Problems and ways of development of teaching methods obs. Teaching methods, their classification and use by the teacher

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

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

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

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

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

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

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

¾ thematic lesson plan for a quarter;

¾ OBZH lesson plan.

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

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

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

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

¾ standard of basic general education on life safety;

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

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

¾ sample programs on life safety for basic general education.

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

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

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

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

Security concerns

General (complete) education subjects

OBZH (main sections)

Russian language

Literature

Foreign language

Maths

Computer science

History

Social Studies

Geography

Economy

Biology

Physics

Chemistry

Ecology

Culturology

Technology

Physical Education

Natural disasters

Global security challenges

The nature and safety of the biosphere

Epidemics

Limits to growth, sustainable development

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

Natural disasters

National security problems.

Basics of military service

Aggression of neighbors (military, economic, informational)

Social instability (economic lag, political, cultural stagnation)

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

Demographic disasters (overpopulation, degeneration)

Unfavorable natural conditions

The basics of a healthy lifestyle.

Security and protection in OS and emergency situations.

Basics of honey. knowledge.

Emergencies (natural, social, technogenic)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

11. General conclusions and proposals.

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

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

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

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

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

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

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

4. The textbook should use the problematic presentation of the material, the optimal balance between scientific character and accessibility should be observed.

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

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

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

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

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

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

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

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

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

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

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

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

¾ autonomy, allowing you to consider the textbook as an autonomous system.

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

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

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

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

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

¾ Test assignments by topic;

¾ Testing tasks for reproducing the current studied material;

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

¾ Tasks for observation;

¾ Tasks for practical and laboratory work;

¾ Tasks of different difficulty levels;

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

¾ information and content;

¾ structural component;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

¾ safety in the social environment (safety in crime situations, safety during terrorist attacks);

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

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

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

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

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

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

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

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

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

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

¾ security in the event of military emergencies;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

¾ models (sectional layout of a simple shelter, sectional layout of a shelter, first aid simulator);

¾ specialized educational furniture.

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

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

Type 1 - a lesson in learning new material;

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

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

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

Type 5 - combined lesson;

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

Organization of the beginning of the lesson:

¾ Checking homework

¾ Preparing students to master

¾ Learning new material

¾ Primary examination of the assimilation of knowledge

¾ Primary consolidation of knowledge

¾ Control and self-test of knowledge

¾ Lesson summary

¾ Homework information

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

III. The logic of the knowledge consolidation process:

¾ Actualization of basic knowledge and their correction.

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

¾ Trial application of knowledge

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

¾ Exercises with the transfer of knowledge to new conditions.

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

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

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

¾ Generalization and systematization of knowledge and methods of activity.

¾ Assimilation of a sample of complex application of ZUN.

¾ Application of generalized ZUN in new conditions.

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

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

Generalization of individual knowledge into a system.

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

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

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

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

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

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

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

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

VIII Combined lesson

1. Organizational stage

2. Stage of checking homework

3. Phase of comprehensive knowledge assessment

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

5. Stage of assimilation of new knowledge

6. The stage of consolidating knowledge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The grading system has three functions:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

¾ independent activity always ends with some kind of result.

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

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

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

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

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

¾ independent work in the course of life safety, in addition to control work, requires direct or indirect (with the help of memos, instructions, instructions) guidance.

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

When planning independent work, the teacher determines:

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

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

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

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

¾ what is the duration of the work;

¾ what is the way to check its fulfillment.

13. Expand the didactic requirements for a modern OBZH course

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

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

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

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

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

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

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

¾ creating conditions for the successful learning of students.

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

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

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

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

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

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

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

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

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

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

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

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

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

Using non-traditional lessons allows you to:

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

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

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

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

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

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

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

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

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

1. Basic concepts and definitions of the aircraft.

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

3. The organizational structure of the Armed Forces.

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

5. Prospects for the development of the Armed Forces.

6. Other troops, their composition and purpose.

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

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

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

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

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

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

1. Name (of this type of aircraft)

2. Purpose ......

3. Organizational composition .....

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

5. Armament .....

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

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

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

Educational questions.

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

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

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

Lesson on Academic Question:

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

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

Profiles of military professional activity:

¾ team;

¾ operator;

¾ engineering;

¾ operational headquarters;

¾ providing.

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

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

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

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

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

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

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

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

Diagnostic materials.

1. Methodology for assessing communicative and organizational inclinations.

2. Differential - diagnostic questionnaire.

Control questions

What indicators determine the ability of a person?

What types of personality temperaments do you know?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

¾ stage of the group discussion;

¾ stage of summing up the results of the lesson.

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

18. Create a lesson outline using active learning methods.

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

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

An example is the following lesson.

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

Lesson 2: Respiratory protection.

Lesson objectives:

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

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

3. Developing - to develop reflexive abilities.

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

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

Means of education:

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

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

3. Respirator: R-2.

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

4. Literature on the topic.

During the classes

1. Organizational part: (1 min.)

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

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

2. Executive stage: (36 min.)

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

a) Diagnostics based on previously studied material.

