knowledge learned in previous lessons of the course being studied or other school subjects. In the course of answering these questions, the degree of assimilation of the material presented is monitored.

This form of conversation is also quite acceptable when the material presented by the teacher provokes students to pose questions to the teacher on the studied or related topic. Such a conversation significantly activates the students' interest in the material presented in response to the question asked, and ensures a higher degree of its assimilation.

Heuristic conversation differs in a special form of questions, the so-called "leading". With the correct answers to questions of this kind, students must independently come to the conclusion or disclosure of the properties of an object, phenomenon, process planned by the teacher.

4. Report

Individual method. This method is effective when it is required to study new material in an unconventional form. The report (series of reports) is proposed to be prepared by the most successful student (group of students) for the purpose of their subsequent hearing in the lesson. The topics of the reports are set in such a way that they mutually continue or complement each other, and, thus, cover the entire topic of the lesson. When instructing a student, it is required to clearly formulate the topic of the report, determine the sources of information necessary for writing it, the maximum and minimum volume, as well as, if necessary, its plan.

Typically, reports are distributed 1-2 weeks before a scheduled lesson on this topic. The day before the lesson, it is highly advisable to review the finished report for random errors or misunderstood terms.

The report is carried out in the form of a verbal presentation. It should be borne in mind that memorizing the text of the lecture by heart leads to overloading the speaker, and reading the lecture "from sight" - to slurred speech and a sharp decrease in the effectiveness of perception in the class. In order to stimulate the attention of students to the report, they must be given a certain task or given an assignment that can be solved using the information available in the text of the report. In addition, it is advisable to encourage various questions from the class to the speaker.

Visual methods They are also used in the lessons of studying new material, where the main task is the development of theoretical knowledge by students and are intended for the visual perception of information by students. The use of these methods improves understanding of the material, allows it op Systematize and structure in a certain way.

5. Pedagogical drawing

Frontal method. The goals a teacher can accomplish with a drawing on the chalkboard can be very diverse. For example, a pedagogical drawing can illustrate the mechanism of the emergence of the phenomenon or process being studied at a given moment, a series of drawings can reflect the dynamics of the development of a phenomenon or process. The drawing can be used to set the structure of the lesson or mnemonic (serving to improve memorization) symbols.

If it is important to emphasize the logic of the material, then the drawing is recommended to be performed in parallel with the presentation of the topic. If the meaning of the picture is illustrative and mnemonic in nature, or it is supposed to be used as a basis for students' questions, it makes sense to prepare it in advance, but open it for review only at the appropriate moment of the lesson.

Combined use of the pattern is also possible. For example, a contour map prepared in advance will allow you to show the area of distribution of an emergency (emergency) directly during the explanation, or it can be filled in by a student called to control knowledge.

6. Experiment

Frontal method. An experiment that directly demonstrates phenomena or processes is possible in physics and chemistry courses, sometimes biology. In the course of the Fundamentals of Life Safety, the experiment carries, basically, the function of modeling the process of an emergency.

The experiment, therefore, is initially developed and conducted by the teacher as an integral illustrative element of the lesson for the study of new material. It seems necessary to accompany the demonstration of the experiment with appropriate comments that allow students to mentally change the scale of what is visible to the scale of the disaster under study. In addition, in subsequent lessons, it is necessary to return students to what they saw during the experiment.

7. Application of technical training aids (TCO)

Frontal methods. On-screen teaching aids(movies, videos, slides, filmstrips, educational TV programs) have one important feature. The teacher does not have the ability to directly develop the teaching material. He is forced or completely to agree with the editor of the said manual and to be guided by his (the editor's) perception of the material, his assessment of students' abilities, or to demonstrate the manual not in full, but in selected fragments. It happens that the fragments, selected from the context of the tape, change their meaning or greatly lose in the depth of perception.

The effectiveness of film (video) and television lessons directly depends on the preparation of students for the perception of the content of the educational tape, from the nature of the questions posed to them before watching the questions and assignments. At the end of viewing the on-screen manual, it is recommended to conduct a short conversation in order to find out the degree of assimilation of the stated in it material.

Another group of screen TCO is devoid of the above disadvantages. It includes an epiprojector and a overhead projector.

An epiprojector allows you to include an illustration from any printing source in the text of a lecture or story, projecting it onto a screen for general viewing. This is much more convenient than showing the specified illustration, walking through the rows or passing the book to the desks. When using the epiprojector, no time is wasted on the gradual viewing of the manual by all students in the class. The teacher can continue to explain the material, students get access to the illustration exactly at the moment when they are most ready to perceive it, and not with a delay.

The overhead projector, or graphic projector, is to some extent a substitute for the blackboard. It allows you to draw on a wide transparent film directly in the process of explaining the material, and everything drawn is immediately displayed on the screen. It is also possible to use pre-prepared images.

All screen tools have one common and very significant disadvantage. They do not allow any recording or copying of drawings at the time of demonstration. It is theoretically possible to equip all classrooms with hidden light sources, but in practice this is unlikely for a school.

To sound technical meanstraining include turntable and tape recorder. You can use them in the lesson in two ways.

It is traditional to use sound TSS to accompany the teacher's speech with appropriate noise effects, examples of sounds. TCO is also used to replace the "live" speech of the teacher. However, the means of this group allow, having selected calm melodies, sounds of the "green noise" type, to use them at a minimum sound volume, as a background for a lesson. In this case, two goals can be achieved: on the one hand, part of the nervous load is removed from the students, on the other hand, the students, listening to the background, are forced to listen to the much louder speech of the teacher.

New technical teaching aids include computers with appropriate software and hardware.

Group practical methods aims to ensure the development of students' skills and abilities based on the application of theoretical knowledge. In addition, the methods of this group, focused on the study of new material, develop independence in schoolchildren.

8. Practical work

Practical work aims to ensure the development of skills and abilities by students based on the application of theoretical knowledge.

Since in the 7th grade life safety course, students mainly get acquainted with natural phenomena that are geographically determined, when developing practical work, it is necessary to use the skills and abilities already formed in them to work with a geographical map, atlas, and contour maps.

Depending on the level of cognitive activity of students, practical work can be organized in three different ways.

a) By sample. With this method of organizing practical work, students perform an assignment on a new material, already having a completed assignment of the same type in their notebook or on the blackboard. By checking with him, students get the opportunity to apply his methods and approaches to solving problems posed in practical work.

b) According to the algorithm. In this case, students need to be given a detailed description of how to perform practical work. Desirable step-by-step description. This can be organized in the form of a frontal briefing or an instruction card can be issued individually to each student (group of students).

c) Independent (problematic). In this type of practical work, the order of execution of operations, the choice of methods for solving emerging problems, methods and approaches to completing assignments - everything is determined independently by students (a group of students). In this case, the teacher has only two tasks - to formulate the problem (task) competently and in an accessible way and to carry out ongoing consultation and control in the process of performing the work. Such an approach to practical work is possible only with a group form of the educational process, or with a high level of preparedness and independence of students.

Basically, the method is focused on high school.

9. Independent work

Individual method. The purpose of independent work in the OBZH course is precisely independent obtaining theoretical knowledge using various sources of information. Based on the capabilities of the class, the material available to the teacher and other criteria, one of the methods described above when characterizing practical work is chosen:

When organizing independent work, in which the main (only) source of information is a textbook on life safety, it is necessary to formulate the task proposed to students in such a way that they also analyze the text, highlight its main provisions, and determine the structure of the material. It is unacceptable to organize independent work in the form of mechanical rewriting of text fragments.

When using several sources of information, it is advisable to give tasks for comparing material from different sources, comparing and supplementing the information of the main source with extracts from additional ones.

Control methods they are used both as independent complexes for organizing accounting and control lessons, and as components of combined lessons. The purpose of this group of methods, as is clear from their name, is to find out the level of assimilation of educational information by students.

10. Terminological dictation

Frontal method. The method allows you to check the knowledge of students of special terms used in the passed course material. In this case, the following instructing the students by the teacher is possible:

Take a separate sheet of paper. In the upper right corner, sign your name and class. Number the lines of the sheet from the first number to ... (tenth, fifteenth). You do not need to write down the question that I am reading to you. It is only necessary to write a monosyllabic answer opposite the question number. For example, question number ten:

"The grade given to the student in the absence of an answer." Under number ten, the answer is written - "One" or the number "I". Keep in mind that I will read quickly and you will not have time to think or cheat. If you do not know the answer, put a dash next to its number. "The instruction is duplicated by the necessary notes on the blackboard. After the instruction, making sure the students are ready, the teacher reads out the texts of the formulations from the sheet. There should be 10-15 of them. It is necessary to pronounce the number clearly, clearly and loudly. The reading speed should be sufficient for an answer, but not sufficient for any consultation.

The score is given according to the following criteria given in the table.

Table 1. Criteria for scoring for terminological dictation

Number of correct answers

Grade

With 10 questions

With 15 questions

14 15

10 13

Less

11. Programmed learning. Tests

Individual method. Solves problems of control of knowledge of terminology or simple theoretical questions.

When organizing control by the method of the classical test, students are given a list of questions, each of which has several answers. The student rewrites the question on his piece of paper and, opposite to it, writes out the answer (those answers) that he considers correct.

It is possible, if the school has copiers, to give students assignment sheets with a prepared field for recording the surname and class in which the student crosses out the wrong answers. If such a technique is not available, the prepared task sheets can be sealed in polyethylene, from which notes written in a ballpoint pen can be easily removed.

At programmed the approach to testing is organized in a slightly different way.

Option 1. Digital method

When using programmed control in this case, the teacher is only interested in the number - the response code.

The task card given to the student contains numbered questions and also numbered theses-answers. Students are invited to sign a piece of paper and draw the following table on it.

No. hair dew

Answer No.

Rice. 1. Workspace of the programmed test

The student should fill in the answer line with the numbers of those theses that they consider to be the correct answers to the question asked.

It is also legitimate to give students a drawing, the elements of which are numbered, and in the form of questions to offer text descriptions of these elements, or a list of their properties. Moreover, in this case, for different options, the numbers in the same figure can be marked with numbers of different colors.

The method is applicable for the current control of the topic, the final control of large topics.

Option 2. Graphical method.

As in the previous version, the student is offered a task card containing questions and theses-answers. On his signed piece of paper, the student draws a line and graduates it on a scale of 1 division - 2 cells. It is important that the whole class has a uniform scale.

1111111

Rice. 2 ... Graphic control test workspace

With this method of control, questions are not numbered. If a student thinks that thesis-answer number 3 corresponds to one of the questions, he marks its number with a semicircle.

If, in his opinion, no question of the card corresponds to thesis No. 5, the number is crossed out

Verification of work is carried out with a decoder card, which is a mirror image of a correctly completed schedule.

The method is applicable for the final control of large topics.

12. Test work

Frontal or individual method. Usually the test is planned for an entire academic hour.

When organizing control work, it is possible to use two different approaches:

1. Frontal control work consists of 2-6 options, which should prevent the possibility of cheating. There are at least 5 questions in each option and they differ in the level of difficulty (but not in the required volume of the answer).

Students are graded according to the number of correct answers. Since the level of questions is different, the number of answers will correlate with the level of preparedness of the student.

