Relevanceprograms - the study of a graphic language as a synthetic language with its own semantic basis is necessary, since it is generally recognized international language communication. Knowing it can become one of the advantageous characteristics when getting a job in other countries of the world, as well as for continuing education.
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ADDITIONAL GENERAL EDUCATIONAL DEVELOPMENT PROGRAM
SOCIAL AND PEDAGOGICAL ORIENTATION
"KOMPAS 3D LT"
Age of students: 9-14 years old
Implementation period: 1 year
n. Kyuptsy, 2016
Explanatory note
Educational program "Drawing with elements of computer graphics"
(based on computer-aided design system KOMPAS 3D LT)
The program "Drawing with elements of computer graphics" (using the KOMPAS system) is a course designed for students aged 9-14 and involves the development of the KOMPAS system used in the design of products and the execution of design documentation .. Its content corresponds to profile level graphic training of schoolchildren and is an integration of the basics of the graphic language, studied in the volume of the educational minimum (standard), and elements of computer graphics, mastered at the level of the user of the domestic educational system 3D design KOMPAS 3D LT or earlier versions of the KOMPAS system.
The orientation of the educational program is social and pedagogical
Novelty student's graphic culture - a set of knowledge about graphic methods, methods, means, rules for displaying and reading information, its preservation, transmission, transformation and use in science, production, design, architecture, economics and public spheres of life and society, as well as a set of graphic skills , allowing you to record and generate the results of reproductive and creative activity.
Relevance programs - the study of a graphic language as a synthetic language that has its own semantic basis is necessary, since it is generally recognized as an international language of communication. Knowing it can become one of the advantageous characteristics when getting a job in other countries of the world, as well as for continuing education.
Pedagogical expediency.For the effective organization of educational - educational process it is necessary to achieve the optimal combination of classical and non-traditional teaching methods and techniques, chosen taking into account the development of spatial representations, abilities for analytical and synthetic activities and others individually - psychological features schoolchildren.
Target : Graphic education of schoolchildren is aimed at preparing school graduates who are literate in the field of graphic activity, possessing a body of knowledge about graphic methods, methods, means, rules for displaying, preserving, transmitting, transforming information and their use in science, production, public spheres of society; owning a set of graphic skills, as well as able to apply the acquired knowledge and skills not only to adapt to the conditions of life in modern society, and for active participation in reproductive and creative activities (scientific, industrial, design, etc.)
Tasks:
In the formation of ideas about graphic means (linguistic, non-linguistic, manual, computer) for displaying, creating, storing, transmitting and processing information.
In the study and mastery of methods, ways, means of displaying and reading information used in various activities;
In the development of spatial imagination and spatial representations (static, dynamic), figurative, logical, abstract thinking;
In the formation of skills to apply geometric and graphic knowledge and skills in new situations to solve various applied problems;
In teaching reading and performing drawings (sketches), axonometric projections, technical drawings, diagrams of products for various purposes;
In familiarization with the content and sequence of stages project activities in the field of technical and artistic design;
In the formation and development of aesthetic taste;
In mastering computer technologies for obtaining graphic images;
In teaching independent work with reference materials;
Distinctive features of this additional educational program from existing educational programs.The content of the circle is: cognitive a component that reveals the basic concepts related to the field of studying forms and geometric methods of shaping objects, methods and ways of graphic display of information about three-dimensional objects, as well as the rules for reading and performing graphic images; active a component that presents the skills that are formed in the process of learning to draw. Creative a component that ensures the development of logical and spatial thinking, spatial representations, creativity, as well as the acquisition of some experience in solving problems with elements of transforming and designing the shape of objects;Emotionally - sensuala component aimed at creating a positive motivation for learning, enhancing the cognitive interest of schoolchildren.
Children's age involved in the implementation of this educational program 9-14years. The content of the program corresponds to the cognitive abilities of students of this age and provides them with the opportunity to work at the level of increased requirements, developing their learning motivation.
Conditions for recruiting children into the team: all comers are accepted.
Implementation deadlines.The program of the circle is designed for 1 year. The optimal number of children in a group for the successful development of the program is 10-12 people. The working hours of the circle are 2 lessons per week for 2 hours (total 68 lessons, 136 hours).
Practice mode. Classes are held four hours a week (twice two hours),
Educational thematic plan
No. p / p | Subject | Hours for theory | Hours for practice | Total hours |
Graphic language. Introduction | ||||
Reading and executing blueprints | ||||
Sections and cuts | ||||
General arrangement drawing | ||||
assembly drawings | ||||
Reserve time | ||||
TOTAL | ||||
- Introduction
Modern technologies for the execution of drawings. Various tools used to make drawings (drawing tools, materials and drawings (drawing tools, materials and accessories), machine tools (CAD, computers). Organization of a workplace for performing graphic work
- Projection method and graphic methods for constructing images
Central and parallel projection. Rectangular (orthogonal) projection. Performing images of objects on one, two and three mutually perpendicular projection planes. Image of points, straight lines, planes in a system of three projection planes. Application of the orthogonal projection method for making images on a drawing (sketch). Basic and additional types. Removable element.
Axonometric projections. Rectangular isometric and dimetric projections. Methods for constructing axonometric projections of plane figures, spatial bodies and other objects. Technical drawing.
- Reading and executing blueprints
General concepts of the form and shaping of objects. Analysis of the geometric shape of objects. Ways to read and execute drawings based on shape analysis. Determination of the necessary and sufficient number of views in the drawing. Selecting the main image and image scale. Applying dimensions on drawings, taking into account the shape of objects. Making drawings of objects using geometric constructions (dividing segments, angles, circles into equal parts, conjugations). Slope and taper. Making detail drawings.
- Sections and cuts
Sections and cuts, similarities and differences between them. Sections. Rules for performing offset and superimposed sections. Section designation. Graphic designation of materials in the drawings. The cuts are simple and complex. Rules for the execution and designation of sections (frontal, horizontal, profile, local, broken, stepped). Combination of view and section. Sections in axonometric projections.
- Conventions and simplifications adopted in the drawing
Conditional image and thread designation in the drawings. Simplified image of threaded connections (bolted, screw, hairpin). Typical connections of parts. Conventions when depicting detachable (threaded, slotted, keyed) and one-piece (welded, glued, soldered, stitched) joints. Movement transfer. Conventions in the image of gear, worm, chain, belt drives. Couplings. Bearings. Reading and execution of drawings containing various types of connections and ways of transmitting motion. Deviations from the shape and location of surfaces and their conditional display in the drawing. Conventions in the designation of surface roughness in the drawings.
- General arrangement drawing
The purpose of the general arrangement drawing. Features of the general view drawing. The difference between a general view drawing and an assembly drawing.
- assembly drawings
General information about the product (detail, assembly unit, complexes, kits). Assembly drawing. Images on the assembly drawing. Hatching of sections of adjacent parts, dimensions, position numbers, specification. Reading drawings of simple products with the implementation of fragments of drawings of assembly units.
- Design as a type of creative activity
Design documentation for the assembly unit. Specification. Assembly drawing. Conditions and simplifications. Detailing. Design and modeling. Stages of designing a building, artistic and technical products. Modeling. Modeling stages.
- Final certification and testing
Availability and implementation of the program individual work with students
Kind of activity | Events |
Working with students | Individual student consultations Planning the stages of the forthcoming work Sequence determination by analysis Self-assessment of works Finding ways to overcome mistakes Showing initiative and independence |
Mandatory minimum of graphic works |
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Forms of organization | Individual-group |
Forms of conducting classes | Lesson, exhibition, discussion, Olympiad, open lesson, creative presentation, competition, observation, |
Expected results | In the process of learning KOMPAS 3 D LT, students learn to participate in joint activities: negotiate, discuss, come to a common opinion, distribute responsibilities for information search, show initiative and independence As a result of mastering the subject content of the KOMPAS 3 D LT course, students should have an idea of the shape of objects and geometric bodies, their position in orientation, and the information capabilities of a drawing. They must know the sequence of drawing with the help of drawing tools and engineering computer graphics. Must be able to execute (create) and edit graphic objects and their images on the display screen. Analyze the shape of the part (from nature and from graphic images). Perform (create) a drawing of a part using views, sections, sections (by traditional and technical means). |
Individual approach to everyone |
Gifted | underachievers | "Risk group" |
Psychological testing, identification of the level of development of cognitive motivational areas students, the degree of giftedness of students | Consultation with social educator, psychologist and class teachers about students who are at risk. |
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Monitoring the general educational skills of students |
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Monitoring the level of intellectual abilities of students based on testing |
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Using variable tasks advanced level complexity, creative tasks | Training to work with reference, additional literature, Internet resources |
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Organization of participation of children in school, district competitions | Ensuring individualization, differentiation of the teaching load of students, depending on the level of development of their cognitive sphere, thought processes. |
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Organization of research work of students | Usage entertaining material in drawing in order to increase interest in the subject being studied. |
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Identification of gaps in knowledge and organization of individual work to eliminate them. Formation of groups of students for additional classes. |
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Preparing students for work in school, district and republican Olympiads | Organization of consultations, additional and individual lessons. |
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Creation of conditions for the realization of the creative abilities of gifted children: holding creative competitions, olympiads, exhibitions, organization of entertaining and educational games | Organization of control over the implementation of homework together with class teachers. |
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Formation of motivation, interest in learning a graphic language by using different methods and forms of organization of students' activities |
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Organization of participation in extracurricular school, district events, in school, regional olympiads |
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Educational and extracurricular activities | Personal results as a social experience of students |
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School | Personal | Municipal |
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Iso, Drawing Circle Subject circle "Compass 3D LT" | fine skill, Technical literacy and drawing reading. Olympics, competitions, exhibitions | Maintain and develop friendly business relations with all seniors and juniors. Meaningful and responsible construction of a personal life trajectory | Participation in exhibitions, competitions of local society. Respect and love for the native land. Respect for the older generation. Learn the elements of culture, norms and values of society Social action and moral behavior |
Methods
Methods such as reproductive (reproducing); illustrative (the explanation is accompanied by a demonstration of visual material); problem (the teacher poses a problem and, together with the children, looks for ways to solve it); heuristic (the problem is formulated by children, and they offer ways to solve it).
Among the methods are such as conversation, explanation, lecture, game, competitions, exhibitions, holidays, experiments, as well as group, combined, purely practical exercises. Some classes take the form independent work where independent creativity is encouraged. The independent ones also include final works based on the results of passing each block, half a year and a year. At the beginning of each lesson, a few minutes are allotted for a theoretical conversation, the lesson ends with a review of the works and their discussion. -
Lesson forms. One of the main conditions for the success of education and the development of students' creativity is an individual approach to each child. The principle of training and education in a team is also important. It involves a combination of collective, group, individual forms of organization in the classroom. Collective tasks are introduced into the program in order to form the experience of communication and a sense of collectivism.
Description of expected results
As a result of studying in the circle, students should receive
Knowledge:
Fundamentals of the parallel projection method;
Methods of construction in the system of rectangular projections;
Methods for constructing rectangular isometric and rectangular dimetric projections and technical drawings;
Images in the drawing (main and additional views, sections, sections, detail elements);
Conventions and simplifications in the drawings;
Drawings for various purposes;
Scheme.