Method: oral frontal survey.

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

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

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

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

b) Organization of conditions for creating a problem situation.

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

Answer my question: "What is respiratory protection?"

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

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

c) Organization of understanding of the studied material.

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

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

1. Appointment of the SZOD.

2. Types and principles of action of the SZOD.

3. Rules for putting on the SPOD.

I leave these questions on the board.

KMD-1. The method is conversation.

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

Logical transition.

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

SECOND STACT. WORK ON CREATIVE MICROGROUPS

CMD - 2. (10 min.)

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

¾ selection of “action coordinator”;

¾ the respondents are appointed by the “coordinator”;

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

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

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

The answer algorithm is written on the board:

1. Purpose ...

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

3. Rules for donning.

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

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

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

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

3. Summing up. (7 min.)

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

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

Grading and summing up. (1 minute.)

4. Issuing homework. (1 minute.)

Sketch in notebooks and sign the civilian gas mask device

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

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

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

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

¾ Preparing teachers and students for it

¾ Guided tour

¾ Registration of the received material

Preparing a teacher for a field trip to nature includes:

¾ Formulation of the purpose and objectives of the excursion

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

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

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

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

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

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

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

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

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

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

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

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

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

There are some general requirements for organizing study tours:

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

¾ Compliance with the established requirements when forming groups.

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

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

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

¾ Equipping groups with medical kits.

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

¾ Compliance with safety measures when bathing.

Each task of the excursion is performed by students individually.

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

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

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

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

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

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

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

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

Preliminary preparation:

Teams choose their name and captain in advance.

Children learn ditties, prepare a performance of a poem.

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

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

PROCESS OF THE LESSON

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

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

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

Home safety.

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

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

1. Iron included unattended.

2. The laundry hangs very close to the heater

H. The lamp is covered with a cloth.

4. Matches close to fire.

5. The cable is damaged.

6. The socket is overloaded.

7. The cable runs under the carpet.

Not every friend you meet is cordial.

The game "Tic-tac-toe"

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

The right of the first move is played.

Questions for the playing field.

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

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

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

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

5. 0Write what modern villains look like.

6. Name the most dangerous places in the yard.

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

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

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

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

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

Literary quiz.

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

1. "Kolobok" (trust in strangers)

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

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

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

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

Additional questions.

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

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

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

Music quiz.

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

1. "I twist the pedals, I twist"

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

2. "Ochkarito"

What dangerous occupation does this song talk about?

3. "We are not afraid of the rain"

Is walking in the rain always so safe and fun?

4. "Winged swing"

What steps should be taken to make this activity safe?

5. "On the road of good"

First aid.

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

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

On the river, dear, do not be bad.

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

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

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

Magic letter.

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

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

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

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

cottage cheese, box 1-1

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

did it 2

ruins, bookmarks 1-3

Your safety is in your hands.

The jury sums up the results. Award Ceremony.

And at the end of our competition program, ditties

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

THANKS FOR PARTICIPATING!

22. Develop Homework Types for Grade 9 Students

OBZH teaching methodology

The teaching methodology of any school subject is a pedagogical science about the system of teaching and upbringing processes, the knowledge of which allows the teacher to control the educational process. Prokopyev I.I., Mikanovich N.V. Pedagogy. Minsk. 2002.S. 9.

Accordingly, the teaching methodology for life safety is the science of a set of forms, methods and techniques for teaching students safe behavior in the world around them.

The teaching method of a subject is determined by its specifics, tasks and functions.

Objectives of the OBZH course are:

Formation in students of a conscious and responsible attitude to issues of personal safety and the safety of others;

Formation of knowledge and skills to recognize and assess hazardous and harmful factors of the environment;

Formation of the ability to determine ways of protection against dangers, as well as to eliminate negative consequences, and to provide self-and mutual assistance in the event of dangers.

Like other academic disciplines, OBZH participates in the implementation of a number of functions:

Educational, the essence of which is to equip students with a system of knowledge, abilities, skills;

Educational, consisting in the formation of a worldview, an active social position;

Developing, which boils down to the development of creative thinking;

Psychological, designed to prepare students for successful activities in the modern world.

Based on the objectives of the OBZH course and its content, the methodology for teaching OBZH should answer the following questions: why study the dangers of the world around and how to protect against them? What to teach? How to teach? What methods and ways to apply to achieve educational and educational goals?

The methodology examines and develops the goals of teaching life safety, determines the content of educational material on life safety and the structure of the subject, determines the forms, methods, means of teaching, upbringing and development of schoolchildren. In addition, the methodology for teaching BZH finds out the place and significance of life safety as a subject in the general system of education and upbringing, and also develops educational equipment, guidelines, instructions, teaching methods for individual sections of the life safety course.

General and special parts can be distinguished in the structure of the BZ teaching methodology. The general methodology considers the issues of teaching all sections of life safety, namely the unity of the content and methods of teaching, the relationship between the forms of educational work, the continuity of courses and the role of interdisciplinary connections, the integrity and development of all elements of training.