2. Individual method. There are many options for assignments. It is recommended to bring the number of variants as close as possible to the list size of the class.

Each option consists of 3 questions corresponding to different components of the controlled topic. The questions in all variants are the same in terms of difficulty level. The student receives an option that matches his ability and level of training. The works are evaluated depending on the number of correct answers, their details and coherence of presentation, the level of complexity of the option.

13. Express survey

Individual method. Typically, a quick survey is used as part of a combined lesson to spot check homework preparation. During it, the called-out students are placed on the front desks of each row, which ensures reliable observation of their actions by the teacher, and receive cards with a question or task, involving the use of the material assigned to the paragraph at home. It is also possible to use tests. While the desks are preparing their answers, the teacher has the opportunity to interview the rest of the class.

14. Poll

Frontal and individual method. It sets as its task to control the assimilation of the educational material by the maximum possible number of students with the minimum consumption of lesson time.

When interviewing, it is advisable to have prepared tasks on the board, which require some time to prepare them. Students are called to the blackboard and prepare answers to the indicated tasks in written or graphic form on it. At this time, the teacher listens to the answer of one (of those called to the board) student, or monitors homework in the form of a conversation. After the end of the oral answers (conversation), the tasks performed on the board are checked. The responding students are required to comment on their answers (pictures). The rest of the class is asked to analyze the mistakes made by the respondents.

Below are a few mnemonic methods, facilitating the perception and memorization of the material for students.

15. Reproductive homework

Frontal, group or individual method. A common type of homework, involving extracurricular repetition and reinforcement of the material learned in the lesson. Homework of this type can be checked both in the next lesson and postponed - in the lessons of the accounting and control type.

16. Proactive (anticipatory) homework

Frontal, group or individual method. Preventive homework is effective when the next lesson is structured by conversation and the material is extensive and varied. In addition, this form of homework is beneficial in cases where it is desirable for the teacher to distract from the main topic of the lesson to discuss various related issues.

Preventive homework does not require special verification. The degree of familiarity of students with the material is controlled when discussing the current topic of the lesson according to the level and content of the questions they ask.

17. Abstract

Individual method. The method of educational activity, applicable in cases where information is difficult to access, or its source is periodicals. It is used to ensure that this information is at any time at the hands of the student, as well as for a deeper memorization of the educational material.

Abstracting involves the ability of the student to highlight the main components, main thoughts from the text, leaving explanations and illustrative material outside the recorded text. It is advisable to accompany the assignment to write a synopsis with instructions that sharpen the attention of students to the above features of the work.

18. Abstract

Individual method. An abstract is an educational scientific work, which sets as its main goal to teach schoolchildren to use additional literature. Another goal is a deeper acquaintance with the material of any educational topic. With a significant individuality of the approach (it is possible to formulate topics for essays of various complexity and depth), the method is used mainly on the scale of the entire class, or the task to prepare an essay is given to students who have missed a topic (on a missed topic).

The main conditions applied to the abstract: use of at least three sources of information; strict compliance with a given volume; obligatory presence of a list of used literature in the proposed form:

Abstracts must be checked and reviewed by the teacher.

Based on the materials of the abstracts, it is recommended to conduct a special lesson in the form of a conference or the defense of an abstract, on which a resume (main thoughts and provisions); prepared by the author in advance, reported to him in front of the class and discussed by classmates.

It is highly advisable to provide students with essay topics as early as possible. It is important that at the time of the distribution of topics, the deadlines for the delivery of works for verification and review by the teacher and the date of the defense of the abstract are known.

Multipurpose methods can be used in different types of lessons with almost the same effect.

1. List the main planning documents for the course "OBZH". Make a list of regulatory documents on life safety, regulating the activities of the teacher-organizer in the field of life safety.

Achieving high results in training students in the Basics of Life Safety largely depends on the quality of planning the educational process, which should provide a logical consistency and reasonable connection in the study of topics, as well as building up knowledge, skills and abilities of trainees for all years of study.

Correct planning provides: the necessary direction, structure and quality of training, rational distribution of time on the topics of educational material, logical organization of the formation of skills and abilities, thoughtful use of educational and educational literature, technical teaching aids and equipment.

When planning the educational process, the current regulatory legal acts are studied: the Constitution of the Russian Federation, federal laws "On Education", "On Safety", "On the Protection of Population and Territories from Natural and Technogenic Emergencies", "On Fire Safety", "On road safety "," On environmental safety "," On the fight against terrorism "," On radiation safety of the population "," On the sanitary and epidemiological well-being of the population "," On civil defense "," On military duty and military service "," On the status of a serviceman ”,“ On alternative civilian service ”, the basics of the legislation of the Russian Federation on the protection of the health of citizens, the National Security Concept of the Russian Federation and other regulatory legal acts in the field of security; the current educational programs and educational publications are analyzed; methodological literature, visual and teaching aids, various reference and statistical data, as well as departmental recommendations on the subject of life safety are studied. Along with traditional sources of information, one should actively use the global information network Internet.

There are the following documents for planning the educational process in the course of life safety:

¾ action plan of the school on the course of life safety for the academic year;

¾ plan-schedule of distribution of educational material on the course of life safety for the academic year;

¾ thematic lesson plan for a quarter;

¾ OBZH lesson plan.

When organizing the study of the subject of life safety, choosing textbooks and teaching and methodological kits, as well as drawing up lesson planning, it is recommended to be guided by the following documents:

¾ State standard of general education - norms and requirements that determine the mandatory minimum content of basic educational programs of general education, the maximum amount of study load of students, the level of training of graduates of educational institutions, as well as the basic requirements for ensuring the educational process;

¾ Time requirements for the mandatory minimum content of basic general education on life safety;

¾ Mandatory minimum content of secondary (complete) general education in life safety;

¾ standard of basic general education on life safety;

¾ standard of secondary (complete) general education in life safety at the basic level;

¾ standard of secondary (complete) general education on life safety at the profile level;

¾ sample programs on life safety for basic general education.

2. Expand the connection of the school subject "Fundamentals of Life Safety" with other disciplines.

Interdisciplinary connections in school education are a concrete expression of the integration processes taking place today in science and in the life of society. They are an important condition and result of an integrated approach in teaching and upbringing of schoolchildren, play an important role in improving the practical and scientific-theoretical training of students. With the help of multilateral interdisciplinary connections, the foundation is laid for an integrated vision, approach and solution to complex problems of reality.

In this regard, the content of all subjects of general education should be tied to the priority of life. At the same time, the presentation of issues related to human safety, only in bulk on various subjects, is not enough. The main problems of our time - global, national, personal security - should be presented to students as interconnected, in a complex.

However, the didactic and methodological structures of integration processes in teaching the basics of security have not yet been investigated. In teaching practice, there is rather a tendency towards such integration, which manifests itself in episodic, mostly spontaneous and random interdisciplinary connections.

Security concerns

General (complete) education subjects

OBZH (main sections)

Russian language

Literature

Foreign language

Maths

Computer science

History

Social Studies

Geography

Economy

Biology

Physics

Chemistry

Ecology

Culturology

Technology

Physical Education

Natural disasters

Global security challenges

The nature and safety of the biosphere

Epidemics

Limits to growth, sustainable development

Self-destruction by technologies of geological power (error, military conflict, terrorism)

Natural disasters

National security problems.

Basics of military service

Aggression of neighbors (military, economic, informational)

Social instability (economic lag, political, cultural stagnation)

Environmental disasters (pollution, destruction of the natural environment, man-made disasters)

Demographic disasters (overpopulation, degeneration)

Unfavorable natural conditions

The basics of a healthy lifestyle.

Security and protection in OS and emergency situations.

Basics of honey. knowledge.

Emergencies (natural, social, technogenic)

The dots mark the issues that should be covered in the available courses. It is shown how a generalization of all safety issues can be done in an OBZH course.

3. One of the criteria of the teacher's work is the analysis and assessment of the lessons. Offer an outline for analyzing the 10-point lesson.

A modern lesson is far from being a monotonous and unified structurally meaningful scheme. Therefore, to improve the quality of teaching, a lesson analysis is needed. In contributing to the improvement of the teaching process in general, analysis is of paramount importance for the teacher himself giving the lesson.

In the course of the analysis, the teacher gets the opportunity to look at his lesson as if from the outside, to understand it as a phenomenon as a whole, to purposefully comprehend the totality of his own theoretical knowledge, methods, methods of work in their practical interpretation in interaction with the class and specific students.

The process of analyzing the lesson is multifaceted: these are the psychological characteristics of the teacher's personality, his activities in a specific lesson, organizational, communicative, cognitive abilities, actions to assimilate the taught material, develop the necessary skills and abilities, take into account the ethnographic, educational characteristics of students, social norms and class values, the prevailing atmosphere of communication, the status of individual students, reliance on the patterns of communication in the systems "teacher-student", "student-student", "teacher-students", due to the specifics of the subject.

By itself, the analysis of the lesson as a process of awareness and self-knowledge forms the teacher's analytical abilities, develops interest and determines the need to study the problems of teaching and upbringing.

To analyze the lesson on the OBZH course, you can offer the following scheme:

1. Analysis of the objectives of the lesson. Assessment of the correctness and validity of setting the educational and educational goals of the lesson, taking into account the characteristics of the educational material, the place of this lesson in the system of lessons on the topic, the level of preparedness of the class. Setting and communicating lesson ideas to students. The degree of achievement of the objectives of the lesson.

2. Analysis of the structure and organization of the lesson. Conformity of the structure of the lesson to its goals. Reasonableness of the choice of the type of lesson, its structure, logical sequence and the relationship of the stages of the lesson. Feasibility of distributing lesson time between them. The rationality of the choice of forms of education. Having a lesson plan and organizing its implementation by the teacher. Lesson equipment. Rational organization of work of teachers and students.

3. Analysis of the content of the lesson. Compliance of the content of the lesson with the requirements of state programs. Completeness, reliability, accessibility of presentation. The scientific level of the material presented. The degree of moral influence, educational orientation of the lesson. Generalization of the main ideas of the lesson (topic, course). Implementation of the developmental possibilities of the lesson in terms of the formation of an active educational activity of independent thinking, cognitive interests. Highlighting the main idea of the new material. Formation of new concepts. Updating basic knowledge.

4. Organization of students' independent work. The nature of training exercises, types of independent work, degree of complexity, variability, taking into account the level of preparedness of class students. Instructions and teacher assistance. The degree of assimilation of new material (efficiency). The connection between the new and the previously learned. Repetition (organization, forms, techniques, volume).

5. Analysis of the lesson methodology. Determination of the validity and correctness of the selection of methods, techniques and teaching aids, their compliance with the content of the educational material, the set goals of the lesson, the educational capabilities of this class, the correspondence of the methodological apparatus of the lesson to each of its stages and tasks of activating students, a variety of techniques and methods used by the teacher. Emotional presentation of the material. The effectiveness of the use of visual aids, didactic handouts and technical teaching aids. Assessment of the methodological equipment and pedagogical technique of the teacher.

6. Analysis of the work and behavior of students in the classroom. Overall assessment of the work of the class. Attention and diligence. Interest in the subject. Class activity, students' performance at different stages of the lesson. Individual work with weak and strong students. A combination of team and individual work. Class discipline and discipline techniques.