Skills:
Use geometric constructions when making drawings;
Observe and analyze the shape of objects (from life and from graphic images), perform technical drawing;
Perform drawings in accordance with GOST ESKD, choosing the required number of images (views, sections, sections, etc.)
Detail drawings of an assembly unit, consisting of 9-15 simple parts, making a sketch (drawing) of one of them;
Apply the acquired knowledge in solving problems with creative content (including design elements)
Summing up forms:
For oral answers, graphic works and problem solving, students are given marks on a five-point scale.system. Graphic works are evaluated by two marks, Differentially reflecting the correctness of execution and the quality of the graphic design of the drawing.
The final is carried out in the form of certification, the purpose of which is to test the formation of spatial representations, spatial, logical, abstract thinking, graphic literacy of students.
Tools used in teaching lessons
- Machine tools
PC not lower than Pentium 1 with 16 MB RAM
Peripherals: printer or plotter;
KOMPAS 3D LT software
- Hand tools
cooking room;
Drawing board with pantograph system
Stencils for drawing ellipses
Pencils brands "TM", "M", "T",
Soft pencil eraser
Pencil sharpening tool
Types of methodological products:
Programs of educational institutions. Drawing. Drawing with elements of computer graphics. M., "Enlightenment" 2007. 3rd edition
Textbook - "Drawing" AST * Astrel; Moscow * 2008; authors; A.D. Botvinnikov. V.N. Vyshnepolsky. V.N. Vinogradov. Programs of educational institutions. Drawing. 7-11 grades. Moscow "Enlightenment" 2008. V. V. Stepakova.
Toolkit to the textbook by A.D. Botvinnikov; V.N. Vinogradov; I.S. Vyshnepolsky “Drafting. 7-8 grades";
Programs of educational institutions Drawing with elements of computer graphics grades 10-11 Moscow ed. Enlightenment 2007; V. V. Stepakova
Programs of educational institutions Drawing grades 7-11 Moscow ed. Enlightenment 2008; V.V. Stepakova.
Types of didactic materials
Cards - tasks for drawing. Part 1. Part 2. Edited by V.V. Stepakova. Moscow "Enlightenment" 2004.
didactic aids (cards, workbooks, handouts, questions and tasks for oral or written survey, tests, practical tasks, exercises, etc.);
Bibliography
- Babulin N.A. Construction and reading of engineering drawings: Proc. Benefit for vocational training workers in production. – M., graduate School, 1999.
- Baranova L.A., Borovikova R.L., Pankevich A.P. Fundamentals of drawing: Proc. for cf. specialist. Proc. establishments. - M., Higher School, 1996.
- Vladimirov Ya.V., Roitman I.A. Drawing: Proc. allowance. - M., Vlados, 1999.
- Methods of teaching drawing: textbook. allowance for students and students of art. graph. specialist. educational institutions / ed. E.A.Vasilenko. –M., Enlightenment, 1990.
- Roitman I.A. Fundamentals of mechanical engineering in drawing. - M., Vlados, 2000
- Chekmarov A.A. descriptive geometry and drawing: textbook for university students. - M., Vlados, 1999.
- Drawing with elements of computer graphics (based on the computer-aided design system KOMPAS 3D LT) Grades 10-11 V.V. Stepakova; A.A. Boguslavsky; edited by V.V. Stepakova; Moscow. Enlightenment 2008
Municipal budget educational organization
additional education"Center for Extracurricular Activities"
Municipal district "Ust-Maisky ulus (district)" of the Republic of Sakha (Yakutia)
GROUP EDUCATIONAL-TKESATIC PLAN
"KOMPAS 3D LT"
Age of students: 9-14 years old
Implementation period: 1 year
n. Kyuptsy, 2016
Educational and thematic plan
No. p / p | Subject | Hours for theory | Hours for practice | Total hours |
Graphic language. Introduction | ||||
Introduction to Compass 3D LT | ||||
Projection method and graphic methods for constructing images | ||||
Central and parallel projection. Rectangular (orthogonal) projection | ||||
Performing images of objects on one, two and three mutually perpendicular planes projections | ||||
Applying the orthogonal projection method to perform images on a drawing (sketch) | ||||
Basic and additional types | ||||
Axonometric projections | ||||
Methods for constructing axonometric projections of plane figures, spatial bodies and other objects. | ||||
technical drawing | ||||
technical drawing | ||||
Reading and executing blueprints | ||||
General concept of the form and shaping of objects | ||||
Analysis of the geometric shape of objects | ||||
Ways to read and execute drawings based on shape analysis. | ||||
Determining the necessary and sufficient number of views in the drawing | ||||
Choice of main image and scale. | ||||
Applying dimensions on drawings, taking into account the shape of objects | ||||
Making drawings of items using Geometric constructions | ||||
Slope and taper. | ||||
Making drawings of parts | ||||
Sections and cuts | ||||
Sections and cuts | ||||
Sections. | ||||
Section designation | ||||
Graphic designation of materials in the drawings | ||||
The cuts are simple and complex. | ||||
Rules for the execution and designation of cuts | ||||
Rules for the execution and designation of cuts | ||||
Connecting View and Section | ||||
4.10 | ||||
4.11 | Sections in axonometric projections | |||
Conventions and simplifications adopted in the drawing | ||||
Conditional image and thread designation in the drawings. | ||||
Simplified image of threaded connections (bolted, screw, hairpin). | ||||
Typical connections of parts. | ||||
Conventions when depicting detachable (threaded, slotted, keyed) and one-piece (welded, glued, soldered, stitched) joints | ||||
Transfer of motion | ||||
Conventions in the image of gear, worm, chain, belt drives. | ||||
Couplings. Bearings. | ||||
Reading and executing drawings containing various types of connections and ways of conveying motion | ||||
Deviations from the shape and location of surfaces and their conditional display in the drawing | ||||
5.10 | Conventions when designating surface roughness in drawings | |||
General arrangement drawing | ||||
The purpose of the general arrangement drawing. General arrangement drawing features | ||||
The difference between a general view drawing and an assembly drawing | ||||
assembly drawings | ||||
General information about the product. Detail | ||||
General information about the product. assembly unit | ||||
General information about the product. Complexes. | ||||
General information about the product. Kits. | ||||
Assembly drawing. Images on the assembly drawing | ||||
Assembly drawing. Images on the assembly drawing | ||||
Assembly drawing. Images on the assembly drawing | ||||
Hatching of sections of adjacent parts, dimensions, position numbers, specification | ||||
7.10 | Reading drawings of simple assembly units | |||
7..11 | Detailing. | |||
7.12 | Design elements of parts of simple products with the execution of fragments of drawings of assembly units | |||
7.13 | Design elements of parts of simple products with the execution of fragments of drawings of assembly units | |||
7.14 | Design elements of parts of simple products with the execution of fragments of drawings of assembly units | |||
Design as a kind of creative activity. | ||||
Design and modeling. Design. Sketches. Final version. | ||||
Design stages. (Detail, assembly unit, kit, complex) | ||||
Design stages. (Detail, assembly unit, kit, complex) | ||||
Design stages. (Detail, assembly unit, kit, complex) | ||||
Detail connection drawings. | ||||
Detail connection drawings. | ||||
Change in the technical design due to a change in the method of transmitting movement in the product | ||||
Finalization of the drawing according to the changes made to the technical project | ||||
8.10 | Design documentation for the assembly unit. Specification. | |||
8.11 | Project documentation. Specification | |||
Final certification and testing | ||||
Testing. | ||||
Reading a drawing | ||||
Creative project protection | ||||
Reserve time | ||||
TOTAL | ||||
WORK PROGRAM CIRCLE "Design and modeling from various materials"
I. Explanatory note
Technical achievements are increasingly penetrating into all spheres of human activity and are causing the growing interest of children in modern technology. Technical objects appear tangibly close to the child everywhere in the form of dozens of things and objects surrounding him: household appliances and apparatus, toys, transport, construction and other machines. Children learn and accept the world as they see it, try to comprehend, understand, and then explain.
Modeling and design contribute to the knowledge of the world of technology and the expansion of technical horizons, develop design abilities, technical thinking, motivation for creative search, technical activity.
The program "Initial technical modeling" provides for the development of children's creative abilities and implements a scientific and technical focus. Creative activity in the classroom allows the child to acquire a sense of confidence and success, social and psychological well-being.
Relevance of this program is that the combination of initial technical modeling is the most successful form of familiarizing younger students with technical creativity, because in school conditions, children cannot fully satisfy their interests in technical creativity. This circle gives students the opportunity to get acquainted with various types of equipment, to acquire the initial skills and skills of building and running models.
The standard program of A.P. Zhuravleva “The circle of initial technical modeling” (“Programs for out-of-school institutions and secondary schools. Technical creativity of students” was taken as the basis of this program: - M. Education. 1988.)
The main goal of the program - creation of conditions for the development of the child's personality in accordance with his individual abilities through technical creativity.
Tasks:
Educational
- creating conditions for the child to learn practical skills in working with materials;
Teaching the initial rules of engineering graphics, acquiring skills in working with tools and materials used in modeling;
Develop the ability to plan your work;
To teach techniques and technologies for the manufacture of simple structures.
Educational
Create conditions for self-development of students;
- promoting the development of children's abilities for technical creativity;
Development of polytechnical representation and expansion of polytechnical horizons;
Awakening curiosity and interest in the arrangement of the simplest technical objects, the development of the desire to understand their design and the desire to make models of these objects;
Educational
development of communication skills, ability to work in a team;
involvement of children in competitive and play activities;
education of creative activity;
to cultivate respect for work and people of work, a sense of citizenship, self-control.
II. General characteristics of the subject
The program is built on the following conceptual principles:
1.Principles of self-actualization.
In every child there is a need to actualize their creative abilities. It is important to awaken and support the pupil's desire to manifest and develop his natural and socially acquired abilities.
2. The principle of individuality.
Creation of conditions for the formation of the personality of the student. It is necessary not only to take into account individual
features of the pupil, but also in every possible way to promote their further development.
3. The principle of creativity and success.
Thanks to creativity, the student reveals his abilities, learns about the “strengths” of his personality. Achieving success in one or another type of activity contributes to the formation of a positive self-concept of the pupil's personality, stimulates the child to carry out further work on self-improvement and self-building of his "I".
4. The principle of trust and support.
Faith in the child, trust in him, support for his aspirations for self-realization and self-affirmation should replace the excessive demands of excessive control.
Features of the program implementation:
The program includes the following sections:
1. Fundamentals of modeling and design.
2. First models.
3. Flying models and toys. Applications.
5. Excursions
6. Final lesson.
Classes of the circle consist of theoretical and practical parts.
Throughout the entire period of study, theoretical classes are held with students on the topics of the program, as well as conversations on the history of aviation, navy, armored vehicles, aimed at fostering patriotism and love for the Motherland.
With the accumulation of knowledge and practical skills in modeling, the teacher attracts pupils to independently analyze models, participate in project activities and defend their projects.
To evaluate the manufactured models, students are asked questions (for example, “what technical object model are you demonstrating?”, “What is the purpose and its type?”, “What nodes does it consist of?”, “What features does it have, how does it differ from other objects?” ). When analyzing the model and defending the project, students are required to use the correct technical terminology.