Special (private) methods consider teaching issues special for each section, related to the peculiarities of the content of the educational material and the age of the students. Pedagogy / Ed. L.P. Krivshenko. M. 2004. S. 56. They present methods of preparation and conduct of lessons, excursions, extracurricular activities, extracurricular activities.

The method of teaching life safety is closely related to other sciences.

In addition, the life safety training methodology is related to life safety. Life safety is an interdisciplinary area of scientific knowledge, covering the theory and practice of protecting humans from environmental hazards in all areas of activity. Bayborodova L.V., Indyukov Yu.V. OBZH teaching methodology. M. 2004.S. 31.

1. What are the names of the listed principles: scientific nature and accessibility, consistency and continuity, continuity, information security?

a) research;

b) didactic;

c) training.

2. Which phrase reflects the triune security formula?

a) “Anticipate the danger - avoid it if possible - act if necessary”;

b) "Identify the danger - act - avoid";

c) "Avoid danger - anticipate - act."

3. How many principles are there for selecting the content of the BZ course?

4. What is the name of the principle, the main idea of which is the presence of developmental potential?

a) the principle of historicism;

b) the principle of greening;

c) the principle of functional completeness;

d) the principle of humanization.

5. According to what principle should the educational material reflect the modern level of science and correspond to their fundamental provisions?

a) the principle of scientific character;

b) the principle of accessibility;

c) the principle of consistency.

6. What is the principle of selection of the content of the material on life safety aimed at the formation of ecological culture among students?

a) the principle of historicism;

b) the principle of functional completeness;

c) the principle of integrativity;

d) the principle of greening.

7. What is the name of the document reflecting the role of education in the development of Russian society at the present stage?

a) the concept of modernization of Russian education for the period up to 2010.

b) educational program;

c) the decree of the Ministry of Defense of the Russian Federation on the development of education.

8. What model of specialized training does the creation of a resource center refer to?

a) intra-school profiling;

b) the model of the network organization.

9. The knowledge of the student is found in his ...

a) behavior;

b) communication;

c) skills.

10. With what general subjects can the school life course be integrated?

a) with all educational subjects;

c) physical education;

d) literature.

11. The type of laboratory work, in which the teacher organizes and controls the performance of the work, and the students work according to individual instruction cards, is called ...

a) frontal;

b) group;

c) individual.

12. Reception is ...

b) method;

c) part of the method;

d) type of activity.

13. The first classification of teaching methods was proposed by ...

a) N.M. Verzilin;

b) B.V. Vsesvyatsky;

c) B. E. Raikov;

d) I. D. Zverev.

14. Storytelling applies when ...

a) causal relationships are established;

b) we are talking about the history of the issue;

c) there is a strict registration of facts.

15. A group of methods in which the source of knowledge is a word is called ...

a) verbal;

b) visual;

c) practical.

16. A group of methods, when a teacher transfers knowledge by showing, and students assimilate this knowledge by observing, are called ...

a) verbal;

b) visual;

c) practical.

17. The teaching method, in which a student independently solves a new problem for him in the process of work, is called ...

a) research;

b) partially search engine;

c) visual.

18.Conversation is possible when ...

a) students are interested in the topic of the conversation;

b) students have a certain stock of knowledge;

c) more than two people participate.

19. What teaching methods are play?

a) traditional;

b) non-traditional;

c) interactive.

20. Choose one of the listed definitions of the lesson that most fully reflects the content of this concept ...

a) a lesson is the main form of organizing the teaching and educational work of a teacher with a class - a permanent, homogeneous in age and training group of children - according to the state program, a fixed timetable and in the school building;

b) a lesson is an element of the all-round development of a personality with a systematic and consistent acquisition of knowledge and skills;

c) a lesson is a form of teaching, when the teacher devotes a lot of time to the educational material and when various forms of work are used.

21. At the frontal laboratory work, students ...

a) perform laboratory work together with the teacher;

b) carry out laboratory work in groups independently;

c) carry out laboratory work individually.

22. The compulsory forms of education for life safety include ...

a) special course;

b) excursion;

c) optional.

23. The main form of organizing the teaching and educational work of a teacher with a class according to a certain OBZH program, a fixed schedule and in the school building is called ...

a) excursion;

b) elective course;

24. Indicate an additional form of training ...

b) excursion;

c) extracurricular work;

d) extracurricular work;

e) homework.

25. To determine the type of lesson, most often they take into account ...

b) methods;

c) didactic tasks;

d) ways of organizing students in the lesson.

26. The main didactic task of the generalizing lesson is ...

a) the formation of new knowledge;

b) generalization of knowledge;

c) knowledge control;

d) specification of knowledge on the topic;

e) conclusions on the topic.

27. The basis for highlighting the type of lesson can be ...

b) a source of knowledge;

c) teaching methods;

d) teaching aids;

e) the nature of the educational and cognitive activity of students;

f) the degree of preparedness of students;

g) material and technical base of the cabinet;

h) the form of training.