7. The culture of communication between the teacher and the students, the teacher's observance of the norms of pedagogical ethics and tact, the assessment of the moral and psychological climate created by the teacher in this children's collective.

8. The quality of knowledge, skills and abilities. The depth, awareness and strength of knowledge. The ability to isolate the leading ideas in the lesson material, apply knowledge in various situations, acquire new knowledge with the help of existing ones. The degree of mastery of practical skills. The nature of the student's knowledge test by the teacher. Types of verification. Accumulation, objectivity of the given assessments, their motivation, educating and stimulating character.

9. Analysis of homework received by students. Purpose, scope. The ratio between the amount of work done in the lesson and the amount of work assigned to the home. The nature of homework (creative, training, reinforcing, developing his ability). Commentary and teacher briefing on homework.

10. Disadvantages of the lesson. Diagnostics of the causes and trends in their development. Suggestions for their elimination.

11. General conclusions and proposals.

4. Expand the requirements for the construction of the textbook "Fundamentals of Life Safety".

The most important and most common teaching tool in school is the textbook. Textbook - an educational book containing a systematic presentation of a subject or part of it in accordance with the program, and officially approved as a textbook.

The textbook plays a major role in teaching life safety, is connected with all other teaching and visual aids and has a great influence on the content and construction of all teaching aids. As the central link in the system of learning life safety, the textbook fully reflects the content of knowledge that students must acquire, it defines their depth and volume, as well as the content of skills and abilities.

Currently, the following requirements are imposed on the OBZH textbook:

1. The information transmitted with the help of the textbook must be scientifically reliable, correspond to the current state of the science of the Belarusian Railways.

2. The scientific material in the textbook should be developed taking into account such principles of didactics as systematicity, consistency, clarity, conscientiousness, and connection with practice.

3. The textbook should form a sufficiently detailed and at the same time conditional idea of life safety.

4. The textbook should use a problematic presentation of the material, observe the optimal ratio between scientific character and accessibility.

5. The textbook should balance the theoretical and practical material, show how the knowledge gained can be used in practice.

6. The presentation and organization of the methodological material of the textbook should have a personality-oriented character.

8. The textbook should determine the system and amount of knowledge that are subject to compulsory assimilation by students, as well as contain a system of tasks and exercises that ensure the formation of the necessary skills and abilities in students.

9. Knowledge in the textbook should be presented in a certain logical system that meets the principles of continuity and consistency.

10. To implement the principle of systematic teaching, it is necessary to present scientific facts, hypotheses, theories in a textbook in a certain logical system, to determine, with the help of a textbook, a reasonable sequence of mastering skills.

11. The textbook should correspond to the age characteristics and the level of training of students.

12. The textbook should be available for a student of a specific age, correspond to the achieved level of knowledge, abilities and skills formed by the student at the time of using the textbook.

13. The textbook should be suitable for the application of modern methods and organizational forms of education.

14. When creating and assembling various textbook material, the following approaches should be distinguished:

¾ communication, allowing to organize a dialogue between a student and a book;

¾ complementarity, that is, the possibility of additional support of the textbook by means of teaching;

¾ modeling, i.e. building a model as a means of obtaining the necessary knowledge about the object or phenomenon under study;

¾ autonomy, which allows to consider the textbook as an autonomous system.

15. The structural components of the textbook should be text (main, additional, explanatory) and extra-textual components (illustrative material, apparatus for organizing assimilation, apparatus of orientation).

16. The text of the textbook should be written in understandable language, taking into account child psychology.

17. In the textbook, in addition to the main text, an orientation apparatus should be used, which should contain: table of contents, signals-symbols, reference materials, alphabetical, nominal and thematic indexes, memos, explanations, comments, instructions, plans, captions to illustrations.

18. The textbook should use the apparatus for organizing assimilation, which should contain the titles of chapters, paragraphs, conclusions, questions and tasks after the paragraph.

19. The textbook should provide tasks, materials and instructions for independent work and practical exercises, for observations and experiments, tasks and questions for testing knowledge and providing feedback, exercises to consolidate knowledge and skills: these are

¾ Test assignments by topic;

¾ Testing tasks for reproducing the current studied material;

¾ Tasks of a creative nature for the application of new knowledge;

¾ Tasks for observation;

¾ Tasks for practical and laboratory work;

¾ Tasks of different difficulty levels;

20. When selecting illustrative material for a textbook, the following approaches should be highlighted:

¾ information and content;

¾ structural and component;

¾ continuity, providing for the selection of illustrations, their form and quality, depending on the level of training and age characteristics of students;

¾ compositional, defining the most perfect forms of information presentation.

21. If necessary, the textbook uses applications. They have requirements similar to those for the textbook itself.

5. Highlight the mandatory minimum content of textbooks for grades 1-4 for the course "Life Safety".

In elementary school, a feature is that junior schoolchildren form a conceptual base about dangerous and emergency situations and develop skills for safe behavior at home, on the street, on water bodies, fire safety, personal hygiene, as well as the necessary skills for civil defense. Systemic knowledge about healthy lifestyles and personal hygiene, about threats and dangers in the life of a schoolchild, methods and rules of self-defense and seeking timely help from adults (including by phone), about ensuring the safety of their own actions and preventing dangerous situations and conflicts at home, at school, on the street, in public places, on water bodies, in case of fire, as well as skills and abilities to provide basic medical care.

The federal component of the state standard of primary general education provides for the study at the first level of individual elements of the basics of life safety in the integrated academic subject "The World Around".

It is advisable to use the author's program for the OBZH course for grades 1-4 of educational institutions of the author A.T. Smirnova and others (publishing house "Prosveshchenie"), textbooks "Fundamentals of Life Safety" by the author V.V. Polyakov (publishing house "Bustard"), problem books "Life without danger" by L.P. Anastasova and others (publishing house "Ventana-Graf"), workbooks "Safe behavior" by the author A.V. Gostyushin (Open World Publishing House), additional manuals from the ABC series by author A. Ivanov (AST-Press Publishing House).

6. Highlight the mandatory minimum content of textbooks for grades 5-9 for the course "Life Safety".

The definition of the content and distribution of the subject of life safety by the levels and academic years of general education is determined in accordance with the Mandatory minimum content of primary general, basic general and secondary (complete) general education on life safety and must correspond to the age characteristics and opportunities of students to master the material, taking into account regional and local features, as well as features of security levels. The minimum content of general education focuses on the amount of time that needs to be allocated to the study of life safety issues in elementary, basic and secondary (complete) general education schools, is the basis for the development of exemplary and author's programs, textbooks and teaching aids, materials for the final certification of graduates, training programs , retraining and advanced training of teaching staff. It provides three levels of training:

a) the first level (grades 1-4) - the safety of the student;

b) the second level (grades 5-9) - personal safety;

c) the third level (grades 10-11) - the safety of life of the individual, society and the state.

Teaching the basics of life safety at each stage of the general education school has its own characteristics.

Of particular concern is the teaching of "Fundamentals of Life Safety" in basic school, where the foundations of a culture of personal safety should be systematically laid. The reasons are that the subject of life safety is not taught independently at this level in all schools.

At the same time, the compulsory minimum of the content of basic general education on life safety at this level provides for the study of the following thematic areas:

¾ safety in the domestic (urban) environment (safety in the village, safe participation in road traffic, transport safety, safety at home);

¾ safety in the natural environment (safety in case of forced autonomous existence, safety in changing climatic and geographical conditions, safety on the water);

¾ security in the social environment (security in crime situations, security in case of terrorist attacks);

¾ safety in emergency situations (safety in natural emergencies, safety in technogenic emergencies);

¾ the basics of a healthy lifestyle (factors that strengthen health, factors that destroy human health).

7. Highlight the mandatory minimum content of textbooks for grades 10-11 in the course "Life Safety".

a) the first level (grades 1-4) - the safety of the student;

b) the second level (grades 5-9) - personal safety;

c) the third level (grades 10-11) - the safety of life of the individual, society and the state.

Teaching the basics of life safety at each stage of the general education school has its own characteristics.

In accordance with the Compulsory minimum of the content of secondary (complete) general education on life safety at this level, the following educational areas are subject to more detailed study:

¾ the basics of a healthy lifestyle (factors that strengthen health; factors that destroy human health);

¾ security in the social environment (security in case of terrorist attacks, security in the event of regional and local armed conflicts and riots);

¾ security in the event of military emergencies;

¾ fire safety and rules of conduct in case of fire;

¾ the main directions of activities of state organizations to protect the population and territories from emergencies in peacetime and wartime;

¾ measures to protect the population from emergencies in peacetime and wartime;

¾ state services for the protection of health and safety of citizens;

¾ legal basis for the organization of ensuring the safety and protection of the population;

¾ issues of state and military development of the Russian Federation (military, political and economic foundations of the military doctrine of the Russian Federation, the Armed Forces of Russia in the structure of state institutions);

¾ military history training (military reforms in the history of the Russian state, days of military glory in the history of Russia);

¾ military-legal training (legal basis for the protection of the state and military service, conscription and preparation of citizens for military service, the legal status of a serviceman, military service, military discipline);

¾ state and military symbols of the Armed Forces of the Russian Federation (symbols of the Armed Forces of the Russian Federation, rituals of the Armed Forces of the Russian Federation).

8. List the requirements for the equipment and furnishing of the OBZh cabinet. What are the criteria for choosing visual and technical teaching aids for an OBZH lesson.

The state standard on the basics of life safety presupposes the priority of an activity-based approach to the learning process, the development of a wide range of general educational and subject skills in students, the mastery of methods of activity that form cognitive, informational, communicative competence. The material and technical support of the educational process should be sufficient for the effective solution of these problems. In this regard, "Requirements for equipping the educational process in accordance with the content of educational subjects of the Federal component of the state standard of general education for the course Fundamentals of Life Safety" have been developed.

Requirements include not only currently produced objects, but also promising ones, the creation of which is necessary to ensure the introduction of the standard. In the lists of objects and means of material and technical support included in the requirements, not specific names are presented, but, first of all, the general nomenclature of objects that should be presented in the OBZh office. This is due to the fact that in modern conditions there is a restructuring of the production sector that meets the material needs of the school, the content basis of textbooks and teaching aids is changing significantly, fundamentally new information carriers are being introduced into wide teaching practice. So, for example, a significant part of educational materials, including source texts, sets of illustrations, diagrams, tables, diagrams are increasingly placed not on polygraphic, but on multimedia media. There is a possibility of their network distribution and formation on the basis of the study room of its own electronic library. In addition, many means and objects of material and technical support are interchangeable, since their use is intended to ensure not only the teaching of specific subject topics, but also, above all, the creation of conditions for the formation and development of the skills and abilities of students.

The specified requirements for equipping the OBZh office serve as a guideline in creating a holistic subject-developing environment necessary for the implementation of the requirements for the level of training of graduates at each stage of education established by the standard. They proceed from the tasks of the integrated use of material and technical teaching aids, the transition from reproductive forms of educational activity to independent, search and research types of work, strengthening the analytical component of educational activity, the formation of the communicative culture of students and the development of skills in working with various sources and types of information.