Analysis of the model allows pupils to recall the previous material, exercises them in observation, in highlighting the main thing, in the possibility of independent application of the acquired experience and knowledge. Project defense allows students to gain experience public speaking, develops their ability to listen to others, develops motivation for self-development. In the learning process, it is important to conduct various role playing, small competitions as the production of moving and flying models, work to eliminate shortcomings and errors, repair models. All this allows you to consolidate and repeat the material covered.
Much attention is paid to the history of the development of science and technology, people of science, inventors, researchers, testers. When making models military equipment children will learn the history of the Motherland and its Armed Forces. The program includes a single set of practical work, which ensures the assimilation of new theoretical knowledge, the acquisition of skills and abilities to work with tools (ruler, scissors, compasses) and different materials(drawing paper, cardboard, glue). Freedom to choose a technical object according to given topic in the learning process contributes to the development of creativity, imagination. Evaluation of intermediate results on topics and final classes are held in different forms: games, quizzes, defense of projects.
Forms and methods of work:
Methods and techniques educational activities: reproductive, verbal (explanation, conversation, dialogue, consultation), graphic works (work with diagrams, drawings and their preparation), method problem learning(setting problematic questions and independent search for an answer), design methods (construction from paper, creating models), games (for the development of attention, memory, eye, imagination, travel game, role-playing games (designers, competitions, quizzes), visual (drawings, posters, drawings, photographs, diagrams, models, devices, videos, literature), creation creative works for an exhibition, development of scenarios of holidays, games. All the necessary conditions for the creative development of students are created at the lessons of the NTM association. Each lesson is built depending on the topic and specific tasks that are provided for by the program, taking into account the age characteristics of children, their individual preparedness.
Types of classes: complex, classes-conversations, excursions, independent work.
Types of occupations: - work with literature, drawings, schemes; - practical work; - meeting interesting people; - exhibition; - contest; - creative project; - competitions; - holiday; - a game. Sanitary and hygienic standards are observed during the lesson.
Physical education sessions are held at every lesson. breathing exercises, exercises for the eye muscles). Forms of summing up the results of the implementation of an additional educational program: conducting open classes, exhibitions, competitions, competitions, quizzes, games, defense of projects.
The choice of teaching methods depends on the age characteristics of children and is focused on activation and development cognitive processes. In junior school age in children, all the main types of activity have already arisen and have received initial development: labor, cognitive and play. Game activity has a strong influence on the formation and development of the mental, physical, emotional and volitional aspects and qualities of the child's personality. The game is inextricably linked with the development of activity, independence, cognitive activity and creative abilities of children. The introduction of elements of the game in the process of preparing younger students for design and technical activities contributes to the fact that children themselves begin to strive to overcome such tasks that are much more difficult to solve without play. The age feature of younger schoolchildren is also the fact that they are actively involved in such practical activities, where you can quickly get results and see the benefits of your work.
Forms of control:
To determine the effectiveness of the educational process,incoming, intermediate (thematic) and final control.
Incoming: determination of the initial level of students (at the first lesson in the form of an interview).
Intermediate (thematic): carried out with the help of competitions, competitions. Apply " control tasks”, compiled in a form that is interesting for students. They are held at the end of the study of each topic.
Works are evaluated according to the following criteria:
The quality of the implementation of the techniques, operations and work studied in the classroom;
Degree of independence;
The level of creative activity (reproductive, partially productive, productive), found productive technical and technological solutions.
Preference should be given to a qualitative assessment of the activities of each child in the classroom, his creative findings in the process of observation, reflection and self-realization.
Final: An exhibition of children's works, in which all members of the circle take part. It allows not only to assess the knowledge and skills of students, but also teaches children to fairly and objectively evaluate their own work, the work of others, to rejoice not only in their own, but also in general success. Instills in them the desire for self-improvement.
Assessment of children's knowledge and skills is not an end in itself, but an auxiliary process that contributes to the successful flow of the entire educational process in a circle, a children's team with a special environment, where children not only learn, but also have ample opportunities for various forms of communication and creative self-realization.
III. Place of the course in curriculum
The program is designed for students in grades 2-4, for 2 years of study.
The course is given 144 hours per year (4 hours per week: twice a week for two hours). Classes are held for 40 minutes with a break of 10-15 minutes.
Taking into account the purpose and objectives, the content of the educational program is implemented in stages with a gradual complication of tasks. At the beginning of training (1st year), children form initial knowledge, skills and abilities, students work according to the model. At the main stage of training (2nd year), work continues on learning new things and consolidating the acquired knowledge and skills.
IV. Description of value orientations of content.
The program "Initial Technical Modeling" is aimed at developing interest in technical modeling, at the development of figurative and logical thinking, for students to master the skills of working with various materials, tools and devices of manual labor. Mastering this program allows students to become familiar with modeling and making simple models.
Working in a circle allows you to educate the children in the spirit of teamwork, instills determination, develops attentiveness, interest in technology and technical thinking. Preparing junior schoolchildren for design and technological activities means teaching children to observe, think, imagine, fantasize and assume the shape, device (design) of the product. To teach children to prove the feasibility and benefits of the intended design. To enable children to freely plan and design, transforming their assumption into various mental, graphic and practical options. Classes of children in a circle contributes to the formation of not only contemplative, but also cognitive activity. The desire to learn how to build models yourself from various materials, learn how to use a hand tool, learn the basics of mechanical engineering, participate in competitions and competitions in modeling with models built by yourself, can captivate children, distract them from the harmful influence of the street and antisocial behavior. Indiscriminate passion for the computer at an early age does not give development in creative plan, does not give knowledge in technical and design activities. Modeling classes are an excellent school for the development of creative initiative and independence in children, design and rationalization skills, and abilities for technical creativity.
In the classroom, optimal conditions are created for the child to learn practical skills in working with various materials and tools. Children acquire knowledge in the field of drawing, design, technical modeling and design, get acquainted with technical terminology. The guys learn to work with scissors and compasses, read blueprints, make various models.
In the classroom develops:
fine motor skills hands
figurative and logical thinking
visual memory
design ability
attention
accuracy in work performance.
In the classroom, students also get acquainted with the history and current level of development of Russian and world technology.
Initial technical modeling does not require special jobs or sophisticated technological equipment, classes can be held in classrooms.
It is also important that, being engaged in a team of like-minded people, respect for work and a person of work, self-activity and responsibility for one's own actions and deeds are brought up. Self-esteem increases due to the ability to assert themselves by achieving certain results in competitive activities, children can learn to adequately perceive their successes and failures, which will allow children and adolescents to adequately perceive the surrounding reality. In addition to this, modeling classes give an idea of shipbuilding, auto- and aircraft-building specialties, which is a guideline in choosing an interesting profession for children.
Paper construction is one of the areas of modeling. The magic of turning a flat sheet of paper into a three-dimensional design does not leave indifferent not only children, but also adults. The availability of material, the use of a simple stationery tool (in the early stages), and simple techniques for working with paper make it possible to instill this type of modeling in children of primary school age. Paper construction contributes to the development of the child's imagination, hand motor skills, attentiveness and perseverance. The uniqueness of paper modeling lies in the fact that, starting from elementary models that are made in a few minutes, with the acquisition of certain skills and abilities, it is possible to produce models of a high degree of complexity (detail and copy number). Mastering modeling skills, students see an object not just on a plane, but a three-dimensional structure (model), which allows them to more fully evaluate this object.
V.Planned results
Planned results of the program development
Year of study
results
1st year
Must know :
Principles and technology of building flat and three-dimensional models from paper and cardboard, methods of using templates;
Names of the main parts and parts of equipment;
Necessary safety regulations during all stages of construction.
Should be able to:
Independently build a model from paper and cardboard according to the template;
Identify the main parts of the manufactured models and correctly pronounce their names;
Paint the model with a brush.
2nd year
Must know :
Basic properties of materials for modeling;
The simplest rules for organizing a workplace;
Principles and technology for building simple three-dimensional models from paper and cardboard, methods for connecting parts from paper and cardboard;
Names of the main details and parts of equipment.
Should be able to:
Self-build a simple model of paper and cardboard;
Mark up simple objects on paper and cardboard using a ruler and templates;
Work with simple hand tools
Paint the details of the model and the model with a brush;
understand the drawings, make sketches of future models;
make your own model from start to finish
Expected results by the end of the first year of study:
Subject:
be able to use hand tools;
Know the elementary properties of paper, cardboard, their use, processing methods;
Know the names of geometric shapes and bodies.
Metasubject:
Cognitive:
Regulatory:
Be able to prepare the workplace and perform practical work according to the proposed plan based on the model;
Bring the work started to the end;
Communicative:
Personal:
Students should know the initial knowledge about modern technology and the history of its creation.
by the end of the second year of study:
Subject:
ability to draw and read blueprints;
know the elementary properties of paper, cardboard, their use, processing methods;
know the names of geometric shapes, bodies and be able to draw them;
be able to use hand tools (pencil, ruler, compasses, square);
To be able to make technical objects from geometric bodies.
Metasubject:
Cognitive:
Know the history of creation modern technology, types of equipment;
Know the names and purpose of frequently encountered technical objects, the names of hand tools and various materials, their properties;
Know the names of the main parts of the manufactured models.
Regulatory:
Be able to prepare a workplace and perform practical work according to the proposed plan based on the model;
Bring the work you have started to the end.
Communicative:
Be able to listen and hear the interlocutor, express and justify your opinion.
Personal:
Be able to cooperate with adults and peers;
Consciously show purposefulness, diligence, organization, creative attitude in the performance of labor-intensive independent practical work.
VI. Course content
Topic name
theory
practice
Total
1st year of study
Fundamentals of Modeling and Design
First models
Flying models and toys. Applications
Excursions
Creative projects
Final lesson.
Total:
34
110
144
2nd year of study
Design Basics
Building Models
Car models and toys. Applications
Creative projects
Excursions
Final session
Total:
31
113
144
VII. Educational - thematic plan
1st year of study
№ p/n
Topic name
Number of hours
date
Types of learning activities
Class equipment
theory
practice
Total
according to plan
In fact
Fundamentals of modeling and design - 10 hours
1.1.
Safety precautions when working in a circle.
Making products on the theme "My favorite craft"
Diagnostic tests, instructions for safety precautions.
1.2.
Materials and tools
Determination of types, properties of papers. The simplest experiments on testing various paper samples for strength and water resistance
Scissors, various types of paper, eraser, pencils, glue, knife, compasses
1.3.
Acquaintance with technical activities human
Viewing magazines and photographs, where students can get acquainted with the technical activities of a person.
1.4.
Introduction to some graphic conventions
Acquaintance in the process of practical work with symbol visible contour lines (solid thick line). Acquaintance in the process of practical work with a conditional image of a fold line and designation of a place for glue.
Making models of various aircraft from thick paper (marking according to a template), where there is a fold line on the model pattern, and a visible contour line along the edge. Production of simplified models of transport.
Samples of graphic images, drawings
First models - 94 hours
2.1.
Origami technique - 22 hours
2.1.a
Paper folding and folding technology;
Determining the location of the fold line in images on chalkboard, on the pages of books and manuals. Rules for bending and folding.
Making models by folding paper: models of ground and air transport. Games and competitions.