28. In organizing the observation of students, the main role is played by ...

a) task;

b) the object of study;

c) fixing the results.

29. Organizational techniques are ...

a) the actions of the teacher and students, with the help of which assignments are given;

b) the teacher's actions aimed at the perception, attention and work of students;

c) the teacher's actions to stimulate and develop the cognitive interests of students.

30. The organization of teaching and educational activities of students, corresponding to the various conditions of its implementation, used by the teacher in the process of educational teaching is ...

a) the form of teaching;

b) the form of education;

c) the form of development.

31. Extracurricular activities such as participation in the school Olympiad on life safety, school scientific conference of students, thematic exhibitions, "Safety Day", "Health Week", etc., include ...

a) to individual;

b) massive;

c) group.

32. Definition of I. D. Zverev: “The system of views on reality, in which a person expresses his attitude to the natural and social environment around him; a set of philosophical, scientific, political, legal, moral, aesthetic ideals and beliefs "- refers to ...

a) to education;

b) education;

c) worldview.

33. The system of knowledge, skills, value orientations in the field of sciences, art, laws, customs, traditions, vigorous activity to preserve and improve the environment is called ...

a) ecological culture;

b) ecological thinking;

c) greening the content of education.

34. Interactive learning is ...

a) learning, immersed in communication, preserving the ultimate goal and the main content of the educational process, but modifying the forms from broadcast to dialogue;

b) training, allowing to activate the work of students and reduce the intensification of the educational process ...

35. The form of teaching and educational work by a group of students, carried out outside the school, allows observation, as well as the study of various objects, phenomena and processes in natural conditions is called ...

a) a walk;

b) excursion;

c) classes at the training and experimental site.

36. Extracurricular work is ...

a) the form of organizing students to perform outside the lesson compulsory, related to the study of the course of practical work on the individual or group assignments of the teacher;

b) the form of organizing students' voluntary work outside the classroom under the guidance of a teacher to excite and manifest in children cognitive interests and creative amateur performance in expanding and complementing the school curriculum for life safety.

37. To what teaching methods does the following group of methods belong: adaptive methods, the method of models, the method of problems and discoveries?

a) computer methods;

b) visual methods;

c) discussion of the studied material.

38. The computer method that allows you to develop creativity, scientific foresight, to put into practice the knowledge gained, develop imagination, initiative and activate the learning process is called ...

a) trial and error method;

b) informational - reference method;

c) the method of models.

39. Cognitive activity in the life-safety lesson, in which students independently solve the educational problem, is called ...

a) heuristic;

b) problematic;

c) reproductive.

40. What type of control can be used to find out the level of knowledge in the passed section?

a) preliminary;

b) final;

c) current;

d) milestone.

41. The process of identifying and aligning at one stage or another of learning the results of educational activities on life safety with the requirements set and curriculum is called ...

a) testing and assessment of knowledge, skills, skills in life safety;

b) the ascertaining experiment;

c) testing.

42. What two levels of education are presented in the normative documents on LYL in schools?

a) basic and profile;

b) basic and advanced;

c) profile and advanced;

d) general education and advanced.

43. Additional forms of learning life safety include ...

a) elective course;

b) homework;

c) circle assignments;

d) elective course and circle work.

44. The goals of studying elective courses of life safety do not include ...

a) focus on individualization of training in life safety;

b) socialization of students;

c) preparing students for a conscious choice of a future profession;

d) economic education;

e) expanding the horizons of students on life safety.

45. Elective courses are ...

a) courses of the student's choice;

b) mandatory for the entire class;

c) classes in a circle;

d) courses in the system of additional education with the obligatory passing of the state exam.

46. The forms of training in a specialized class on life safety do not include ...

a) overview and orientation lectures and a unified state exam on life safety;

b) independent study of additional literature on life safety;

c) writing defense abstracts;

d) research activities;

e) laboratory and practical exercises;

f) school scientific and practical conferences;

g) OBZh Olympiads.

a) deepening the current profile courses of life safety;

b) practically directed;

c) integrative;

d) professionally directed;

e) helping to choose a profile.

48. The educational - methodical complex of the elective course includes:

a) curriculum;

d) textbook or reader;

e) visual aids

f) a workbook for students.

49. The uniform state examination is taken:

a) elective courses;

b) subjects of specialized training;

c) subjects of the basic level of education.

50. List the parameters of the assessment according to the criteria for the diagnosis of safety culture:

a) motivation;

b) knowledge;

c) skills;

d) creativity;

e) self-control;

f) forecasting.

51. The fundamental concepts include:

a) danger;

b) chemically hazardous object;

c) safety;

d) epidemic;

f) emergency situation;

h) accident.

52. Peripheral concepts include:

a) danger;

b) chemically hazardous object;

c) safety;

d) epidemic;

f) emergency situation;

h) accident;

53. List the three main levels at which the fundamental concept of "Danger" is considered:

a) regional;

b) state;

c) district;

d) national;

e) global;

f) individual.