In accordance with the specified requirements, the office room of the Basics of Life Safety must meet the requirements of the Sanitary and Epidemiological Rules and Regulations (SanPiN 2.4.2. 178-02). It must be equipped with standard equipment, including specialized educational furniture and technical teaching aids, sufficient to meet the requirements for the level of training of students. A special role in this regard is played by the creation of technical conditions for the use of computer and information and communication teaching aids (including for the transmission, processing, organization of storage and accumulation of data, network exchange of information, the use of various forms of presentation of the results of cognitive activity).

The requirements provide for the following equipment of the OBZh cabinet:

¾ library fund (texts of standards, legislative acts, textbooks and teaching aids, scientific, popular science literature, reference manuals (encyclopedias and encyclopedic dictionaries), teaching aids for teachers (recommendations for lessons, etc.);

¾ printed manuals (organizational structure of the Armed Forces of the Russian Federation, the text of the Military Oath, the Order of Russia;

¾ information and communication tools (multimedia training programs and electronic textbooks on the main sections of life safety, electronic libraries on life safety, an electronic database for creating thematic and final multilevel training and test materials for organizing frontal and individual work, etc.);

¾ screen-sound aids (videos on the sections of the OBZh course, audio recordings and phono-chrestomatics on the general history and history of Russia, slides (transparencies) on the subject of the OBZH course, etc.);

¾ technical teaching aids (TV, VCR, audio center, multimedia computer, etc.);

¾ educational-practical and educational-laboratory equipment (household dosimeter, military chemical reconnaissance device (VPHR), compass, etc.);

¾ models (sectional layout of the simplest shelter, sectional layout of the shelter, first aid simulator);

¾ specialized educational furniture.

9. The lesson is the main form of conducting lessons on the OBZH course at school. What types of lessons do you know? What determines the choice of the type of lesson?

When systematizing lessons, different authors take as a basis various signs of a lesson (methods used in the lesson, methods of organizing activities, the main stages of the lesson, goals, etc.). MI Makhmutov offers a typology of lessons for the purpose of organizing classes, determined by the general pedagogical goal, the nature of the content of the studied material and the level of training of students. On this basis, all lessons can be divided into the following types:

Type 1 - a lesson in learning new material;

Type 2 - a lesson in the application and improvement of knowledge and skills;

Type 3 - a lesson in generalization and systematization of knowledge;

Type 4 - a lesson in control and correction of knowledge, skills and abilities;

Type 5 - combined lesson;

I. Lesson in learning and primary consolidation of new knowledge. Type of training: lecture, excursion, research laboratory work, educational and labor practice. The goal is the study and primary awareness of the new educational material, the comprehension of connections and relationships in the objects of study.

Organization of the beginning of the lesson:

¾ Checking homework

¾ Preparing students to master

¾ Learning new material

¾ Initial examination of the assimilation of knowledge

¾ Primary consolidation of knowledge

¾ Control and self-test of knowledge

¾ Lesson summary

¾ Homework information

II. Knowledge consolidation lesson. Type of training: workshop, excursion, laboratory work, interview, consultation. The goal is a secondary comprehension of already known knowledge, the development of skills and abilities for their application.

III. The logic of the knowledge consolidation process:

¾ Actualization of basic knowledge and their correction.

¾ Determining the boundaries (possibilities) of applying this knowledge: what can be used to determine where to apply it?

¾ Trial application of knowledge

¾ Exercises according to the model and in similar conditions in order to develop skills for the error-free application of knowledge.

¾ Exercises with the transfer of knowledge to new conditions.

IV. Lesson of complex application of ZUN students. Type of training: workshop, laboratory work, seminar. The goal is to master skills independently in a complex to apply knowledge, skills and abilities, to carry out their transfer to new conditions.

V. Logic - the process of complex application of ZUN:

¾ Updating the ZUN necessary for the creative application of knowledge.

¾ Generalization and systematization of knowledge and methods of activity.

¾ Assimilation of a sample of complex application of ZUN.

¾ Application of generalized ZUN in new conditions.

¾ Control and self-control of knowledge, skills and abilities.

Vi. Lesson in generalization and systematization of knowledge. Type of training: seminar, conference, round table. The goal is the assimilation of knowledge in the system.

Generalization of individual knowledge into a system.

¾ Preparing students: reporting in advance topics (problems), questions, literature.

¾ Arming students during generalizing activities in the lesson with the necessary material: tables, reference books, visual aids, generalizing diagrams, fragments of films. The most important thing in the generalization technique is the inclusion of the part into the whole.

¾ Generalization of individual knowledge into a system (by the students themselves)

¾ Summing up. Generalization of individual knowledge by the teacher.

Vii. Lesson control, assessment and correction of students' knowledge. Type of educational knowledge: test, test, colloquium, public review of knowledge. The goal is to determine the level of mastery of knowledge. Correction of knowledge, abilities, skills. In the process of educational and cognitive activity of students, there is an activity aimed at completing gradually more complex tasks due to the comprehensive coverage of knowledge, their application at different levels:

¾ The level of knowledge consciously perceived and recorded in memory. This means: I understood, remembered, reproduced.

¾ Level of willingness to apply knowledge by model and in similar conditions. This means: I understood, memorized, reproduced, applied according to the model and in changed conditions, where you need to recognize the sample.

¾ The level of readiness for the creative application of knowledge. This means: I mastered knowledge at level 2 and learned to transfer it to new conditions.

VIII Combined lesson

1. Organizational stage

2. Stage of checking homework

3. Phase of comprehensive knowledge assessment

4. The stage of preparing students for active conscious assimilation of new material

5. Stage of assimilation of new knowledge

6. The stage of consolidating knowledge

7. Stage of informing students about homework and instructions on how to complete it

Other types of lessons are possible, depending on the particular didactic tasks. The peculiarity of the lesson as a form of teaching is that it is possible to transform it into other, close, adjacent, forms.

10. Make a general outline of the teaching methods used in the lessons of life safety.

The teaching method is a system of regulatory principles and rules for organizing pedagogically expedient interaction between a teacher and students, used for a certain range of tasks of teaching, development and education.

Since teaching methods are numerous and have multiple characteristics, they can be classified on several grounds.

1. According to the sources of transmission and the nature of the perception of information - the system of traditional methods (E.Ya. Golant, IT Ogorodnikov, SI Perovsky): verbal methods (story, conversation, lecture, etc.); visual (show, demonstration, etc.); practical (laboratory work, essays, etc.).

2. By the nature of the mutual activity of the teacher and students - the system of teaching methods I.Ya. Lerner - MN Skatkin: explanatory and illustrative method, reproductive method, problem presentation method, partial search, or heuristic, method, research method.

3. According to the main components of the teacher's activity - the system of methods of Yu.K. Babanskiy, which includes three large groups of teaching methods: a) methods of organizing and implementing educational activities (verbal, visual, practical, reproductive and problematic, inductive and deductive, independent work and work under the guidance of a teacher); b) methods of stimulating and motivating learning (methods of forming interest - cognitive games, analyzing life situations, creating situations of success; methods of forming duty and responsibility in learning - explaining the social and personal significance of learning, presenting pedagogical requirements); c) methods of control and self-control (oral and written control, laboratory and practical work, machine and non-machine programmed control, frontal and differentiated, current and final).

4. According to the combination of external and internal in the activities of the teacher and the student - the system of methods of M.I. Makhmutova includes a system of methods of problem-developing learning (monological, demonstrative, dialogical, heuristic, research, algorithmic and programmed).

The issues of choosing the most adequate teaching method in a given educational situation, optimal for the given conditions of its application, constitute the most important aspect of the teacher's activity. Therefore, pedagogy pays special attention to them. Research by Yu.K. Babansky, M.I. Makhmutova et al. Showed that when choosing and combining teaching methods, it is necessary to be guided by the following criteria:

1) compliance with the goals and objectives of training and development;

2) compliance with the content of the topic of the lesson;

3) compliance with the real learning opportunities of schoolchildren: age (physical, mental), level of preparedness (training, development, education), class characteristics;

4) compliance with existing conditions and time allotted for training;

5) compliance with the capabilities of the teachers themselves. These opportunities are determined by their previous experience, methodological preparedness, and the level of psychological and pedagogical training.

The purpose of the lesson is always correlated with the possibilities of the means of achieving it, and these include the content and methods of teaching. But with different content, the methods can be different, therefore, when choosing the methods, all the named criteria are taken into account at once. This requires a comprehensive analysis of the content of the educational material and the identification of its availability for assimilation by students. Therefore, the features of the educational material (its difficulty, complexity, inconsistency, the ratio of basic and new concepts) correlate with the age characteristics of schoolchildren.

11. Formulate guidelines for assessing students in the lessons of life safety.

One of the components of the educational process in the course of life safety is the system of assessment and registration of student achievements. It is she who is the most basic means of diagnosing learning problems and providing feedback, and also most clearly embodies the principles that underlie the educational process as a whole. At the same time, the assessment system is understood not only the scale that is used when setting marks and the moments at which marks are usually set, but also, in general, the mechanism for implementing a control and diagnostic connection between the teacher, student and parents regarding the success of the educational process in the subject, equal as well as the implementation of self-determination as such for students. In general, the system of assessment and self-assessment is a natural mechanism for self-regulation of the educational process in the course of life safety, which determines its exceptional importance.

The grading system has three functions:

1. Normative function, which includes, on the one hand, fixing the achievements of a particular student relative to the standard approved by the state so that all legal consequences corresponding to the success of his studies and graduation from an educational institution occur for him, and on the other hand, administrative tracking the performance of individual students, school classes, their level of training and the quality of the teacher's work.

2. Informative and diagnostic function, which includes the fundamental points of the meaningful connection between all participants in the educational process, the meaningful and emotional reflection of students, as well as the pedagogical reflection of teachers.

3. Punitive and rewarding function associated with the motivation of students' activities.

Based on the listed functions, the Regulation on the certification of students can formulate the following requirements for the student assessment system:

¾ the assessment system should make it possible to determine how successfully a particular educational material has been mastered, a particular practical skill has been formed, that is, in other words, the ability to compare the level achieved by a student with a certain minimum of requirements laid down in the OBZH curriculum. At the same time, it seems expedient to take the obligatory minimum as a starting point, since only it can be more or less clearly defined.

¾ the assessment system should record both changes in the general level of preparedness of each student and the dynamics of his success in various areas of cognitive activity (assimilation of information, information processing, creative presentation of his thoughts and images, etc.), which allows you to get a more vivid picture of success and student failures on the path to education. At the same time, it is desirable that the fixation of this information be standardized and does not require a lot of time from the teacher, that is, it is not verbal. Otherwise, the time spent on its implementation risks exceeding all reasonably permissible limits, which in practice will most likely mean selective tracking of such information in relation to only selected students.

¾ The mechanism for marking marks should have the ability to adequately interpret the information contained in them, for which the assessment system should be completely transparent in terms of the methods of setting current and final marks, as well as the goals for the achievement of which these marks are set. Otherwise, instead of the informative and diagnostic function, the punitive and rewarding function of assessment comes to the fore.

¾ the assessment system should include a mechanism that encourages and develops students' self-assessment of their achievements, as well as reflection on what is happening to him during the educational process. At the same time, the student performing self-assessment should be able to compare the results he arrived at with the teacher's assessment. Actually, the complete transparency of the assessment system is already a factor pushing towards self-assessment, but this, of course, is only one of the conditions.