2.1.b
Electronic presentation, slide films, multimedia projector.
Drawing tool, glue, cutting tool
2.1.c
Execution of air transport models;
Electronic presentation, slide films, multimedia projector. Drawing tool, glue, cutting tool
2.1.g
Implementation of models of water transport;
Electronic presentation, slide films, multimedia projector
2.2.
Designing layouts and models of technical objects and toys from flat parts - 24 hours
2.2.a
Technology of working with paper according to templates;
assembly of flat parts.
Improving the methods and techniques of working on templates. Marking and manufacturing of individual parts according to templates and a ruler. Dividing a square, rectangle and circle into 2, 4 (or more) equal parts by bending and cutting. Dividing a square and a rectangle diagonally by bending and cutting. Connection (assembly) of flat parts with each other: a) using glue; b) with the help of slot-like connections "in the lock"; c) with the help of "rivets" made of soft thin wire.
Practical work.
Construction of paper and thin cardboard models of technical objects - water, air, land transport. Model coloring.
Templates, drawings, sample models
Drawing tool, glue, cutting tool
2.2.b
Technology of assembling flat parts.
2.2.c
Implementation of land transport models.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.2.g
Execution of air transport models.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.2.d
Implementation of models of water transport.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.3.
Designing layouts and models of technical objects and toys from three-dimensional parts - 48 hours
2.3.a
Designing models and layouts of technical objects from ready-made three-dimensional forms.
Designing models and layouts of technical objects.
Making a simplified car model. Model coloring. Games and competitions with models.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.3.b
Designing models and layouts of technical objects from three-dimensional forms with the addition of additional details necessary for a particular product.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.3.c
Designing models and layouts of technical objects from three-dimensional parts made on the basis of the simplest developments.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.3.d
Making a simplified car model.
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
Flying models and toys. Applications - 18 hours
3.1.
The concept of application. Application types.
Planar application "Airplanes".
The concept of aviation, its purpose. Acquaintance with the types of aircraft: passenger, cargo, military, sports. Takeoff and landing of the aircraft.
Airframe device.
The history of the creation of the parachute, its device, application.
Acquaintance with the main parts of the rocket. How a rocket takes off. Methods for launching flying models, safety precautions for rocket launches.
Templates, samples of applications.
3.2.
Airplane is the fastest mode of transport.
Volume application "On guard of the sky".
Drawing tool, glue, cutting tool.
3.3
The concept of a glider. Airframe device.
Templates, types of applications.
Drawing tool, glue, cutting tool.
Electronic presentation, multimedia projector
3.4
The history of the creation of the parachute, its device, application. Parachute "Gnome".
Templates, types of applications.
Drawing tool, glue, cutting tool.
Electronic presentation, multimedia projector
3.5
Conversation "Dreams of a person about flying into space."
Planar application "Conquest of space" (satellite).
Electronic presentation, multimedia projector
Creative projects - 18 hours
4.1.
The main stages of project development, the choice of topics and technologies for the implementation of design work.
Using the existing experience of students in the performance of design work;
registration of works;
project protection.
Sketches, sample models,
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, cutting tool, brushes
4.2.
Implementation of projects.
Sketches, sample models,
Tools: drawing tool, cutting tool, brushes
4.3.
Registration of works.
Sketches, sample models,
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, cutting tool, brushes
4.4.
Project protection.
Finished projects
4.5
Exhibition of works of circle members
Excursions - 2 hours
5.1.
Correspondence excursions
6.1.
Final lesson.
Course test.
Diagnostic technique.
Test
TOTAL:
35
109
144
2nd year of study
№ p/n
Topic name
Number of hours
date
Types of learning activities
Class equipment
theory
practice
Total
according to plan
In fact
1.
Design Basics – 8 ocloc'k
1.1.
Introductory lesson
2
-
2
Test execution
Diagnostic tests, safety instructions,
1.2.
Basic graphic knowledge and skills. Ability to use
hard tool.
2
4
6
Consolidation and expansion of knowledge about some drawing tools and accessories: ruler, square, compasses, pencil. Their purpose, rules of use and rules for safe work. Methods and techniques for constructing parallel and perpendicular lines using two squares and a ruler. Techniques for working with compasses and measuring instruments. Expansion and consolidation of knowledge about axial symmetry, symmetrical figures and flat details. Enlargement and reduction of images of flat parts using cells of different sizes.
Scissors, various types of paper, eraser, pencils, glue, knife, compasses, awl, needle, ruler, square, brushes, etc.
2.
Model building - 92 hours
2.1.
Design and modeling of layouts and models of technical objects and toys from flat parts - 16 hours
2.1.a
The technology of manufacturing a model from flat parts.
1
3
4
Making models of an astronaut, a truck, a helicopter from thick paper and thin cardboard using knowledge of axial symmetry, decreasing the increase in pattern by cells.
Sweeps and samples of geometric shapes, flow chart for the manufacture of models
Materials: thick paper, cardboard, colored paper. Tools: drawing tool, glue, cutting tool.
2.1.b
Making a model "Cosmonaut".
1
3
4
2.1.c
Production of the "Truck" model.
1
3
4
2.1.g
Making a model "Helicopter".
1
3
4
2.2.
Construction of simple three-dimensional models according to templates and ready-made patterns - 36 hours
2.2.a
Technology of making models from paper and cardboard.
1
3
4
Acquaintance with the technology of making models from paper and cardboard.
Making complex geometric shapes from paper, building patterns of parts, assembling individual units and parts into a single whole.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.2.b
Making complex geometric shapes from paper.
1
3
4
2.2.c
Construction of patterns of details.
1
3
4
2.2.g
Assembling individual components and parts into a single whole.
1
3
4
2.2.d
Manufacturing and installation of detailing.
1
3
4
Working with model detail templates.
The ability to draw parts according to the sketch, the accuracy of manufacturing parts and assemblies.
The ability to paint the details of the model with a brush.
2.2.e
Model painting and finishing
1
3
4
2.2.g
Model Assembly
1
3
4
2.2.h
Making a collective model " tank battle»
-
8
8
2.3.
Construction of complex three-dimensional models - 40 hours
2.3.a
Making models from ready-made geometric shapes.
2
5
7
Ability to work with drawing tools, accuracy of part marking.
Sketches, samples of models, flow chart for manufacturing models
Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes
2.3.b
Construction of ground transport models.
2
7
9
2.3.c
Air transport model building
3
7
10
2.3.d
Making a model of a moving man.
3
7
10
2.3.d
Making models of home furniture.
1
3
4
3.
Car models and toys. Applications - 20 hours
3.1.
Motor transport, its importance in human life. Purpose of trucks. Volume application "Milk truck".
1
1
2
Electronic presentation, slide films, multimedia projector
3.2.
The history of the sports car. Passenger car by origami method. Racing game.
1
5
6
Marking according to the template, cutting out the silhouettes of cars.
Using the origami method. A game.
Electronic presentation, slide films, multimedia projector
3.3.
The main parts of the car: cab, body, wheel, engine, headlights. Silhouette moving model. Freight car.
0,5
2,5
3
Marking according to the template, cutting out the silhouettes of cars.
Production of models from paper and cardboard in accordance with the technology.
Electronic presentation, slide films, multimedia projector
3.4.
Variety of trucks. Freight car.
0,5
2,5
3
Marking according to the template, cutting out the silhouettes of cars.
Electronic presentation, slide films, multimedia projector
3.5.
Passenger transport. Bus.
-
3
3
Marking according to the template, cutting out the silhouettes of cars.
Electronic presentation, slide films, multimedia projector
3.6.
Application "My car of the future".
-
3
3
Production of models from paper in accordance with the technology.
4.
Creative projects - 20 hours
4.1.
Choice of ideas, choice of topics, formation creative groups for the implementation of collective projects and individual implementation of projects.
1
1
2
Implementation of collective projects and individual implementation of projects
Sketches, sample models,
Materials: thick paper, cardboard, colored paper, paint ready-made set of parts. Tools: drawing tool, cutting tool, brushes
4.2.
Project implementation.
-
12
12
Project implementation
4.3.
Project protection.
-
4
4
Finished projects
4.4.
Registration of the final exhibition of the work of the circle.
-
2
2
Exhibition of works of circle members
5.
Excursions - 2 hours
5.1
Correspondence excursions
1
1
2
6.
Final lesson - 2 hours
6.1
Final session
Summing up and analysis of work for the year
-
2
2
Identification of the results of acquired knowledge
Diagnostic technique.
Test
TOTAL:
31
113
144
VIII. Material and technical base :
Literature for the teacher
1. Law Russian Federation"On Education" (with amendments and
additions)
2. The Constitution of the Russian Federation.
3. UN Convention on the Rights of the Child.
4. Federal education program for 5 years.
5. Andrianov P.M. Technical creativity of students. Handbook for teachers of circle leaders. - M.: "Enlightenment", 1986.
6. Arkhipova N.A. Guidelines. M.: Station of young technicians. 70th anniversary of the Komsomol, 1989.
7. Borovkov Yu.A. Technical handbook of the teacher of labor. M.: "Enlightenment", 1971.
8. Zhuravleva A.P., Bolotina L.A. Initial technical modeling: A guide for teachers at the beginning. classes according to extracurricular activities. M.: Enlightenment, 1982.
9. Zavorotov V.A. From idea to model. - M.: "Enlightenment", 1988.
10. Timofeeva M.S. Create, invent, try. - M.: "Enlightenment", 1981.
11. Kravchenko A.S., Shumkov B.M. New homemade paper. 94 modern models. - M.: Lirus, 1995.
12. Mayorova I.G. ; Romanina V.I. . Didactic material on labor training 1 class. A guide for students at the beginning of school. M .: Education, 1986 - 96 p. ill.
13. Programs for out-of-school institutions and secondary schools. Technical creativity of students. M.: Enlightenment, 1988
14. Golovanov V.P. Methods and technology of work of a teacher of additional education: tutorial for stud. medium institutions. prof. Education / V.P. Golovanov-M.: Humanitarian. ed. center VLADOS, 2004.
15.Additional education of children: a textbook for students. higher textbook institutions / Ed. O.E. Lebedev. – M.: Humanitarian. ed. center VLADOS, 2003.
16. Methodist. Scientific - methodical journal. № № 1,2,3,4,5 2008.
17.Bulletin programmatically - teaching materials for institutions of additional education for children (regional experience). No. 1,2,Z 2008.
18. Prosnyakova T.N. Technology. Mastery Lessons: A Textbook for the Third Grade. - 3rd ed., Rev. and additional - Samara: Publishing house " Educational literature": Publishing House "Fedorov", 2008. - 120 p.
19. Krulekht M.V., Krulekht A.A. Samodelkino. Methodological guide for preschool teachers. - St. Petersburg: "CHILDHOOD-PRESS", 2004. - 112 p.
20. Tsirulik N. A., Prosnyakova T. N. Creativity lessons: A textbook for the second grade. 3rd edition, revised. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2006. - 112 p.
21. Tsirulik N. A., Prosnyakova T. N. Smart hands. Textbook for 1st grade. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2005. - 80 p.
22. Chernova N. N. Magic paper. - M.: AST, 2005. - 207p.
Literature for students
Magazine "Modelist - Constructor" M.: 1973 - 2005.