54. List three groups of visual aids:

a) natural objects;

b) visual, graphic;

c) technical;

d) mechanical.

55. List three specific teaching methods:

a) oral presentation of educational material;

b) seminar;

c) visual teaching methods;

d) lecture;

e) exercise;

f) work with printed sources.

56. Verbal methods of teaching life safety include:

a) conversation;

b) story;

c) experiment;

d) explanation.

57. What is the nature of the activities of students with active methods of teaching life safety?

a) reproductive;

b) creative;

c) search engine.

58. The active methods of teaching life safety include:

a) research;

b) heuristic conversation;

c) dispute;

d) lecture;

e) demonstration of video films.

59. The methods of problem learning OBZH include:

a) partially search engine;

b) research;

c) problematic presentation of the material;

d) explanatory and illustrative;

e) reproductive.

60. Interactive methods include:

a) brainstorming;

b) training in training workshops;

c) problem lectures and seminars;

d) special courses;

e) electives.

61. Of the verbal teaching methods in the OBZH course, the following are mainly used:

a) lecture;

b) seminar;

c) search conversation;

d) story;

e) explanation.

62. Visual methods include:

a) demonstration of a film fragment;

b) a description of natural disasters;

c) recognition of dangerous objects;

d) demonstration of a gas mask, fire extinguisher.

63. Highlight interactive levels:

a) listening to the lecture;

b) reading;

c) the use of audiovisual means;

d) visual aids;

e) discussion in groups;

f) learning by doing;

g) learning in the process of teaching others.

64. Of the visual teaching methods in the OBZH course, the following are mainly used:

a) demonstration of schemes;

b) demonstration of several objects at the same time;

c) demonstration of personal protective equipment;

d) demonstration of films;

e) demonstration of modern equipment.

65. Give the classification of business games, according to OBZH, according to the five most characteristic features:

a) by the nature of the simulated situations;

b) the nature of the gameplay;

c) methods of transmission and processing of information;

d) the dynamics of the simulated processes;

e) thematic focus and nature of the problems being solved;

f) interest.

66. The technical methodological methods include:

a) writing questions on the board;

b) attaching pictures to the board;

c) demonstration bypassing students;

d) setting up the experiment.

67. Extracurricular work includes:

a) homework;

b) excursion;

c) optional;

d) elective course.

68. Select the forms of training from the list provided:

b) lecture;

c) optional;

d) excursion;

e) homework.

69. Depending on the methods that prevail in the study of new material, there are types of lessons:

a) study of new material;

b) development of skills and abilities;

c) explanatory and illustrative;

d) laboratory;

e) film lesson;

f) lesson-seminar;

g) press conference lesson.

70. Choose a combination of didactic tasks that are solved in a combined lesson:

a) testing of knowledge, abilities, skills;

b) introduction to the topic;

c) generalization of knowledge;

d) consolidation of knowledge;

e) systematization of knowledge;

f) study of new material,

71. What are the types of lessons?

b) introductory;

c) accounting and repeating;

d) problematic;

e) laboratory;

f) combined;

g) generalizing;

h) lecture;

i) seminar;

j) study of new material;

k) film and television lessons.

72. What are the types of lessons?

a) explanatory and illustrative;

b) introductory;

c) accounting and repeating;

d) problematic;

e) laboratory;

f) combined;

g) generalizing;

h) lecture;

i) seminar;

j) study of new material;

k) film and television lessons;

m) lesson-conference;

m) game lesson.

73. From the list of techniques, select only organizational ones:

a) demonstration from the table;

b) demonstration bypassing the students;

c) demonstration with handing out objects;

d) setting up experiments;

e) identification of priorities;

f) comparison.

74. From the list of techniques, select only technical ones:

a) the use of guidance tables;

b) production of models and diagrams;

c) attaching diagrams to the board;

d) the answer at the blackboard;

e) observation.

75. Indicate the similarities between the lesson and extracurricular work on life safety:

a) a compulsory form of training organization;

b) are carried out according to a clear schedule;

c) are performed after the lesson;

d) are carried out in the OBZh office;

e) require equipment.

76. The elements of the lecture-seminar form of educational work include:

a) introductory and concluding lectures;

b) seminar;

c) practical work;

e) excursion;

f) observation of the object.

77. The excursion is similar to the lesson in the following ways:

a) an additional form of training organization;

b) a compulsory form of organization of training;

c) is carried out in the classroom;

d) solves educational problems;

e) necessarily includes students in independent work;

f) the time is limited;

g) is carried out according to the school curriculum.

78. Logical techniques include:

a) analysis;

b) the answer according to the plan;

For comparison;

d) observation;

e) explanation.

79. The elements of education in the learning process of life safety include:

a) worldview;

b) work culture;

c) aesthetic education;

d) environmental education;

e) economic education.

80. Extracurricular activities include:

a) circle work;

b) expedition;

c) scientific conference of students;

d) health day;

e) preparation for the Olympiad;

f) homework;

g) excursion to the object.