¾ the assessment system should provide for and ensure constant contact between the teacher, student, parents, class teacher, as well as the administration and the teaching staff of the school. Without such a connection, a systematic approach to the formation of the educational process, and therefore ensuring its integrity, is hardly possible.

¾ The assessment system should be uniform in relation to a specific school class. In other words, it is impossible to effectively exist in different lessons of assessment systems based on different principles. Differences of a fundamental nature in the assessment system are possible only between age groups of students, but not between groups of subjects.

¾ the assessment system should be built in such a way as to treat the psyche of students as carefully as possible, to avoid traumatic situations. It seems that the main way to achieve this is to introduce into the minds of all participants in the educational process the attitude to the assessment system as an instrument necessary for successful education, to provide feedback and nothing more.

The orientation of the educational process of a modern school to personal development, the creation of conditions for self-realization and self-knowledge of students involves the implementation of the following guidelines for assessing the educational achievements of modern schoolchildren in the life safety course:

¾ rejection of the predominant orientation of control tests to assess the results of memorization, to test algorithmic knowledge, to move to assessing the level of competence, to integral multidimensional assessments that characterize students' ability to live safely;

¾ orientation not towards absolute, fixed assessments, but towards the relative indicators of children's success, towards comparing the child's current achievements with his own yesterday's achievements;

¾ differentiation of assessment by type of work, self- and mutual assessment, maximum objectification of assessment, openness of criteria for students. Refusal from the usual orientation towards the "average student" and the transition to individualized methods, forms and means of control;

¾ changing the practice of one-time random checks to track the dynamics of changes in the personal achievements of each student, to assess the complex of works performed over a certain period.

12. Formulate the requirements for the organization of independent work of students in the process of studying the OBZH course.

According to BP Esipov's definition, independent work is such work that is performed without the direct participation of the teacher, but on his instructions at a time specially provided for this; at the same time, students consciously strive to achieve the goal set in the task, showing their efforts and expressing in one form or another the results of their mental and physical (or both together) actions.

L.V. Zharova formulates the following characteristics of students' independent activity:

¾ active attitude of the student and the presence of the goal of the forthcoming work;

¾ the presence of a certain motivation and awareness of the importance of the work performed;

¾ great concentration of attention, intense concentration and active mental activity;

¾ independent objective actions that a student performs without the teacher's help;

¾ self-regulation processes, one of the characteristic manifestations of which is self-control;

¾ independent activity always ends with some kind of result.

By organizing the implementation of independent work, the teacher teaches children to a certain order, to rational and effective use of the time allotted for execution, to clear, accurate execution; to the ability to concentrate and systematic; to the ability to overcome difficulties, to bring the work started to the end, to keep the necessary teaching aids in order, convenient for use.

When organizing independent work, the teacher must take into account the following: the level of general educational skills and abilities of students; level of skills of independent activity; age and individual characteristics of children.

The purpose of independent work in the OBZH course is precisely the independent acquisition of theoretical knowledge using various sources of information. The main requirements for the organization of independent work of students in the process of studying the OBZH course are as follows:

¾ it is important to provide for a gradual build-up of difficulties in the content of independent work;

¾ independent work should be preceded by thorough preparation, which includes an explanation of the purpose of the task, methods and techniques for its implementation, the sequence of actions, techniques of step-by-step self-control; each new task for the student is necessarily preceded by the development of skills and abilities, gradually expanding and becoming more complicated, under the guidance of a teacher;

¾ independent work on the OBZH course, in addition to control work, requires direct or indirect (using memos, instructions, instructions) guidance.

¾ independent work ends with checking the correctness of its implementation by means of self-control, control by another student (mutual control) or control by a teacher.

When planning independent work, the teacher determines:

¾ at what stage of the lesson in each of the classes independent work is most expedient;

¾ what can be required of students at a given level of mastery of the material;

¾ what should be the nature and form of the assignment;

¾ what difficulties a student may have and how they can be overcome;

¾ what is the duration of the work;

¾ what is the way to check its fulfillment.

13. Expand the didactic requirements for a modern OBZH course

The main and leading form of teaching is the lesson. By its essence and purpose, a lesson is a time-limited, organized system of education - educational collective-individual interaction between a teacher and students, as a result of which children acquire knowledge, skills and abilities, develop their abilities and improve the teacher's experience.

V.N.Komarov identifies the following didactic requirements for a modern life safety lesson:

¾ clear formulation of educational objectives in general and its constituent elements, their connection with developmental and educational tasks. Determination of the place in the general system of lessons;

¾ determination of the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and preparedness of students;

¾ forecasting the level of assimilation of scientific knowledge by students, the formation of skills, both in the lesson and at its individual stages;

¾ the choice of the most rational methods, techniques and means of teaching, stimulating and controlling their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in the teaching of students;

¾ implementation in the lesson of all the principles of didactics: scientific, systematic and consistent, conscientiousness and activity, the connection between theory and practice, clarity, etc .;

¾ creating conditions for the successful learning of students.

For each stage of the lesson, the corresponding didactic tasks are also presented:

STEPS	Didactic tasks	Indicators of the real result of solving the problem
Organization of the beginning of the lesson.	Preparing students for work in the classroom.	Complete readiness of the classroom and equipment, rapid inclusion of students in a business rhythm.
Checking homework.	Establishing the correctness and awareness of homework by all students, identifying gaps and correcting them.	Optimality of the combination of control, self-control and mutual control to establish the correctness of the task and correct gaps.
Preparation for the main stage of the lesson.	Providing motivation and acceptance of goals by students, educational and cognitive activities, updating basic knowledge and skills.	Students' readiness for active educational and cognitive activities based on basic knowledge.
Assimilation of new knowledge and methods of action.	Ensuring the perception of comprehension and primary memorization of knowledge and methods of action, connections and relationships in the object of study.	Active student actions with a scope of study; maximum use of independence in acquiring knowledge and mastering methods of action.
Initial test of understanding.	Establishing the correctness and awareness of the assimilation of new educational material; identifying gaps and misconceptions and correcting them.	Assimilation of the essence of assimilated knowledge and methods of action at the reproductive level. Elimination of common mistakes and misconceptions among students.
Consolidation of knowledge and methods of action.	Ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation.	Independent fulfillment of tasks requiring the application of knowledge in a familiar and changed situation.
Generalization and systematization of knowledge.	Formation of an integral system of leading knowledge on the topic, course; highlighting ideological ideas.	Active and productive activity of students for the inclusion of a part into a whole, classification and systematization, identification of intra-subject and inter-course connections.
Control and self-examination of knowledge.	Revealing the quality and level of mastering knowledge and methods of action, ensuring their correction.	Obtaining reliable information about the achievement of the planned learning outcomes by all students.
Summing up the results of the lessons.	Analyze and evaluate the success of achieving the goal and outline the prospect of further work.	Adequacy of the student's self-assessment to the teacher's assessment. Getting students to know about real learning outcomes.
Reflection.	Mobilizing students to reflect on their behavior (motivation, methods of activity, communication). Mastering the principles of self-regulation and cooperation.	Students' openness in understanding their actions and self-esteem. Predicting ways of self-regulation and cooperation.
Homework information.	Ensuring an understanding of the purpose, content and ways of doing homework. Checking the relevant records.	Implementation of the necessary and sufficient conditions for the successful completion of homework by all students in accordance with the current level of their development.

14. Describe the specifics of non-traditional lessons. Justify their pedagogical value for the personal development of students of different ages.

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

In the lesson, frontal, collective and individual forms of educational work are organized. Various forms of conducting a lesson not only diversify the educational process, but also cause students' satisfaction from the labor process itself. A lesson cannot be interesting if the student is constantly involved in activities that are monotonous in structure and methodology. The framework of the traditional lesson becomes narrow, therefore new forms of organization of education are born.

An unconventional lesson is one of such forms of organizing the teaching and upbringing of schoolchildren. The effectiveness of non-traditional forms of learning and development is well known. Such activities bring schooling closer to life, reality. Children are willingly involved in such activities, because they need to show not only their knowledge, but also ingenuity, creativity.

Non-traditional lessons are aimed at attracting children to independent cognitive activity, the formation of personal interest in solving any cognitive tasks, the possibility of children using the knowledge gained. The purpose of non-traditional lessons is to participate in the assimilation of knowledge, skills, and skills of all mental processes (speech, memory, imagination, etc.). To increase the cognitive activity of students, the OBZH teacher is offered many types of non-traditional lessons that he can use in his teaching activities.

The characteristic features of a problem lesson include the advancement of controversial provisions during it, various options for solving a particular problem, as well as the involvement of schoolchildren in an active discussion of the problems posed and the adoption of joint decisions. The latter seems to be extremely important. The task of a problem lesson is to distract students from mechanical note-taking of the material presented and to involve them in active cognitive activity. Therefore, it is advisable that the problematic questions posed during the lesson are not immediately explained by the teachers themselves, but their solution was determined in the process of discussion, and each student came to conclusions independently. It is also advisable that even in an insufficiently clear decision of the child, the teacher finds a rational link, focuses attention on it and, thereby, encourages the student to further activity. The success of achieving the goal of a problem lesson is ensured by the joint efforts of the teacher and students. The main goal of the teacher is not so much the transfer of information as the formation of cognitive interest in the content of the academic subject. The success of achieving the goal of a problem lesson is ensured by the interaction of the teacher and students.

Lesson - visualization is the result of a new use of the principle of visibility. It contributes to the creation of a problematic situation, the resolution of which, in contrast to a problem lesson, where questions are used, occurs on the basis of analysis, synthesis, generalization, reduction or expansion of information, i.e. with the inclusion of active mental activity. The task of the teacher is to use such forms of visualization that would not only supplement verbal information, but also act as carriers of information themselves. The more problematic in visual information, the higher the degree of mental activity of students.

The preparation of this lesson by the teacher consists in changing, redesigning educational information on the topic of the lesson into a visual form for presentation to students through technical teaching aids or manually (diagrams, drawings, drawings, etc.). Children can also be involved in this work, in which, in connection with this, appropriate skills will be formed, a high level of activity will develop, and a personal attitude towards the content of education will be brought up.

Lesson-conversation, or "dialogue with the audience", is the most common and relatively simple form of active student involvement in the learning process. This lesson assumes direct contact between the teacher and the audience. The advantage of the lesson-conversation is that it allows you to draw the attention of students to the most important issues of the topic, to determine the content and pace of presentation of the educational material, taking into account the characteristics of the students.

Discussion lesson. Unlike the lesson-conversation, here the teacher, when presenting the educational material, not only uses the students' answers to their questions, but also organizes a free exchange of views in the intervals between logical sections.

Lesson with analysis of specific situations. This lesson is similar in form to a discussion lesson, however, the teacher does not raise questions for discussion, but a specific situation. Usually, such a situation is presented orally or in a very short video recording, filmstrip. Therefore, its presentation should be very brief, but contain sufficient information to assess the characteristic phenomenon and discuss.

Using non-traditional lessons allows you to:

1) subordinate the learning process to the instructor's controlling influence;

2) to ensure active participation in the educational work of both trained students and unprepared ones;

3) establish continuous control over the process of mastering the educational material.