Kravchenko A.S., Shumkov B.M. New homemade paper. 94 modern models. – M.: Lirus, 1995.
Lagutin O.V. Airplane on the table. - M .: Publishing house DOSAAF, 1988.
4 . Tsirulik N. A., Prosnyakova T. N. Creativity lessons: A textbook for the second grade. 3rd edition, revised. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2006. - 112 p.
7. Prosnyakova T.N. Technology. Mastery Lessons: A Textbook for the Third Grade. - 3rd ed., Rev. and additional - Samara: Educational Literature Publishing House: Fedorov Publishing House, 2008. - 120 p.
8. Tsirulik N. A., Prosnyakova T. N. Smart hands. Textbook for 1st grade. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2005. - 80 p.
Internet resources:
http://stranamasterov.ru
Screen aids:
electronic presentations, slide films.
Educational and practical equipment:
Multimedia projector, screen; sketches, sample models, flow chart of model making
Materials: thick paper, cardboard, colored paper, paint.
Tools: drawing tool, glue, cutting tool, brushes
IX. Application.
1. Topics of conversations with students:
1st year of study
Classification of ships and ships of the fleet, aircraft, cars
Maritime and aviation terminology.
Russian sailors.
Russian naval commanders.
Russian pilots (aviators)
The main types of aircraft, ships, cars (slide show)
The device of the ship, aircraft, car.
2nd year of study
Classification of models of ships, aircraft, ground equipment.
Theoretical drawing.
Model making technology.
The main mechanisms and components of technology.
Rules for conducting exhibitions and competitions.
Exhibitions and competitions (video film, slide show, photos)
2. Bank of projects:
1st year of study
- model "Space web";
- model "Robot";
- model "Car of my dreams";
- model "Multi-storey building";
- model "Giraffe";
- model "Man";
- model "Caterpillar";
2nd year of study
- model "Bus";
- model "Truck";
- car model "Zhiguli";
- model "Tank";
- model "Rocket";
- model "Steam locomotive";
- model " Spaceship»;
- model "Crawler tractor"
- collective project "Autopark";
- collective project Space station»;
- collective project "Sports".
Adapted program of additional education.
Technical direction.
Technical modeling and design "Samodelkin".
For a group of compensatory orientation of older and preparatory age.
The level of implementation of the program - trainees 5 - 8 years.
The implementation period is 3 years.
1. Target section
1.1. Explanatory note
Work in the circle "Samodelkin" is carried out in accordance with federal law dated December 29, 2012 No. 273 "On Education in the Russian Federation", with the federal state educational standard preschool education and the norms of SanPiN 2.4.1.3049-13 dated July 30, 2013.
Children's design is one of the types of artistic and visual activity aimed at creating a variety of buildings from building sets, designers; production of crafts, toys, attributes for games from paper, cardboard, natural, waste materials. Children's construction in progress historical development society and its culture was isolated from the constructive activity of an adult. The main difference is that the products of constructive activity of an adult are knowledge-intensive, complex in their functional purpose, while the results of children's design are simple and concise both in form and in content. However, in the activities of an adult and a child there is one general characteristics. In both cases, the design has a practical purpose, namely, in the world of adults, it ensures the vital activity of a person, and in the world of a child, it organizes his game as one of his activities. Play often accompanies the building process, and crafts made by children are used in games.
Designing and modeling attractive for older children preschool age class. Toys and games are one of the most powerful educational means in the hands of society. The game is usually called the main activity of the child. It is in the game that different aspects of his personality are manifested and developed, many intellectual and emotional needs are satisfied, character is formed, which has a positive effect on social health preschooler.
Not every family has all the necessary conditions for the development of children's creative activity, therefore, games of a new type are needed, games that model the creative process itself and create their own microclimate, where opportunities arise for the development of the creative side of the intellect, contributing to the formation of communication skills in children, the establishment of positive interpersonal relationships. Such games are games with cubes, construction from chenille wire, games with a magnetic designer, Lego-type constructors, which, for all their diversity, come from a common idea and have characteristic features:
1. Each game with the constructor is a set of tasks that the child solves with the help of details from the constructor.
2. Tasks are given to the child in various forms: in the form of a model, drawing, photograph, drawing, oral instruction, etc., and thus introduce him to different ways of transmitting information.
3. The tasks are arranged approximately in order of increasing complexity, i.e. they use the principle of folk games: from simple to complex.
4. The gradual increase in the difficulty of design tasks allows the child to go forward and improve independently, i.e. develop their creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.
5. The solution to the problem does not appear before the child in the abstract form of the answer. mathematical problem, but in the form of a structure made of designer parts, i.e. in the form of visible and tangible things. This allows you to visually compare the "task" with the "solution" and check the accuracy of the task yourself.
6. Most of the games with the constructor are not limited to the proposed tasks, but allow children to compose new versions of tasks and invent new games with the constructor, i.e. engage in creative activities.
In the classes of the Samodelkin program, students get acquainted with the basics of design and modeling, classes contribute to the development of creative abilities and visual-figurative thinking, the development of all cognitive processes, including fine motor skills, and contribute to the formation of friendly relations in the team of pupils; develop confidence in themselves and their learning abilities.
The methodological basis of the program is the concept of the activity approach and the theory of socialization.
Working adapted program t technical modeling and design "Samodelkin" developed in accordance with the introduction of the Federal State Educational Standard of Preschool Education.
Program goal: additional education of children of senior preschool age.
1.2. Priority directions activities
Construction has always been in kindergarten. But if earlier priorities were placed on constructive thinking and the development of fine motor skills, now a new approach is needed in accordance with the new standards. Construction in kindergarten is carried out with children of all ages, in an accessible way, from simple to complex. From ordinary cubes, the child gradually moves on to constructors consisting of simple geometric shapes, then the first mechanisms appear. The Samodelkin technical modeling and design room is equipped for classes and is located on the 4th floor of the preschool educational institution building. We have a sufficient number of wooden building kits, from which we build rockets, bridges, swings, etc., a magnetic constructor, a soft constructor, kits for building labyrinths, houses. In the course of work, acquaintance with the simplest properties of geometric bodies, their shapes, areas and volumes occurs, observation develops; children acquire some information of a technical nature.
Collective type constructors " My city", "Flora» develop fantasy, creative thinking, imagination. At the same time, children do not follow the schemes proposed by the manufacturer at all, they find dozens of their own, individual solutions.
Magnetic constructors- This the new kind designers. They develop fine motor skills, help to realize creative potential, provide an opportunity to gain a lot of new knowledge in the field of physics and geometry, logic. The details of this designer are universal, and the result of creative activity is unlimited. It can be figures on the plane, three-dimensional, various animals, machines. In games with this building material, children develop an interest in technology.
It is very important to practice working in a team, the ability to take on roles, distribute responsibilities and clearly follow the rules of conduct.
With the use of educational kits, children independently acquire knowledge in solving practical problems and problems that require the integration of knowledge from various subject areas, as a result, project activities make it possible to educate a doer, not a performer, develop volitional qualities of a person and skills of partnership interaction.
Building material games are especially close to labor activity. They bring up in children such qualities that directly prepare them for work: the ability to set a goal, plan their work, select the necessary material, critically evaluate the results of their work and the work of friends, and be creative in achieving the goal.
Properly organized games with building materials contribute to the development of a high culture of activity: the child’s fantasy is widely developed in them, moreover, “creative working fantasy”.
Games with building materials contribute to the development of children's thinking. Such thinking processes as analysis and synthesis, the ability to compare, are still very poorly developed in a preschooler. The need to single out structural features in the observed structures, to accurately reproduce buildings, forces the child to resort to comparison, analysis and synthesis, to establish similarities and differences, they are taught not to be satisfied with random solutions to a constructive problem, but to find more expedient.
1.3. Design and modeling tasks
Working programm By "Technical modeling and design" in the field of "Cognition" is aimed at achieving goals for the formation of ideas, their ordering, understanding of existing patterns, connections and dependencies in the world around, through the solution of the following tasks:
- correction and development of cognitive research and productive (constructive) activities;
- the formation of a holistic picture of the world, expanding the horizons of preschool children;
- introduction to fine arts(ability to read diagrams, technological maps, to create images of the surrounding world);
- creating conditions for the development of a game imaginary situation, including the adoption of a role, plot, game actions, game items and substitute items; introduce norms of game activity (rules according to which children take turns playing the most attractive roles); to saturate game activity with game meanings, various plots and roles; involve all children in play activities (Socialization);
- development of design from building material by design with its preliminary image; image of options for various designs of the same object with subsequent construction (artistic creation);
- continuation of the systematization of children's ideas about the properties of objects: analysis of the structure of various objects in terms of their shape, location in space, size, color, etc.; setting a task for children to arrange objects according to some basis (for example, first by height, and then by width); development of an estimate of the length of a non-rectilinear object; introduction of the concept of measure and the action of measuring the length of objects using appropriate means; comparison of the location of groups of homogeneous objects in space (on a plane) (artistic creation);
- development and correction of visual-effective thinking in the process of children's experimentation;
- development of research activities of children with handicapped health: identification and analysis of the beginning of the process, the middle and the end in the process of observing changes in objects of animate and inanimate nature, followed by their schematic representation (Socialization, Labor, Safety);
- development of visual-figurative thinking: solving problems in a visual plan, performing object transformations, evaluating the sequence of interaction between groups of objects moving towards each other; children learn to build and apply visual models in order to navigate in different situations; convey the main relationships between the elements of the situation with subsequent analysis of the model itself and possible conclusions based on it; develop representations that reflect the various properties of the object, as well as the stages of its transformation; track the state of the same object depending on the stage of change; to develop in children the ability to generalize, classify the same set of objects (up to 20 objects) for different reasons;
- creation of conditions for the development of project activities (Health, Socialization, Labor, Safety, Artistic Creativity, Reading).
| Educational areas | Tasks in accordance with the Federal State Educational Standard, which are solved using the constructor |
| Speech development | Possession of speech as a means of communication; enrichment of the active dictionary; development of dialogic and monologue speech; |
| cognitive development |
Development of children's interests, curiosity and cognitive motivation; formation cognitive activities, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, quantity, number, part and whole, space, movement and rest, causes and effects). |
| Physical development | Coordination of movements, development of large and fine motor skills of both hands. |
| Social and communicative development | Development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude towards the results of the work of peers; the formation of positive attitudes towards various types of work and creativity; the formation of the foundations of security. |
| Artistic and aesthetic development | Implementation of independent creative constructive-model activity of children |
The program is focused on solving the following tasks:
1st year of study:
Senior preschoolers (5-6 years old):
Educational:
- Introduce materials for construction (natural, waste, construction and paper).
- Introduce volumetric geometric shapes (brick, ball, cube, cylinder, cone, pyramid) that are part of building kits or designers.
- Learn to place various geometric bodies in space.
- Learn to highlight familiar images in buildings and crafts.
- Improve the ability to use various techniques and techniques in the process of creating a constructive image.
- Learn to select adequate ways to connect the details of a constructive image, making them strong and stable.
- To consolidate the ability to find a replacement for some parts with others.
- Improve the ability to bend paper of different density in different directions.
- Learn to work from blueprints.
Developing:
- To form a sense of form, plasticity when creating buildings and crafts.