81. Extracurricular work on life safety includes:

a) classes in a circle;

b) an exhibition of layouts made by students independently;

c) writing an abstract on the relevant topic;

d) homework on the topic "Safe home";

e) All-school campaign "Safety Day", "Children's Day".

82. Extracurricular activities on the topic "Health" include:

a) a circle of young health promoters;

b) educational work on substance abuse and drug addiction;

c) carrying out scientific research on the influence of various factors on human health;

d) excursion to the anatomical museum.

83. The environmental responsibility of students is manifested:

a) in responsibility for the state of the natural environment;

b) responsibility for their own health and the health of other people;

c) active creative activity in the study and protection of the environment;

d) creation of an ecological environment.

84. In the learning process, based on the content of education, the following are formed:

a) the needs of the individual;

b) the motives of social behavior;

c) worldview;

d) value orientation;

e) perception;

f) knowledge and skills.

85. The developing function of training involves the development of:

b) thinking;

c) norms of behavior;

d) emotional-volitional sphere.

86. What concerns the criteria for choosing visual teaching aids?

a) informativeness;

b) safety;

c) registration;

87. List the six main features of computer vision syndrome:

a) burning sensation in the eyes;

b) pain in the eye socket and forehead;

c) pain when moving the eyes;

d) redness of the eyeballs;

e) pain in the cervical vertebrae;

f) rapid fatigue during work;

g) speech disorder.

88. The final types of testing and assessment of knowledge on life safety include:

a) control work;

b) unified state examination;

d) practical task;

e) conversation.

89. Types of test items are:

a) open type;

b) closed type;

c) mixed;

d) additional.

90. List the main forms of test items:

a) additions;

b) free presentation;

c) multiple choice;

f) verbal;

g) non-verbal;

h) fixed;

i) variables.

91. Indicate the main types of test items:

a) additions;

b) free presentation;

c) multiple choice;

d) restoration of compliance;

e) restoring the sequence;

f) verbal;

g) non-verbal;

h) fixed;

i) variables.

92. A textbook on OBZH is:

a) a source of knowledge, a bearer of the content on the subject;

b) a means of teaching life safety;

c) the form of organization of OBZH training.

93. What must be in the OBZh office without fail?

a) video equipment;

b) computer;

c) stands for BZ;

d) gas masks;

e) chemical protection suit.

Teacher-organizer of life safety, teacher of the highest category Degtyarev A.I.

Objectives, content and methods of teaching life safety in basic secondary school

( 5-6 and 7-9 grades)

FSES of basic general education: subject area "Physical culture and the basics of life safety". The school determines the possible options for studying itself.

Why is OBZH studied at this age?

The moral component of civilization lags behind scientific and technological progress, which leads

to a lack of awareness, reflection of their behavior by citizens, an increase in the risk of negative consequences of their actions.

Mortality from accidents ranks third after cardiovascular and oncological diseases. Injury is the main cause of death for a person aged 2 to 41 years.

Adolescence and adolescence

The rapid inclusion of a person in the social world,

Desire to become an adult and live like an adult Youthful maximalism and categorical BUT:

Lack of ability to foresee the consequences of their actions and deeds;

Insufficiently developed reflection - analysis and assessment of one's own behavior;

Lagging behind in the development of the volitional sphere;

Lack of ability to cope with the situation

The main objectives of the course:

Awareness of the need to know OBZH;

Understand the actions of the state on life safety;

Installation for a healthy lifestyle;

Awareness of addiction in the system

"Man-nature-society";

Formation of an anti-extremist and anti-terrorist position;

Formation of the ability to act correctly in a dangerous situation

Principles for selecting course content :

Formation

UUD

practical

focus

Culturological principle

Activities, which are used in the learning process

Reproductive search and research control and evaluation

game (role-playing, business)

Communicative practical

REPRODUCTIVE ACTIVITY

MAIN FUNCTIONS: acquisition, expansion of knowledge, memorization, reproduction

MENTAL PROCESSES: perception, speech-description, memory

MAIN ROLES:

"viewer", "listener", "loudspeaker"

content of the assignment

Mental process priority

Read text

Answer the questions Retell the text

Perception, attention

Perception, memory

Memory, perception, speech-description

Reproductive type of tasks :

Basic concepts of the course:

Healthy lifestyle, health

(physical, mental, social);

Emergency;

Environmental emergency

Bad habits

Security

Foresight

Hazards in the outside world concepts :

Natural technogenic social FD

Natural: earthquakes, mudflows, storms, volcanic eruptions, etc.

Technogenic : explosions at enterprises, plane crashes, shipwrecks, etc.

Social : terrorism, violation of safety rules, antisocial behavior of people.

National security

Medical knowledge and skills :

Reproductive health;

First aid for injuries;

First aid for poisoning;

Dangers associated with smoking, alcohol, drugs;

Behavior in epidemics of humans and animals

Additionally : project themes

Features of teaching methods

1. Symbols determine the teaching method:

Remember. Building on existing knowledge

- prompt

group work

Heading "Medical page"

Target : expanding ideas about a healthy lifestyle, the rules of respect for your health, the rules of behavior in various emergency situations in everyday life, in nature, on roads and streets, etc.