15. Suggest techniques for enhancing the educational activities of high school students when studying the topic "The organizational structure of the Armed Forces of Russia."

The main task of the forms and methods of active learning is to form a conscious attitude to the methods of activity, schemes, organization of thinking and activity (which ensures human activity in any life situation).

In my opinion, the most complete implementation of this task when studying the topic "The organizational structure of the Armed Forces of Russia" allows such a form of active learning as collective thinking activity (CMD)

The main idea behind the organization of the work process in the mode of collective mental activity is that training is carried out in active interaction of the trainees with the teacher and with each other from the level (development of needs and abilities) at which training is located.

The technology of collective thinking activity is a mobile dynamic system that provides continuous, metered control of the interaction between the teacher and the students, in order to develop their needs and abilities.

In this case, the lesson begins with the formulation of the problem. I appeal to the students: “You have decided to become a military man” or “The young men will go to serve in the Armed Forces” the question immediately arises before you - What is the Armed Forces of Russia? Students begin to take turns answering, expressing their point of view, I ask counter questions, a discussion arises, in the end we come to the conclusion that we have a vague idea of the Russian Armed Forces, and therefore we need to study this topic in more detail. Then I again turn to the students with the question: "In order to have a complete and clear idea of the Russian Armed Forces, what issues in this topic should we consider with you?" The students take turns naming different options, I write them all on the board, and then, after a general discussion, I leave on the board only those questions that really need to be considered:

1. Basic concepts and definitions of the aircraft.

2. The history of the creation of the RF Armed Forces.

3. The organizational structure of the Armed Forces.

4. Functions and main tasks of the modern RF Armed Forces.

5. Prospects for the development of the Armed Forces.

6. Other troops, their composition and purpose.

At the same time, the internal contradictions of students are actualized, they are translated into a common problem, the search area is determined, and the content is “requested” by the students.

The next stage of the lesson includes self-determination of creative groups, correction of collective goals, decision-making, drawing up and implementing a program of collective activities, developing personal and group positions, public opinion about the work of each and the group as a whole.

At this stage, the trainees, divided into creative microgroups (5-7 people), for the second time, already independently, through communication in microgroups, actualize (clarify, clarify) their inner goal, realizing the educational problem posed by the teacher, develop a method of joint activity to solve it. In the process of searching (realizing the goal), they develop and defend their positions in the general solution of the educational problem.

Discussing the educational problem in the mode of collective mental activity, the students of the creative group exercise in a democratic type of social relations: in equal cooperation, developing their own position, etc. For this, a number of new rules of interaction are observed: the need to listen and understand the other, benevolence, tolerance, respect for a different opinion, a clear formulation of one's position with its obligatory argumentation, in case of disagreement - a reasoned opposition. You can make mistakes - this is natural in the search process, it is important to see and correct the error. The one who knows how to correctly see and correct the error is right. The one who knows how to correctly substantiate the position scientifically is right.

When studying the issue "Organizational structure of the Armed Forces of Russia", after setting a problematic task (to understand and schematically depict the structure of the Armed Forces of the Russian Federation) for its solution, the training group is divided into four microgroups and each microgroup is given its own task:

Moreover, the general plan of the answer is presented on the board:

1. Name (of this type of aircraft)

2. Purpose ......

3. Organizational composition .....

4. Kind of troops (forces) ......

5. Armament .....

Handouts are given to each group. As a handout I use articles from the magazines "Fundamentals of Life Safety", "Military Knowledge", as well as abstracts of previous students, diagrams, posters and textbooks. Studying the question posed, students make notes in their workbooks. The time for completing the assignment is strictly limited.

After completing the task by microgroups, the microgroup responds. The forms of response can be different. For example, there is one speaker from each group. When answering, he uses diagrams, posters, notes on the board and at the same time answers the questions of the entire study group, his own micro-group helps him with this. I, as a teacher, promptly direct, highlight, concretize and supplement some questions in the form of discussing them with the entire study group. When the speaker answers, all other group members make notes in their notebooks. After the presentation of all four speakers, in order to summarize the knowledge gained and understand it, I, together with the students, sketch on the blackboard a systematizing diagram "The structure of the WSRF".

16. Make a detailed outline of the lesson on the topic: "Military vocational guidance of students"

Educational questions.

1. How to become an officer of the Russian army?

Target. At the end of the study of the topic, students should;

a) know about the types of military activity and their characteristics, about the rules for admitting citizens to military educational institutions of professional education.

Lesson on Academic Question:

The main qualities of a soldier, allowing him to carry the military rank with honor and dignity - the defender of the Fatherland: love for the Motherland, its history, culture, traditions, people, high military discipline, devotion to the Fatherland, loyalty to military duty and military oath, readiness to stand on protection of freedom and independence of the constitutional order in Russia.

The system of vocational guidance for schoolchildren is an organized, controlled activity of various state and public organizations, institutions and schools, as well as families, aimed at improving the process of professional and social self-determination of schoolchildren in the interests of the individual and society. Preliminary professional diagnostics is aimed at identifying the interests and abilities of a person for a particular profession, at choosing persons who are most likely to be able to successfully master this profession and perform labor duties associated with it.

Profiles of military professional activity:

¾ team;

¾ operator;

¾ engineering;

¾ operational headquarters;

¾ providing.

The command or organizational direction of the officer's activity is the most responsible one, determining the success of the subunit's actions, both in the process of combat training and in real combat conditions.

The main duty of a commander is to skillfully lead subordinates in any situation. In addition, the commander not only organizes the combat training of personnel, but also conducts classes himself, directly teaches and educates subordinates. Therefore, he must also be a teacher.

Experience shows that such qualities as the ability to create a favorable psychological climate in the team, the ability to easily converge with people, emotional balance, the ability to find the right decision, self-confidence, energy, initiative are inherent in a good leader, commander. He should also be characterized by psychological selectivity, practical intelligence, psychological tact, energy, exactingness, criticality, and a tendency to organizational activity.

Operator activity is associated with the direct management of complex technical systems. Receiving and processing information is one of the most important functions of an operator-operator. He must quickly and accurately perceive the readings of the instruments, evaluate their value and respond appropriately to them.

The engineering profile of officer activity is associated with the design, commissioning, maintenance and operation, elimination of temporary malfunctions and overhaul of modern military equipment, weapons, and sophisticated automated control systems available in the army and navy. On the whole, a military engineer is required to have broad general scientific training, knowledge of physics, mechanics, radio electronics, computer technology, good command of mathematical apparatus, and analytical thinking. At the same time, any officer of an engineering profile, as a rule, has subordinates and, therefore, must skillfully lead people, competently carry out their training and education.

The activities of officers of the operational-staff direction are associated with the processing of large volumes of heterogeneous information and the adoption of important decisions that significantly affect the effectiveness of command and control. Specialists of this profile have to conduct a strategic analysis of information and instantly “calculate” options for action in a rapidly changing environment. They must have an analytical mind, good memory, logical thinking, great responsibility, accuracy and punctuality.

Supporting activities - the profile of officers of medical, clothing, food, financial and other services. They, along with high professionalism, must be characterized by high moral qualities: sensitivity to people, disinterestedness, exactingness, internal self-control, etc.

An officer should be able and know a lot in order to successfully solve the responsible and difficult tasks assigned to him. Therefore, those who are going to choose a military profession must prepare themselves for this in advance and purposefully: develop strong-willed, organizational qualities, successfully master the basics of military service, and develop physical endurance. Good all-round preparation will help you achieve your intended goal.

Diagnostic materials.

1. Methodology for assessing communicative and organizational inclinations.

2. Differential - diagnostic questionnaire.

Control questions

What indicators determine the ability of a person?

What types of personality temperaments do you know?

17. You are a grade 11 teacher. Students are good at working in groups; analyze information; show independence. Which lesson technology do you prefer and why?

In the proposed class, I would use the technology of analyzing a specific situation. When organizing situational learning, it is assumed that students acquire and replenish knowledge by analyzing the mistakes and violations of other people who have fallen into various kinds of extreme situations. The ultimate goal of situational learning is to accustom a person to the system of analytical behavior in the environment: anticipating dangerous situations, assessing and predicting their development, making appropriate decisions and actions in order to prevent the occurrence of an extreme situation or mitigate the severity of its consequences.

The search for a plot is one of the first stages in the preparatory work of a teacher. The plot is the basis for the future content of the lesson using the ACS. The choice of the plot is dictated by the topic of the lesson.

The plot should be believable and understandable for students, include a conflict, problem or task, the solution of which will require effort. It should be instructive, not leaving children indifferent either from an ethical or from a practical point of view.

Sources of plots for educational situations can be: publications in newspapers and magazines, stories and descriptions of eyewitnesses of any events, works of art (films, novels, stories, essays, etc.).

The situation found requires appropriate processing, which boils down to the following operations:

¾ description of the situation in an extremely clear, simple language (stylistic processing);

¾ a description of the lesson plan, setting a task for students and its
justification (methodical processing);

¾ retyping text on a typewriter, binding sheets and placing
in separate folders (technical processing).

When the plot is found and processed, it is necessary to formulate questions-assignments for students.

Examples of setting tasks and questions for educational situations, regardless of their content:

¾ How do you assess what happened in the situation proposed to you? How typical is it? Have you encountered similar phenomena?

¾ What mistakes were made and by whom in this situation? What is the reason for these errors?

¾ What norms, rules, laws have been violated? What normative acts should be guided by the participants of this
situations?

¾ What advice would you give to the participants in the situation if you were to witness it? Who should act and how? How
react? What decision to make?

¾ What decisions, actions, steps would you take in the given circumstances if you were a direct participant in the described events? Justify your actions in terms of law, moral standards, elementary logic and common sense. Determine the minimum knowledge you need to be able to best behave in a given situation.

¾ Suggest a system of measures that would prevent the occurrence of such situations. Justify your proposal.

The effectiveness of work on a specific situation largely depends on the chosen method of presenting it to students. The choice of the method, in turn, is determined by two factors: the content of the event (not every plot can be conveyed in any desired way) and the technical capabilities of the school itself.

The most common way is to describe the event in writing. Usually the text of the scenario of the educational situation does not exceed 1-2 pages of typewritten text.

In the practice of using the AKC method, other techniques and methods of presenting a situation are also used: video recording of a real event; episodes of feature films and documentaries; plot slides, transparencies, pictures reflecting the state of any fact or process; eyewitness story (a witness or participant in the analyzed event is invited to the lesson); game method (playing the situation directly in the audience), etc.

Structurally, a lesson using AKC technology can consist of the following stages:

¾ the stage of direct preparation of trainees for the lesson (announcement of the topic, setting goals and objectives, bringing the order of work);

¾ stage of studying the situation (group or individual work on the situation);

¾ stage of the group discussion;

¾ stage of summing up the results of the lesson.

A methodologically correct analysis of situations allows students to acquire knowledge, enrich themselves with the experience of safe activities, learn to avoid mistakes and wrong decisions in extreme situations, and consciously influence events in their environment.

18. Create a lesson outline using active learning methods.

According to B.P. Likhachev's definition, active teaching methods are ways of enhancing the educational and cognitive activity of students, which encourage them to actively think and practice in the process of mastering the material, when not only the teacher, but also schoolchildren is active.