- Improve your planning skills.
- To form a sense of form when creating elementary buildings and crafts.
- Develop visual-effective and visual- creative thinking.
- Promote the development of attention, memory.
- To form the ability to attach the details of crafts to each other.
Educational:
- Arouse interest in design and constructive creativity.
- To cultivate an aesthetic attitude towards works of architecture, design, products of one's own constructive activity and handicrafts of others.
- To cultivate accuracy when working with various materials and tools. Improve scissor skills.
- Develop the ability to work collaboratively.
2nd year of study:
Senior preschoolers (6-7 years old):
Educational:
- To improve the ability to work with various materials for construction (natural, waste, construction and paper), taking into account their properties and expressive possibilities in the design process.
- Learn to use different types of composition to create three-dimensional structures.
- Continue to learn how to draw up a structure according to verbal instructions, descriptions, conditions, diagrams.
- Learn to independently transform materials in order to study their properties in the process of creating constructive images.
Developing:
- Continue to form a sense of form, plasticity when creating buildings and crafts.
- Continue to develop visual-effective and visual-figurative thinking, imagination, attention, memory.
Educational:
- To continue to cultivate an aesthetic attitude towards works of architecture, design, products of one's constructive activity and handicrafts of others.
- Continue to cultivate accuracy when working with various materials and tools. Improve scissor skills.
- Continue to cultivate the ability to work collaboratively as a team.
3rd year of study:
Senior preschoolers (7-8 years old):
Educational:
1. To consolidate the ability to identify, name, classify different three-dimensional geometric bodies (bar, ball, cube, cylinder, cone, pyramid, prism, tetrahedron, octahedron, polyhedron) and architectural forms (domes, roofs, arches, columns, doors, stairs, windows, balconies), which are part of building kits or constructors. To consolidate the ability to create plot constructive images.
2. Strengthen the ability to compare geometric shapes with each other and with objects in the environment.
- To consolidate the ability to highlight the image in various geometric bodies.
Developing:
1. To consolidate and expand the child's vocabulary with special concepts: substitute, structure.
- To consolidate the ability to use compositional patterns: scale, proportion, plasticity of volumes, texture, dynamics (statics) in the design process.
Educational:
- Generate interest in constructive experimentation.
- Continue to cultivate the ability to hear the verbal instructions of the teacher, his instructions, characteristics.
- To cultivate the ability to see beauty in designs and crafts.
1.4.Pedagogical principles of design in a preschool educational institution
Technical design and modeling technologies are developed on the following principles:
The principle of taking into account age and individual characteristics implies such an approach, which opens up the prospect of the artistic and aesthetic development of each child in accordance with his level of abilities and age opportunities;
The principle of simultaneous inclusion of all analyzers in the process of cognition of any value ensures the strength of conditional connections in the cerebral cortex and the activity of all mental processes;
The principle of integration various kinds arts and various types of artistic and creative activities of children contributes to a deeper aesthetic understanding of reality, art and their own artistic creativity, the formation of figurative representations, figurative, associative thinking and imagination;
The principle of accessibility involves managing the pace and content of the child's development through the organization of educational influence;
The principle of productivity emphasizes the pragmatism of the method, the obligatory orientation towards obtaining a meaningful, real, complete result for the child;
The principle of interconnection between the artistic and creative activity of children and educational work creates conditions for the formation of various ideas and expands the experience of perception, stimulates the development of imagination and creativity;
The principle of variability and helicity. The variability of the content, forms and methods of working with children makes it possible to realize the value of the arts in different types of activities and in different ways, from the particular to the general, from the general to the particular;
The principle of effectiveness implies respect for the results of children's creativity, the wide inclusion of their works in the life of preschool children. educational institution organization of exhibitions, concerts, etc.
1.5. Expected Results
Predicted results and evaluation criteria:
The direct evaluation criteria are the successful assimilation of the program by the years of study by the pupils, as well as the increase in their theoretical knowledge and practical skills in design and modeling, as well as the manifestation of creativity. Indirect criteria are the creation of a friendly team of pupils, the initiative and activity of children in the classroom.
● the child shows initiative And independence in various activities - playing, communicating, designing, etc. Able to choose own occupation, participants in joint activities, reveals the ability to implement a variety of ideas;
● the child is self-confident, open to the outside world, has a positive attitude towards himself and others , has self-esteem. Actively interacts with peers and adults participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;
● the child has a developed imagination which is implemented in various activities. The child's ability to fantasy, imagination, creativity intensively develops and manifests itself in game . The child owns different forms and types of play. Can obey different rules And social norms , to distinguish between conditional and real situations, including game and educational;
● Creative skills the child is also manifested in the fact that he knows how to fantasize aloud, can express his thoughts and desires;
● the child has developed large and fine motor skills. He can control and manage his movements, has a developed need to make crafts from various materials, etc .;
● the child is capable of strong-willed efforts, to overcome momentary impulses, to complete the work begun.
At the end first year learning children should:
Know and choose the right materials for construction;
Be able to distinguish geometric shapes;
Be able to find a replacement for some parts with others;
Be able to work according to ready-made drawings;
Be able to create elementary buildings and crafts.
At the end second year learning children should:
Ability to work with a variety of building materials
To be able to draw up a construction according to verbal instructions, description, conditions, schemes;
Learn to carefully work with various materials and tools, in particular, with scissors.
To be able to compare geometric shapes with each other and objects of the surrounding life.
Be able to highlight the image in various geometric bodies.
2.1. Features of teaching children of senior preschool age to design
2.2 Forms of organization of modeling and design. Types of design.
2.3 Thematic planning
2.1 Features of training.
The constructive creativity of older preschool children is distinguished by a substantial and technical variety of buildings and crafts, due to the presence of a certain degree of pictorial freedom.
Making crafts from natural material forms in children not only technical skills, but also an aesthetic attitude to nature, art, and their creativity. However, this becomes possible only with a comprehensive and systematic approach to the learning process. It is important that the knowledge, skills and abilities acquired in the course of one type of construction, children can use in others.
As an activation of the constructive creativity of children, it is advisable to use a variety of stimulating material: photographs, pictures, diagrams that guide their search activities. As for the materials used in the course of creating a constructive image, it should be more than required for a separate building (both in terms of elements and in quantity). This is done in order to teach children to select only the necessary parts that correspond to their plan. If a child is not able to make a choice and uses all the material provided to him in the lesson, not trying to objectively assess its significance for the implementation of the plan, then this indicates a rather low level of creative development. It is important to teach children to analyze the material, to correlate its properties with the nature of the created constructive images. Children of senior preschool age, when creating structures, do not build in general, but with a specific purpose, i.e. in order to apply the construction (handicraft) in practical activities. This gives the design meaning and purpose.
Given the variety of materials used in the design, it is necessary to consider a system for its storage. It is most convenient to arrange the materials in boxes, depending on the type, while making it accessible to children. It is more expedient to carry out the process of classifying material together with children. Firstly, this will allow them to quickly remember its location, secondly, joint work on disassembling the material teaches children to order, accuracy, and thirdly, in the course of such activities, preschoolers indirectly consolidate knowledge about the properties of different types of material.
At senior preschool age, under the guidance of an educator, children learn new ways of connecting for them, learn to create a variety of movable structures from pictures, drawings. At the same time, special attention is paid to the special development in children of the ability to connect parts using nuts and wrenches, since this requires the participation of the small muscles of the hand, which is still imperfect in a preschooler.
Sets of building material and designers are not given all at once, but gradually, as they are mastered by children. After the children, under the guidance of the educator, have mastered one or another constructor, it can be placed in the corner of creativity so that the children have the opportunity to independently use it in free activities.
Paper is also widely used in older groups in the process of paper-plasticity, which is used as an independent type of creativity, and in combination with others, for the manufacture of various crafts and toys. Children are given different types of paper: thick desktop, writing, glossy, semi-paper, as well as different types of cardboard.
The variety of natural material and ease of processing allow it to be used in many ways in working with preschoolers. The teacher, together with the children, prepares natural material. Replenishment of its stocks occurs throughout the year. To create a complete craft or design from natural material, you need to choose an adequate method of fastening. In that age group, as an additional means, such as: an awl, a needle, a wire can already be used, which, due to their unsafety, are not recommended for use in more junior groups. However, even for older preschoolers, it is necessary to instruct them on the specifics of working with these tools, as well as to control the entire process of work.
Natural material allows you to create structures of small and large sizes. At the same time, the work will have a collective character. For example, the construction of buildings made of sand or snow on the site. In this case, children will develop the ability to work together, where you need to negotiate, find a common solution.
2.1 Forms of organization of modeling and design
1. Design by sample.
Its essence: the construction of parts, on the example of a sample and a manufacturing method. This is a necessary and important stage during which children learn about the properties of building material details, master the technique of erecting buildings, a generalized method of analysis - they learn to identify its main parts in any object, establish their spatial arrangement, highlight details.
Within the framework of this form, tasks are solved that ensure the transition to independent search activity, which is of a creative nature. Visual-figurative thinking develops.
2. Design according to the model.
Its essence: as a model, a model is proposed in which its constituent elements are hidden from the child. In other words: a certain task is proposed, but not a way to solve it. As a model, you can use a design pasted over with thick white paper. Children reproduce it from an existing builder. Generalized ideas about the constructed object, formed on the basis of analysis, will have a positive impact on the development of analytical and figurative thinking. Model-based design is a more sophisticated form of model-based design.
3. Design by conditions - is of a different nature, children must create constructions according to given conditions, emphasizing its practical significance, the main tasks should be expressed through conditions and be of a problematic nature. This form of education develops creative design, but on condition that children have some experience.
4. Design on the topic.(For example - transport)
This form is similar in nature to designing by design, the only difference being that the artist's intention is limited to a specific topic. The main goal of designing on the topic is to consolidate the knowledge and skills of children.
5. Design by design: this is a creative process during which children have the opportunity to show independence. However, the teacher must remember: the design concept, its implementation is enough difficult task for preschoolers. The degree of independence and creativity depends on the level of knowledge and skills.
6. Frame construction. When children are introduced to the simple construction of a frame and as a result easily learn general principle frame design and learn to highlight design features based on a given frame.
In a construction of this type, the child must, as it were, finish drawing it, adding additional details to one and the same frame. It develops the imagination. However, the organization of this form of design requires the development of a special design material.
7. Design according to the simplest drawings and diagrams. This form makes it possible to introduce children to drawings, diagrams. The ability to use templates, and then see the details in three dimensions. As a result of such training, children develop imaginative thinking of cognitive and creative abilities.
Types of design.
According to the materials used in the design process:
- Construction from building kits.
- Construction from constructors.
- Construction from natural materials.
- Waste material construction.
- Construction from paper and cardboard (paper-plastic):
- origami;
- volumetric paper and cardboard modeling.
- Realistic design.
- Stylized.
- Abstract.
By the nature of the children's activities:
Individual.
Collective.
By appointment:
Design with a practical purpose.
Design, which has an artistic and aesthetic purpose.
Materials and equipment.
It should be noted that the materials related to such types as paper, natural, waste materials are used the same as for working on the application. But there are also materials specific only for construction - these are building kits and constructors.