For example : "Can Food Protect Against Flu?"

"What are the outward signs of substance abuse?" "What is dangerous

hypothermia? "

Target: the development of self-control, self-esteem, the formation of motivation for the implementation of the rules of behavior in the environment.

Examples: How often do you consume this food?

To work with the heading "Assess yourself" it is very important to conductanonymous polls.

They deal with delicate issues and cannot turn into "judgments".

For example :

"Do I smoke?"; "Can I communicate?"

Working with text is an obligatory structural element of the lesson.

Mandatory didactic condition: setting the goal (motive) of reading as a prerequisite for meaningful reading. Reading the text, pay attention to…

Reading the text, find the answer to the question ...

Educational dialogue ("We invite you to a discussion").

Dialogue basis: problem, problematic, debatable issue

The problem in terms of choice (tasks - tests): “Choose an answer. "

Problem situations - traps:"Is everything right?", "What is not

So?"

Problems requiring the construction of an algorithm"What are the" steps "we must do?"

Let's analyze the plots of the photos

(discussion of the problem based on illustrative material)

Let us express our opinion : Does the noise affect human health? Which of the noises are the most dangerous for the body?

Let's analyze the statements .

Let's formulate the rules for successful communication.

Mark false statements when answering the question "What is collective activity?"

Choose an answer to the question “Who are the fans?”, Please provide proof of the truth of this proposition.

Using visual information for creative work

Make an informative text-reportage on the painting "The Last Day of Pompeii"

K. Bryullova

Practical work

(as a lesson or a structural part of it):

Formation of legal culture - work with documents.

Formative skills to work with information - analysis, classification, generalization, formulation of judgment, conclusion.

Formation of practical skills and abilities (based on medical, psychological, technological knowledge).

Examples:

Work with documents - structural element of the lesson

Target : formation of legal culture

Examples of :

terrorism (selected articles)

Legislation of the Russian Federation on counteraction

extremism (selected articles)

Reports of the Ministry of Emergency Situations and man-made emergencies

Ministry of Health documents - list of prohibited substances (narcotic, psychotropic)

Analysis of real situations (Bislan; Japan "Fukushima-1", forest fires in Siberia, explosions of residential buildings in Moscow)

Analyze the "food pyramid", make a conclusion, which foods should prevail in the diet?

Analyze the information on the label. If food additives are indicated, assess whether they are prohibited, dangerous

Possible presentation of information in graphic form: table, diagram, diagram.

For example :

The positive effect of physical education on the human body

_________

_______ _________

Fill in the table: distribute the DD signs

Prohibitory Warning

Draw a chart from your classmate survey: attitudes towards alcohol

Fill in the "Communication Goals" diagram

Practical work, formative skills to act in various situations.

Examples of :

Structure of practical work on the formation of practical actions, skills of behavior in a dangerous situation:

Exercises to form the ability to assess the situation.

Drawing up an algorithm of action in this situation.

Definition of instant and delayed action.

Various forms of training organization

Pair work Working in groups

For example:

The group proposes a plan for organizing the life of a teenager. The expert group evaluates the result of the work.

Prove the truth (falsity) of the judgment "Unlike harsh light, noise is insidious, the body is not protected against it"

The group chooses a picture and makes a story-reasoning "Features of a thunderstorm as a natural phenomenon"

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

"KRASNOYARSK STATE PEDAGOGICAL UNIVERSITY

FACULTY OF PHYSICAL CULTURE AND SPORT

DEPARTMENT OF LIFE SAFETY AND ADAPTIVE PHYSICAL CULTURE

Training and metodology complex

disciplines

« theory and methods of teaching life safety »

Specialty "050104 - Life safety" with an additional specialty "050720 - Physical culture".

The form of study is full-time (5, 9 semesters).

The total complexity of the discipline is 336 hours

Form of certification - credit, exam, term paper.

It is included in the cycle of special disciplines of the State Educational Institution of Higher Professional Education of the educational program “Life Safety with the additional specialty“ Physical Culture ”and has a clearly expressed professional orientation. In this regard, in the structure of the main educational program, it occupies one of the leading places among the disciplines that ensure the quality of graduate training.

The educational-methodical complex for the discipline "Theory and methods of teaching life safety" is compiled in accordance with the developmentdata and approved in the KSPU named after. UMKD standard.