For use in the OBZH course, I would recommend conducting lessons using the method of collective thinking activity, which is based on dialogical communication, one student expresses a thought, the other continues or rejects it. It is known that dialogue requires constant mental stress, mental activity. This form teaches students to listen carefully to the speeches of others, forms analytical skills, teaches to compare, highlight the main thing, critically evaluate the information received, prove, formulate conclusions.

An example is the following lesson.

Topic 5: The main civil defense measures to protect the population from the consequences of emergencies in peace and wartime.

Lesson 2: Respiratory protection.

Lesson objectives:

1. Educational - to study with the trainees basic personal protective equipment, their purpose and rules of use.

2. Educational - to instill feelings of mutual assistance, correctness and benevolence.

3. Developing - to develop reflexive abilities.

Lesson type: A lesson in learning new material with elements of practical action.

Lesson type: Lesson with elements of technology of collective thinking activity.

Means of education:

1. Cotton wool, gauze (100x50 cm), scissors, needle, thread.

2. Gas masks: GP-7, IP-4M.

3. Respirator: R-2.

1. Set of posters No. 3 "The latest respiratory protection".

4. Literature on the topic.

During the classes

1. Organizational part: (1 min.)

¾ Check the attendance of students in the lesson (with the help of the attendant).

¾ Check the appearance of the students and their readiness for the lesson.

2. Executive stage: (36 min.)

FIRST CACT. ENTERING IN A PROBLEM SITUATION. (5 minutes.)

a) Diagnostics based on previously studied material.

Method: oral frontal survey.

In the previous lesson, we examined ways to alert the population in various emergencies. Let's remember how the population is alerted when an emergency occurs:

¾ Name a single danger signal. (“Attention to all!”)

¾ In what ways is it served? (radio, television, sound and light signals, civil defense sirens, beeps in factories, bells ringing, school bells).

¾ For what purpose is it served? (To attract attention before delivering speech information).

b) Organization of conditions for creating a problem situation.

We analyzed the types of sample speech messages in detail in the previous lesson. For example, when there is a threat of radioactive contamination, the announcer announces: “Attention! Attention! Says the management of emergency situations. Citizens! There was a threat of radioactive contamination. Bring respiratory protection on hand and keep it with you at all times. At our command or if necessary, put them on ... "

Answer my question: "What is respiratory protection?"

Depending on the depth of the students' answers, I select questions in order to form their convictions that their knowledge is insufficient on the subject of SDS. (For example, “What is a gas mask?”, “Where can I get a cotton-gauze bandage?”, “How to put on a gas mask correctly?”)

Hence - the task of the teacher: to form the students' need for this knowledge. At the same time, this is a logical introduction to the topic of the lesson.

c) Organization of understanding of the studied material.

I announce the topic of the lesson and write it down on the board: “Respiratory protection. (SDOD) ”, (students write the topic in notebooks).

I organize a request for students' knowledge needs on the topic being studied. (What do you think, what issues in this topic should we consider with you?). I write all the students' suggestions on the chalkboard. Selection of students' needs by the method of discussion. The goal is to highlight the really important issues:

1. Appointment of the SZOD.

2. Types and principles of action of the SZOD.

3. Rules for putting on the SPOD.

I leave these questions on the board.

KMD-1. The method is conversation.

I ask the question: "What is the purpose of the SDF?" After the students' answers and general discussion, I summarize: “The purpose of the SDOD is to protect against the ingestion of radioactive, toxic and bacterial agents into the body”. (Students write in notebooks.)

Logical transition.

Knowing what SDODs are for, let's now look at their types.

SECOND STACT. WORK ON CREATIVE MICROGROUPS

CMD - 2. (10 min.)

The group is divided into four microgroups. I tell the microgroups the task: “Study the handouts and then talk about this SDOD”. Using the principles of forced activity, I set the order of work of microgroups:

¾ selection of “action coordinator”;

¾ the respondents are appointed by the “coordinator”;

¾ the actions of the members of the microgroup are assessed by the “coordinator”, the actions of the coordinator - by the teacher;

¾ organizing the work of the microgroup so that everyone is actively involved.

The “Action Coordinators” are drawn by lot to receive an assignment and a handout, and the sequence of the microgroup's response is automatically determined.

The answer algorithm is written on the board:

1. Purpose ...

2. Device (Manufacturing procedure - for group No. 1).

3. Rules for donning.

The time for preparing a response is strictly limited. (9 min.)

THIRD STATE. ANSWER OF MICROGROUPS. (16 min.)

From each microgroup, 3 people are responsible (one for each question), using posters, drawings, mock-ups, notes on the board, etc. Members of the microgroup can make additions, clarifications in the course of the answer. The rest of the students make notes in their workbooks, ask clarifying questions.

Microgroup response time is strictly limited. (4 min.)

3. Summing up. (7 min.)

Generalization and systematization of the knowledge gained. (6 min.)

To consolidate and generalize the knowledge gained, let us write the classification of the SDOD, which we have discussed today, in the form of a diagram (students sketch the diagram in notebooks).

Grading and summing up. (1 minute.)

4. Issuing homework. (1 minute.)

Sketch in notebooks and sign the civilian gas mask device

19. Plan your excursion. Indicate the didactic requirements for its implementation

A study tour is a methodologically and organizationally complex form of classes with students, requiring careful preparation of the teacher and students.

The methodology for organizing and conducting educational excursions is quite fully disclosed in the works of T.P. Gerasimova, M.A. Nikonova, E.A. Chernova, A.E. Bibik. and etc.

A study of the literature showed that the organization of each excursion includes three stages:

¾ Preparing teachers and students for it

¾ Guided tour

¾ Registration of the received material

Preparing a teacher for a field trip to nature includes:

¾ Formulation of the purpose and objectives of the excursion

¾ Choosing a route, getting to know it on the ground, studying the nature of the excursion area and its attractions

¾ Determination of the number and location of stops during the excursion, preparation of individual and team homework

¾ Determination of the possibilities of using excursion materials in geography lessons.

Forming the purpose and objectives of the excursion, the teacher proceeds, first of all, from the requirements of the school curriculum in geography. It is necessary to take into account the time of the excursion, since this determines the preparedness of students for independent work when performing practical tasks, as well as the possibility of collecting local history material for the topics of the course to be studied in the future.

For the excursion, an area is selected that is located near the school and is familiar to the students. The area must meet the following requirements:

1. Be diverse in physical and geographical terms and at the same time typical of the natural area in which the students live.

2. Have a rugged relief accessible for study, good outcrops of rocks, a varied soil and vegetation cover and the presence of water bodies (springs, rivers).

3. Must be completely accessible for passage (excluding difficult-to-pass swamps, deep rivers not provided with a crossing, talus, cliffs and other objects dangerous to the health and life of students).

In the absence of such an area near the school, a more remote location is chosen, but with a minimum expenditure of time for travel.

Getting acquainted with the route on the ground, the teacher specifies the geographical location of stops, the content of explanations and tasks to students, the form and volume of notes, and also makes sketches of drawings that students will have to make. It is also necessary to choose in advance the optimal variant of the arrangement of the brigades.

On excursions, one should strive to tell as little as possible and show as much as possible, make children think and draw appropriate conclusions. Thus, the excursion will become a new form of work with schoolchildren.

When the selected territory and objects on it are assessed from the standpoint of the requirements of the program, what will be studied in an overview, and what will be studied in detail, the students are preparing to enter the field. The success of the planned study tour largely depends on the readiness of schoolchildren for it.

Preparing students for study tours involves, first of all, a repetition of the knowledge that students must apply on a field trip. The need for basic knowledge is an indispensable basis for the assimilation of new material on excursions in the field.

There are some general requirements for organizing study tours:

¾ Students undergo a medical examination (the conclusion can only be signed by a doctor).

¾ Compliance with the established requirements when forming groups.

¾ Availability of documentation for conducting trips and excursions (route sheet, expeditionary certificate or voucher, route book).

¾ Execution of an order for the school on the organization of the campaign, travel (appointment of leaders and deputies, approval of the plan, route and travel estimate).

¾ Instructing on safety measures for leaders and students of the trip, travel.

¾ Equipping groups with medical kits.

¾ Organization of control of the school administration over the course of trips and excursions.

¾ Compliance with safety measures when bathing.

Each task of the excursion is performed by students individually.

At the last stop of the route, the results of the excursion are summed up.

20. Develop a plan for the Children's Day.

Children's Day is a civil defense facility training. It is held in late April - early May with the aim of strengthening students' practical skills and deepening their knowledge of the rules of behavior in emergency situations. The system of events for Children's Day promotes better formation of students' skills in recognizing and assessing hazardous and harmful factors in the human environment, finding a way to protect themselves from them, safe behavior in extreme and emergency situations at home, on the street, in nature, and in providing self-help and mutual assistance.

The effectiveness of the Children's Day largely depends on early preparation (1.5-2 months in advance), careful and thoughtful planning, the correct distribution of responsibilities between the organizers of Children's Day, clear leadership and the quality of the development of documents for its holding.

A Plan for the preparation and conduct of the Children's Day is compulsorily drawn up, which is signed by the chief of staff of the civil defense, the teacher of life safety and approved by the director of the school - the head of the civil defense. You can offer the following plan for the preparation and conduct of the "Children's Day":