Construction material represents kit various geometric bodies (cube, cylinder, prism, etc.). It is divided into small (table) and large. In the classroom, mainly various sets of small (desktop) building materials are used, with the exception of large collective buildings, where a large set is used.
Constructors. Today, a preschooler has the opportunity to work with various designers.
By nature of use:
- Constructors, assuming a one-time production of buildings (they involve gluing parts, after which the designer cannot be reused).
- Constructors limited in the content of buildings (consist of elements (forms) that can only be used to obtain certain types of buildings).
- Constructors universal (not limited either in the maintenance of buildings or in the possibility of multiple use).
By material: wooden; plastic; metal; ceramic.
Design methods:
- fixing parts on the base
- connecting parts to each other(training with early age);
- gluing(learning from an early age);
- sealing(training from the younger group);
- gluing(training from the younger group);
- sewing on(training from senior groups);
- piercing(training from senior groups);
- twisting(training from senior groups);
- clamping(training from the middle group);
- creasing(learning from an early age);
- bending(extension, arching) (learning from an early age);
- addition(training from the younger group);
- unfolding(folding);
- twisting(untwisting);
- wrapping(training from senior groups);
- lubrication(training from the younger group).
In the process of designing, preschoolers acquire special knowledge, skills and abilities. In process building material structures, children get acquainted with geometric volumetric forms, study their properties, master the rules of composition in design (get an idea about the meaning of symmetry, balance, proportions). When constructing from paper children have the opportunity to clarify their knowledge of flat geometric shapes, compare their properties and features with three-dimensional forms. Here, children learn how to work with paper, which they can later use in appliqué classes. Modifying flat forms by bending, folding, cutting, gluing paper, children get a three-dimensional shape.
Working with natural and waste materials contributes to the manifestation creativity each child, since only the ability to single out a new function in an object and an object allows you to transform it, having received a completely different constructive image.
In the design can be used and ready-made forms, depending on the learning objectives.
All types of design contribute to the versatile development of the personality of a preschooler: all types of thinking, imagination, creativity, memory, attention. This is due to the fact that the child, before completing the construction, first imagines it (mentally or on the basis of an existing diagram, picture), thinks through the shape of its parts, then correlates the image with the existing forms, determines the degree of their suitability, and then proceeds to create the building. In the course of the construction itself, the child can make adjustments, add unplanned details, remove existing ones, turn on Additional materials(to connect parts) or apply coloring.
Such a phenomenon, when children do not play with a completed structure or construction, can often be observed. It seems that the child is interested in the constructive process itself, as if he is mastering something new, complex, interesting in it. But in this pictorial design, the main content of constructive and technical activity is still present. If the child does not use crafts in his practice, then, creating it, he tries to display in it, if possible, everything that is necessary for the action. The principles of creating a product of constructive activity are the same as in design. At the same time, it should be noted that often in pictorial construction in his buildings the child achieves a much greater resemblance to the surrounding objects than when they are intended for direct practical use in the game, while in the buildings for the game the child allows more conventions. In such a building, it is important for him that there is the most necessary for the game. For example, in the course of the game, it was necessary to fly on an airplane, so it turned out to be sufficient to have a steering wheel, wings for the seat for the pilot. It does not matter that the built aircraft looks primitive: it fully satisfies the play needs of children. Another thing is when a child seeks to show different types of aircraft. Then the children perform them with special constructive care. Thus, the nature and quality of the building does not always depend on the skills of children. The constructive activity of preschoolers is in the nature of a role-playing game: in the process of creating a building or structure, children enter into play relationships - they perform certain roles. Therefore, constructive activity is sometimes called a building game. The type of material used in children's constructive activities also determines the type of construction.
3. Organizational section
3.1 Material and technical base
In order to develop creative person, must be created subject environment in a group, the material and the ability of the teacher to direct and develop the child's abilities are necessary.
Types of constructors:
1. Magnetic constructor SMARTMAX
The kit is designed for organizing collective and individual games and allows you to create both full-height structures and plot-themed tabletop structures.
The constructor consists of fairly large elongated magnetic elements, fastened together with the help of balls.
This method of fastening creates conditions for the construction of a wide variety of structures, the height of which can exceed the height of the child himself. Additional construction elements, such as wide curved pipes, cars, descending tracks, greatly expand the variability of games. Curved pipes allow you to build tracks for rolling balls, descending tracks become tracks for rolling cars from the upper level to the lower one, special modules turn the construction kit into a mini-city. With the help of a magnetic constructor, you can solve such educational problems as the development of a child's ideas about color, shape, size, and also help the formation and development of mathematical concepts, counting and reading skills. Thus, the designer will be interesting for both boys and girls and will allow the whole group to be involved in the game.
2. Tactile needle constructor.
This is an original construction kit designed for both creative construction and sensory development of children from 2 years old. Unusual elements of the designer, equipped with "needle" sides, not only easily connect to each other in almost any plane, but also gently massage the fingertips. The attractiveness of the material stimulates the cognitive and creative activity of children, and also turns simple games for attention, memory, thinking into an exciting game.
The kit is intended for organizing group and individual games on the design of three-dimensional crafts from plastic elements of the designer. The constructor is suitable for solving such educational problems as the formation of spatial representations, ideas about the shape, size, color. Thus, by varying the conditions, choosing different content of instructions in working with this material, teachers get the opportunity to carry out psychological and pedagogical activities in a wide range of areas.
The set also includes small figurines of people and animals, which allow you to organize story games and make the game exciting and varied. A large selection of different construction elements allows you to build bridges, vehicles, houses and makes the set interesting for both girls and boys.
3. Constructor "Lego"
The constructor allows you to solve many problems from different educational areas. It can be considered universal. One of the huge advantages of this constructor is the presence of a detailed design methodological support on the use of each set, including, and computer programs. The Lego constructor has versatility, variability of use, takes into account the peculiarities of age (for kids - a soft and large set, sets with a small number of medium-sized parts, for older ones - small parts). The push-button fastening makes the building stable and strong, which, of course, is also an important advantage of this constructor and increases the motivation for using it both in children and adults.
The disadvantages include high cost (you can use designers, analog "Lego" - they are much cheaper, but they do not have methodological support); difficulties in replacing parts when they are lost or broken; incorrect from the point of view of science (in some cases) the name of the parts.
The advantages of the designer "Tiko", as well as "Lego" include: the development of methodological support for using it in various types of children's activities and in almost all educational areas; An interesting and durable connection of parts allows you to create practical designs and use the created three-dimensional models in gaming and household activities without fear of breaking them.
4. Rug - transformer (soft color) Floor constructor
One of the varieties of children's designers are children's floor puzzles in the form of a rug or mosaic. You can only play with them on the floor because of the large size of the parts.
Floor puzzles have the following advantages:
- the parts are large, so even kids can fold them;
- develop accuracy and attentiveness, perseverance;
- presented in a wide range;
- they can be used as a warm play mat in the children's room.
The set consists of parts that are interconnected to create a huge labyrinth or city. Balls roll along the "paths", developing the thinking of the baby.
6. Game-constructor "House for the gnome» is made of safe eco-friendly materials, so you can safely invite even a baby to play with logs.
It helps to develop arbitrariness (the ability to play by the rules and follow instructions), creativity, artistic abilities, combinatorial abilities, abstract thinking.
This unusual construction set is ideal for preschoolers who are just starting to try their hand at creating 3d projects. The toy will teach the child a new type of construction - instead of the usual bricks, here you will find cylindrical parts in the form of miniature logs. Visual step by step illustrations will help the little builder succeed in creating 3 different huts, the main thing is to carefully follow the instructions.
The logs adhere tightly to each other if the baby precisely aligns the grooves, so the house can be successfully used for theatrical performances and role-playing games. In the set you will also find fabulous inhabitants for the buildings created by the child - funny fairy gnomes. Playing with the constructor "House for the Gnome" you will not notice how time flies, and help the baby develop spatial and logical thinking, make hand movements more dexterous, clear and coordinated.
Consists of round flat figures with slots for connection. Figures of four colors in the amount of 80 pieces, 20 of each color.
Constructors are entertaining educational games for the perception of color, shape and size in children, starting from an early age. Develop combinatorial abilities and spatial imagination.
Material: polyethylene.
Can be used in children preschool institutions, leisure centers, play areas, playgrounds, and at home. The constructor can be used both indoors and outdoors. During the game, children develop imagination and creative ideas.
The building blocks are large enough so that children can create large objects as quickly and easily as possible. At the same time, construction from blocks is absolutely safe.
Quantity game forms, which can be assembled from a set or from several sets - unlimited.
Calendar-thematic planning.
| Month | № | Subject | Watch | Program Content and Tasks | |
| September | 1 | Presentation of the circle "Samodelkin" | To develop positive motivation in the activities of the circle in children | ||
| 2 | An invitation to the world of craftsmanship and beauty | Provide children with the opportunity to see the variety of materials from which crafts can be made, to arouse the desire to do it yourself | |||
| October | 3 | Geometric figures (magnetic constructor, soft constructor) | Tasks for the development of constructive activity. Assemble the design according to the model: circle, triangle, square, rhombus, etc. | ||
| 4 | Funny figures (magnetic and needle constructor, Lego) | Tasks for the development of processes of perception, attention, memory. Sorting parts by color, shape, size. | |||
| 5 | Multicolored numbers and letters | Consolidation of visual patterns (the image of numbers and letters) | |||
| November | 6 | Lego mouse | Teach children to build according to the scheme, choose the right part. Craft game. | ||
| 7 | Airplane from Lego and needle constructor | Task for the development of visual-motor coordination, fixing the color, shape and size of the structure. Reading a poem by A. Barto "Airplane" | |||
| 8 | Snake, fence (magnetic constructor) | Task for the development of logical thinking. Drawing up a sequence of parts (finish the sequence / complete the missing part) | |||
| December | 9 | Lego dog | Introduce children to a new craft from the designer, teach them to design according to the instructions with the help of a teacher. Play with craft. | ||
| 10 | Lego turtle | Introduce children to a new craft from the designer, teach them to design according to the instructions with the help of a teacher. Craft game. | |||
| 11 | Craft by design | Tasks for the development of speech. Perform tasks according to verbal instructions in pairs. | |||
| January | 12 | Herringbone (magnetic constructor, soft constructor, mosaic constructor) | Task for the development of constructive activity. Craft games. | ||
| 13 | My gift to my best friend (Lego set, needle and magnetic set) | Task for the development of logical thinking and the development of speech. | |||
| February | 14 | Furniture for doll Katya (needle designer) | Tasks for the development of gaming activities. To teach children to design from a certain set of parts. Craft games. | ||
| 15 | Car for dad (needle and magnetic constructor, Lego constructor,) | Tasks for the development of imagination, stimulation of creative and speech activity. | |||
| 16 | Carpet-transformer | Tasks for the development of logical thinking. | |||
| March | 17 | Labyrinth (dynamic constructor labyrinth with balls) | 2 | Tasks for the development of thinking and coordination. | |
| 18 | Flowers for mom (mosaic constructor, Lego constructor) | 2 | To learn how to build according to the proposed scheme, instructions, taking into account the methods of attaching parts, to convey the features of the object using the means of this designer. | ||
| April | 19 | Houses and garages (Lego constructor) | To teach to modify the sample given by the educator, according to certain conditions. | ||
| 20 | Funny numbers (magnetic constructor) | Tasks for consolidation number series, counting skills and ideas about numbers. | |||
| 21 | Amusement park (magnetic constructor, dynamic labyrinth constructor) | Tasks for the development of gaming activity, imagination, thinking. | |||
| 22 | My house (needle constructor, Lego constructor) | To teach children to think creatively, to be able to create crafts according to their own design. | |||
| May | 23 | I am a dreamer (magnetic constructor) | 2 | Tasks for the development of imagination, creative activity. Learn to design from a specific set of parts. | |
Bibliography:
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- Integrated program "Ural Engineering School" for 2015-2034 [Electronic resource]. – Access mode: docs.cntd.ru›document/422448790 (accessed 23.06.2016).
- Kosminskaya V.B. Methods of teaching fine arts to preschool children [Text] /V.B. Kosminskaya. – M.: Enlightenment, 1977. – 220p.
- Kutsakova L.V. Design and art work in kindergarten. Program and notes of classes [Text] / L.V. Kutsakov. - M .: TC Sphere, 2005. - 240s.
- Nechaeva V.G. Construction in kindergarten [Text] / V.G., Nechaeva. - M.: Enlightenment, 1999. - 178s.
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- Kutsokova L.V. Classes on designing from building material M .: 2006
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- Paromonova L.A. Design as a means of developing the creative abilities of M.: Pedagogical University September 1st 2011
Municipal budgetary educational institution"Average comprehensive school No. 4 "urban district of the city of Sharya, Kostroma region
WORKING PROGRAMM
mug
"Design virtual tours»
for 2016-2017 academic year
Informatics teacher: Kudryavtseva E.S.
Circle "Designing virtual tours"
This program calculated for 34 hours.
Explanatory note
The work program of the circle "Designing virtual excursions" was developed in accordance with the requirements of the Federal State Educational Standard general education, based on the subprogram for the formation of students' ICT competence.
The work program of the circle "Designing virtual excursions" is included in extracurricular activities By general intellectual direction personality development.
The relevance of this additional educational program lies in the fact that the interest in the study of new technologies among the younger generation and the parent community appears at the present time already at preschool and early school age. Therefore, today the system of additional education must decide new problem- prepare the younger generation for life, creative and future professional activity in a highly developed information society.
The program provides for the inclusion of tasks and assignments, the difficulty of which is determined not so much by the content, but by the novelty and unusualness of the situation. This contributes to the emergence of personal competence, the formation of the ability to work in search conditions, the development of intelligence, curiosity. Creating situations of active search in the classroom, providing an opportunity to make their own “discovery”, acquaintance with original ways of reasoning, will allow students to realize their potential, gain confidence in their abilities.
The purpose of this program - computer literacy training, identification communication skills students using group forms of organizing classes and using modern teaching aids.
The main objectives of the program:
helping children learn how to use the computer to work in the future in various fields of activity;
studying the principles of operation of the most common operating systems;
assistance in learning the principles of working with the main application programs;
development of creative and mental abilities of students;
computer literacy training;
In accordance with general education program The computer science course program is based on a system-activity approach, which consists in involving the student in educational activities, the formation of the student's competence within the course. It is implemented not only by selecting the content of education, but also by determining the most optimal types of activities for students. The orientation of the course on a system-activity approach allows you to take into account the individual characteristics of students, build individual educational trajectories for each student.
The program was developed taking into account the characteristics of the first stage of general education, as well as age and psychological characteristics elementary school student and is designed for the age aspect - 11-13 years old, represents a system of intellectual and developmental activities for students. The program of this circle was implemented as part of extracurricular activities in accordance with the educational plan of MBOU secondary school No. 4 in Sharya.
Forms and methods of work:
Game activity
jointly distributed educational activity(group and pair work).
disputes, Round tables, projects.
Creative activity (drawing up mini-projects).
SUBJECT RESULTS
Predicted results and how to check them:
Upon completion of training, students should demonstrate the formed skills and abilities of working with information and apply them in practical activities and Everyday life. As a result of mastering general information skills, students are expected to be able to:
master the basics of computer literacy;
present information in tabular form, in the form of diagrams;
create your own sources of information - information projects;
create and transform information presented in the form of text, tables, figures;
use in practice the acquired knowledge in the form of messages, programs, solve the tasks;
prepare for defense and defend small projects on a given topic;
adhere to the ethical rules and norms applied when working with information, apply the rules of safe behavior when working with computers.
Forms and means of control, evaluation and fixation of results
Summing up form implementation of the additional educational program "Designing virtual excursions" - games, competitions, contests, project defense.
Control methods:
oral questioning;
combined survey;
verification of independent work;
project protection
The grading system is unmarked. Only verbal assessment of student achievement is used.
Summing up form implementation of the additional educational program "Designing virtual excursions" - games, competitions, contests, defense of projects.
The results of design work are placed in the student portfolio.
Program Logistics
I. Technical means learning:
1) laptop;
2) projector;
3) audio information output devices (speakers) for scoring the entire class;
4) interactive board.
II. Software:
Operating system Windows7 (starter);
Educational and thematic plan (34 hours)
| Quantity hours |
|
| Fundamentals of computer literacy | |
| Working in MS Word text editor | |
| Working with the graphic editor MSPaint. | |
| Working with the spreadsheet editor Excel | |
| Working with MSPowerPoint | |
Lesson-thematic planning of a circle in grade 5
| date | № | Name of the topics of classes |
| Fundamentals of computer literacy |
||
| Introductory lesson. Safety precautions in the classroom. |
||
| Rules of life of people in the world of information. Office equipment. |
||
| Various ways of transmitting information (letter, pictogram, hieroglyph, drawing). |
||
| Working in a text editorMSWord |
||
| Creation of a text document. Ways to edit text. |
||
| Text editing: select text, copy and move text. |
||
| Text decoration: application of fonts and their attributes. Text Decoration: Highlight text with color. |
||
| Checking spelling and grammar. |
||
| Using drawing elements (autoshapes, drawings, clips). |
||
| Using drawing elements (WordArt labels). |
||
| Creation of a mini-project "Greeting card" Happy Birthday ". |
||
| Working with tables: creating tables, entering text, formatting text, changing text direction. |
||
| Formatting tables: adding borders and shading. |
||
| Creation of the project "Schedule of lessons". |
||
| Working with a graphic editorMSPaint. |
||
| Working with the graphic editor Paint. |
||
| Creation of a mini-project "Greeting card" Happy New Year ". |
||
| Editing objects. Color reversal. |
||
| Design. |
||
| Creation of a mini-project "Sorceress-Winter". |
||
| Creation of a mini-project "Congratulatory card" Defender of the Fatherland Day ". |
||
| Working with the spreadsheet editorexcel |
||
| Features of representation in information in the spreadsheet editor MS Excel. |
||
| Creation of line and column charts. Formatting. |
||
| Create pie charts. Formatting. |
||
| Using auto-entry. Cell formatting. |
||
| Creation of a mini-project "Weather Observations". |
||
| Work in the programMSPowerPoint |
||
| Features of presentation in information in MSPowerPoint. |
||
| Creating slides. Layout. Formatting objects. |
||
| Animation settings. Design. |
||
| Creation of creative mini-projects in the MSPowerPoint environment. |
||
| Protection of mini-projects. |
||
| Protection of mini-projects. Final lesson. |
||
Project "Young masters"
To enroll in clubs:
Go to the portal of public services mos.ru
Choose "Education"
Go to the section "Registering for circles, creative studios, sports sections"
Click "Get Service"
Enter your credentials (login and password) on the public services portal.
Choose "Mugs in SZAO"
Find GBPOU PT No. 47 named after V. G. Fedorov
Choose the circle you like and click "Done"!
For enrollment in circles, according to the letter DOgM No. 01-50 / 02-1747 / 17, the following documents are required:
1. Application of parents (on the mos.ru portal, or on a written form);
2. Agreement;
3. Copy of the passport of one of the parents;
4. Copy of the child's birth certificate.
You can download the forms here:
Mugs for schoolchildren at your service!
FREE for classes in their free time only for schoolchildren from 8 to 18 years old living in the city of Moscow.
Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 112 (3rd floor)
Metro station— Tushinskaya
NEW SET IN THE CIRCLE!
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Metro station— Skhodnenskaya
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Metro station— Tushinskaya
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Place of employment— Moscow, Svobody street, 33, office No. 47 (4th floor)
Metro station— Skhodnenskaya
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Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 111 (1st floor)
Metro station— Tushinskaya
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Metro station— Tushinskaya
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Code — K023-15
Place of employment
Metro station— Tushinskaya
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Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 66 (2nd floor)
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Place of employment— Moscow, st. Freedom, house 33
Metro station— Skhodnenskaya
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We all use computers today. But do we all know about them? You can speed up your computer, update (upgrade), create an individual system unit, completely customize the computer for yourself. At the mug, you will make friends with computer hardware and become an expert in buying and repairing equipment among your friends.
Code — K021-15
Place of employment— Moscow, Svobody street, 33, office No. 48
Metro station— Skhodnenskaya
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For more than 100 years, electricity has served mankind. But so far, not all of its properties have been studied, inventors are looking for new ways to obtain energy, trying to transfer it at a distance. Get acquainted with the nature of electricity, learn how to extract it using the simplest materials, store and transmit it, and perhaps it is you who will finish the work of Thomas Edison - teach the world to transmit electricity at a distance without wires or find a new alternative and environmentally friendly source of electrical energy.
Code — K020-15
Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 337 (3rd floor)
Metro station— Tushinskaya
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The art of carving (“carving”) on fruits and vegetables arose on Far East where fresh produce was used and the decorations created for the dining table were carved to perfection. This art can become a part of your everyday life too, as simple carvings on fruits and vegetables in daily meals make them more appetizing and bring elegance to the table. The art of carving requires patience, concentration, attention and respect for a natural product. This work is contemplative and creative. The reward is the pleasure, amazement and admiration of all who see the finished design.
Code — K063-15
Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 336 (3rd floor)
Metro station— Tushinskaya
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Code — K064-15
Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 66 (2nd floor)
Metro station— Tushinskaya
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Code — K049-15
Place of employment— Moscow, Svobody street, 33, office No. 48 (4th floor)
Metro station— Skhodnenskaya
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There is a popular proverb "Bread is the head of everything." This proverb is still relevant today, according to tradition, we meet our dear guests with a loaf! Do you know how bread is baked? Can you bake it? Do you want to learn? Then you to us! You will learn the technology of making bread, pizza, pies, buns and other pastries, you will bake your first products with your own hands and will delight your family and friends with bakery products of your own production.
Code — K071-15
Place of employment— Moscow, Volokolamsk highway, 112, building 3, office No. 66 (2nd floor)
Metro station— Tushinskaya
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Today you will not surprise anyone with a computer, it has firmly entered our lives. Everyone tries to service it himself, install programs, expand the memory ... There are instructions, sites where you are prompted to troubleshoot. However, not all problems can be dealt with on your own. We invite you to get acquainted with a specialist who knows computers perfectly and is versed in the technique of any brand. You can learn from him the skill of working with application programs, deal with the internal structure of modern technology, get answers to your questions and become a connoisseur of a personal computer.