Activities carried out	Who conducts
Preparation period Study with the school administration, primary school teachers and class teachers of the normative documents of the Ministry of Education of the Russian Federation, the district education department and the headquarters of the civil defense on the preparation of students for the program "Fundamentals of Life Safety" and the objectives of civil defense plans for peacetime and wartime.	director- head of the GO (NGO) of the school, chief of staff of GO (NShGO) of the school
Consider at a meeting with the director the following questions: “On the state of civil defense at school and the tasks of the pedagogical team for the preparation and conduct of the“ Children's Day ”.	director- NGO schools
Determination of the composition of the participants involved in the preparation and conduct of the "Children's Day".	director, NShGO school pr-org. OBZH, physical education teacher
Instructional and methodological lesson of members of the public commission and subcommittees (jury) on the study of the situation, judicial documentation and various options for the activities of the "Children's Day". Adjustment of the plan for the day.	director, NShGO school, pr-org. OBZH, physical education teacher
Working out the order and sequence (scenario) of Children's Day with its organizers, members of the school-wide commission and subcommittee.	director, responsible for the day
Organization and implementation of control over the quality of classes and trainings under the OBZH program in grades 3-7-8 and 9-10-11 in preparation for the Children's Day.	NSHGO schools
Completion of training of teaching staff and technical personnel on the main topics of the civil defense program.	NSHGO schools
Organization and conduct of classes with persons assigned to the point of issuing gas masks.	NSHGO schools
Preparation of civil defense property that will be used during the Children's Day.	NSHGO schools
Manufacturing of the simplest respiratory protection equipment, preparation of material for practical activities.	class teachers
Organization and verification of fire protection equipment (PPZ),
Development of referee documents for jury members and class teachers for holding GO competitions.
Contact the headquarters of the district GO, GAI, OPPN, OPPNZh tech. without. Sverdl. railway., regional honey. Centre. prevention, environmental center, fire protection service in order to involve them in the activities during the "Children's Day".	NSHGO schools
Purchase and deliver to school, organize a demonstration of films on the topics: - "Man in extreme situations"; - "Human actions in conditions of infection"; - "Collective means of protection"; - "Providing first aid to the injured."	NSHGO schools
Announce a competition for the best wall newspaper on the topic: - "The surrounding nature and man"; -"Ecological problems"; - "Emergencies and what we know about them."	class teachers
In the school library, organize an exhibition of books, brochures, albums on the following topics: - "Nature and Man"; - "Emergencies and what we know about them"; - "GO in the modern press."	head library
Prepare a GO corner at the school on the 1st floor.	NSHGO schools
To improve the educational and material base of the GO school: Tidy up classes for conducting classes; Prepare a sports hall, a training campus for the competition; Put in order and check the serviceability of technological teaching aids.	NSHGO schools
Conducting the "Children's Day" Gathering of the management and commanding staff of the civil defense, hearing the report of the head of the civil defense, the director of the school on the implementation of the curriculum of the course "Fundamentals of Life Safety", on the readiness to carry out the activities provided for by the plan of the "Children's Day".
School propaganda team performance
Opening of the "Children's Day", holding a general school lineup with the participation of students, school teachers, the headquarters of the district civil defense, the district education department and those involved in the events.	head teacher
Open lessons on the OBZH program
2nd class: "Know and follow the rules of the road"	teachers
2nd class: "Pets and safety when dealing with them"	teachers
3 cl .: "The main means of protection of the respiratory system"	teachers
Class 3: “The reservoirs of our area, the rules for bathing in them and safety measures. The main available means of protection in the water. "	teachers
5th grade: Field of Miracles "Know and Obey the Rules of the Road"	teachers
6th grade: "The rules of human behavior when falling into the conditions of autonomy in nature"	classroom teacher
6th grade: "The autonomous existence of a person in natural conditions" (Game-travel)	teachers
6th grade: "The influence of changing climatic and geographical conditions on the human body"	teachers
6th grade: "First aid in natural conditions"	teachers
6th grade: “Rules and methods of laying, making fires. Methods for producing fire. "	teachers
7th grade: Practical lesson. Providing first aid to victims of emergencies. "Rather fast."	teachers
7th grade: "Criminal emergency situations", "Consequences of violation of safety regulations on railway transport".	teachers
8th cl .: "Actions of the population in case of chemical hazards."	teachers
8th grade: Militarized relay race.	teachers
Cl. 9: "PXR devices and their application."	teachers
10 cl .: "The main measures to protect the population from the consequences of emergencies in peace and wartime."	teachers
Actions of students and pedagogical team upon signal: - "Attention everyone!" - "Fire hazard" Evacuation of the teaching staff and students to the sports ground.	NGO schools NGO schools
Summarizing Gathering of the teaching staff to sum up the results of the "Children's Day"	head teacher, deputy
Hearing of responsible officials. Discussion of the results of the "Children's Day".	head teacher, deputy
Determination of the winners of the ongoing events	head teacher
Announcement of the order of the school director on the results of the Children's Day on the construction of the school	NSHGO schools
Presentation of prizes, memorable gifts to the winners of the competition	head teacher

21. Develop a game for 8th grade students on the theme "Keeping Students Safe in Everyday Life"

to generalize the knowledge of students on the rules of behavior in everyday life, to teach how to prevent these situations.

Preliminary preparation:

Teams choose their name and captain in advance.

Children learn ditties, prepare a performance of a poem.

Competition tasks are placed on the petals of the “Seven-Flower Flower” so that the participants cannot see them.

The competition begins with the introduction of the participating teams. The first to open the petals with the task is the captain of the team that will be the first to guess the riddle.

PROCESS OF THE LESSON

So we got to know the teams. Now let's determine which competition will be the first. For this I need team captains. Who of you will be the first to guess the riddle, he will pick a petal from the magic flower.

What is the most precious thing in the world? (Health)

Yes, today we will talk about health, and about everything that is somehow connected with it; on the prevention of accidents in everyday life. So, I declare our competition open!

Home safety.

Teams are given drawings showing a common room in an apartment.

Assignment: within 3 minutes, find in the drawing of the room all cases of violation of safety rules.

1. Iron included unattended.

2. The laundry hangs very close to the heater

H. The lamp is covered with a cloth.

4. Matches close to fire.

5. The cable is damaged.

6. The socket is overloaded.

7. The cable runs under the carpet.

Not every friend you meet is cordial.

The game "Tic-tac-toe"

And now we will remember how to behave with strangers. On the board is a playing field. The player takes out and reads the question. If he answered the question correctly, then he puts his mark in the box, and if wrong - the sign of the opponent.

The right of the first move is played.

Questions for the playing field.

1. On the street, a stranger approached you and said that your mother had sent him for you. What will you do?

2. If a stranger approached you, how will you talk to him?

H. If a car slows down near you, and you are invited to go to the shooting of a film. Your actions.

4. If a stranger took you by the hand and tries to take you away with him, what will you do?

5. 0Write what modern villains look like.

6. Name the most dangerous places in the yard.

7. If strangers come up to you and ask how to find a street or a house, what will you do?

8. The doorbell rings and says “Telegram. We need to sign. ” What will you do?

9. It seems to you that someone is following you. What will you do?

Guys, you know that strangers can lie in wait for you not only on the street, but also at home when you are alone. Here is what happened once with the boy Dima, when he was left alone at home.

Staging of the poem "Resourceful Dima" by E. Tambovtseva

Literary quiz.

Guys, you know a lot of fairy tales: copyright and Russian folk. But now you need to remember the fairy tales where the violation of the OBZH led to sad consequences. Explain why. The teams are given 2 minutes for this task, after which the captains answer.

1. "Kolobok" (trust in strangers)

2. "The wolf and the seven kids" (not open the door to strangers)

Z. "The Snow Queen" (you cannot hook the sleigh to the vehicle in front)

4. "Sister Alyonushka and brother Ivanushka" (listen to the elders)

5. "Geese-swans" (listen to the elders)

Additional questions.

1. What fairy-tale character immediately violated 2 commandments of the OBZH, which, by the way, his mother reminded him of: to walk along the familiar path, do not turn anywhere; do not enter into conversations with strangers.

2. Which of the fairy-tale heroes made several mistakes at once, impossible for scouts and experts in life safety: went into a strange house, sat there, ate from someone else's dishes, slept on someone else's bed?

3. What fairytale hero turned off the straight road to school and remained uneducated?

Music quiz.

Guys, now you will listen to excerpts from popular children's songs, after which I will ask you a question that you must answer. The command that is the first to find the answer answers.

1. "I twist the pedals, I twist"

What rules should be remembered for cyclists to keep cycling safe?

2. "Ochkarito"

What dangerous occupation does this song talk about?

3. "We are not afraid of the rain"

Is walking in the rain always so safe and fun?

4. "Winged swing"

What steps should be taken to make this activity safe?

5. "On the road of good"

First aid.

There are situations when a person urgently needs to be provided with medical assistance, the state of his health in the present and in the future depends on this. Can we do it? Of course, we will provide first aid. The victims are team members.

Each team is given a "first aid kit": bandage, cotton wool, iodine, boiled water, scissors. Within 1 minute, the participants must provide assistance to the victim. The jury examines the victim and summarizes.

On the river, dear, do not be bad.

On the table are in disarray: a ski pole, sunglasses, rope, umbrella, wooden stick, mask and snorkel for swimming, a heating pad, an inflatable ring.

What things would you take with you when crossing the river on ice?

A representative from each team should choose only one subject and explain why.

Magic letter.

Guys, can you write rules of safe behavior without using letters? How? (Draw)

Imagine that foreign friends who do not speak Russian have come to visit you. They want to take a walk in the woods. Introduce them without words to the rules of conduct in the forest.

To do this, each team must draw 1 sign on a sheet of paper in 3 minutes, warning about the rules of conduct in the forest. The most important rule, in your opinion.

While the jury sums up the results, children, let's decipher the expression together: from each word we take only the syllable that is indicated in the code, and then add all the results obtained into words:

cottage cheese, box 1-1

shore, ash, shepherd, extreme 1-1-1-2

did it 2

ruins, bookmarks 1-3

Your safety is in your hands.

The jury sums up the results. Award Ceremony.

And at the end of our competition program, ditties

The most important thing, guys, is for you to understand that many accidents can be prevented by observing the most basic safety rules.

THANKS FOR PARTICIPATING!

22. Develop Homework Types for Grade 9 Students

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

1. List the main planning documents for the course "OBZH". Make uplist of regulatory documents on OBZ,regulatoryactivityteacher-organizer in the regionTand bezopharshness of life.

There are the following documents for planning the educational process in the course of life safety:

ѕ a plan of school activities for the life safety course for the academic year;

* a plan-schedule for the distribution of educational material in the course of life safety for the academic year;

* thematic lesson plan for a quarter;

ѕ OBZH lesson plan.

* State standard of general education - norms and requirements that determine the mandatory minimum content of basic educational programs of general education, the maximum amount of study load of students, the level of training of graduates of educational institutions, as well as the basic requirements for ensuring the educational process;

* Time requirements for the compulsory minimum content of basic general education on life safety;

* Mandatory minimum content of secondary (complete) general education in life safety;

* standard of basic general education on life safety;

* standard of secondary (complete) general education in life safety at the basic level;

* standard of secondary (complete) general education in life safety at the specialized level;

* sample programs on life safety for basic general education.

2. Uncover the connection of the school subject"Fundamentals of safety life workernosti "with other disciplines.

In this regard, the content of all subjects of general education should be tied to the priority of life. At the same time, the presentation of issues related to the safety of a person, only in bulk on various subjects, is not enough. The main problems of our time - global, national, personal security - should be presented to students as interconnected, in a complex.

Security concerns

General (complete) education subjects

OBZH (main sections)

Russian language

Literature

Foreign language

Maths

Computer science

History

Social Studies

Geography

Economy

Biology

Physics

Chemistry

Ecology

Culturology

Technology

Physical Education

Natural disasters

Global security challenges

The nature and safety of the biosphere

Epidemics

Limits to growth, sustainable development

Self-destruction by technologies of geological power (error, military conflict, terrorism)

Natural disasters

National security problems.

Basics of military service

Aggression of neighbors (military, economic, informational)

Social instability (economic lag, political, cultural stagnation)

Environmental disasters (pollution, destruction of the natural environment, man-made disasters)

Demographic disasters (overpopulation, degeneration)

Unfavorable natural conditions

The basics of a healthy lifestyle.

Security and protection in OS and emergency situations.

Basics of honey. knowledge.

Emergencies (natural, social, technogenic)

The dots mark the questions that it is advisable to touch upon in the available courses. It is shown how the generalization of all safety problems can be done in the course of OBZH.

3. One of the criteria for a teacher's work isanalysisand mushroomlessons.Offer an outline for analyzing the 10-point lesson.

To analyze the lesson on the OBZH course, you can offer the following scheme:

10. Disadvantages of the lesson. Diagnostics of the causes and trends in their development. Suggestions for their elimination.

11. General conclusions and proposals.

4. Expand the requirements for the construction of the textbook "Fundamentals of securityoutsideactivistnosty ".