Complex developer: Ph.D., associate professor

1. Discipline curriculum

2. Working modular discipline program

3. Discipline teaching flow chart

4. Educational-methodical map of the discipline

5. Card of student's independent work in the discipline

6. Discipline literary support map

7. Map of the provision of the discipline with educational materials

8. Discipline Equipment Security Map

10. Educational materials

10.1. Lecture notes

10.2. Methodical development of laboratory and practical training

10.3. Test questions for the exam

11. Methodical instructions for the organization of educational activities of students

Discipline curriculum

The working program "Theories and methods of teaching life safety" was compiled by Candidate of Biological Sciences, Associate Professor _______________

The program was discussed at a meeting of the Department of BZ and AFC on May 25, 2010

The program was approved by the scientific and methodological council of the institute on June 1, 2010

Chairman of the NMS _______________

I approve the changes made

Head of the Department ______________

Deputy Director of Academic Affairs ___________________

1. Curriculum work program of the discipline

1.1. Extract from the educational standard

Index

Labor intensity (hours)

OPD. Form 04

Theory and methods of teaching life safety and ___ (in accordance with the additional specialty)

Scientific, organizational and pedagogical foundations of life safety training for students. The structure of the school course on the basics of life safety. Basic and profile level. Interdisciplinary communications. Methods for planning and conducting classes to ensure the safety of students in everyday life, at school, during public events. The methodology of conducting classes to prepare students for actions in dangerous and emergency situations of a local nature and to organize protection against the consequences of emergencies of natural and man-made origin. Methodology for conducting civil defense classes. Educational and material base of the office for life safety. Life safety lesson. Technical teaching aids. Working with parents on the safe behavior of children in everyday life. Methods for the promotion of life safety. Methods of organizing and conducting the "Children's Day", training camps on the basis of military units.

Audiovisual technologies for teaching life safety. Interactive learning technologies. Didactic principles of construction of audio, video and computer teaching aids. Typology of educational audio, video and computer aids and methods of their application. Bank of audio, video and computer training materials.

The use of modern information and communication technologies in the educational process. Basic concepts and definitions of the subject area - informatization of education. Goals and objectives of the use of information and communication technologies in education. Information and communication technologies in the implementation of information and information-activity models in teaching. Information and communication technologies in enhancing the cognitive activity of students. Information and communication technologies in the implementation of the system of control, assessment and monitoring of educational achievements of students. Methods of analysis and examination for electronic software, methodological and technological tools for educational purposes. Methodological aspects of the use of information and communication technologies at school.

Theory and teaching method ___ (in accordance with the additional specialty

336

1.2. Introduction

The purpose of the discipline:to give general theoretical and practical training in the methodology of teaching life safety as an academic discipline in a higher pedagogical educational institution. Methodological knowledge and skills are instilled in students in the classroom and in other related subjects..

Discipline objectives:

· teaching students the theory and methods of teaching the course "Fundamentals of Life Safety" in general educational institutions;

· familiarization of students with modern pedagogical technologies of teaching students;

· instilling skills and disclosing the creative abilities of students in teaching students of educational institutions of life safety;

The discipline focuses on teaching and educational, methodological, correctional and developmental, organizational and managerial types of professional activities. Its study contributes to the solution of the following typical tasks of professional activity:

Use of modern scientifically grounded techniques, methods and teaching aids;

- analysis of their own activities in order to improve it and improve their professional qualifications;

- implementation of a personality-oriented approach to the education and development of children;

Work on training and education, taking into account the correction of developmental deviations.

The basic basis for the development of students of the discipline "Theory and methods of teaching life safety" are pedagogy, physiology, psychology, sociology, the study of which precedes the acquisition of knowledge. skills and abilities within this discipline. In addition, taking into account the fundamental importance of the discipline "Theory and methods of teaching life safety" in the formation of professional competencies in the cycle of professional training, in the process of studying it on the basis of the introduction of practice-oriented learning technologies, integration with the discipline "Theory and methodology of physical culture" and the disciplines of private techniques.

The selection of educational material for the implementation of the discipline is based on the leading pedagogical principles:

- scientific nature, involving the use of modern and classical scientific knowledge;

-consistency, providing for consistency, interconnection, cause-and-effect relationships of the material presented, which reflect the progressive process of cognition;

-availability, ensured by the quality of teaching the discipline and its educational and methodological support;

- reliance on knowledgereceived earlier;

-modularity- enlargement of didactic units.

1.3. The content of the theoretical course.

1.3.1. Lecture course

Life safety as an educational and scientific discipline in a pedagogical university. Purpose, subject, object of study of teaching methods of Belarusian Railways. The method of teaching the basics of security is a private didactic. Methods and stages of scientific knowledge in the study of Belarusian Railways. A brief history of the development and formation of life safety as an academic discipline. General and specific methods of teaching the basics of life safety.

Scientific, organizational and pedagogical foundations of life safety training for students. The structure of the school course on the basics of life safety. Formation of a system of knowledge on Belarusian railways. Development and formation of concepts.

Interdisciplinary connections used in teaching Belarusian Railways, their types. Education of students in the process of BJD. Working with parents on the safe behavior of children.

Classification of methods and methodological techniques used in the process of teaching Belarusian Railways. Requirements for the choice of teaching methods. Rational application of methods in teaching the basics of life safety.

Verbal teaching methods: story, conversation, school lecture. Their types and characteristics.

Visual teaching methods: illustration and demonstration methods. Visual aids, especially the use of visual teaching methods.

Practical teaching methods: the method of practical consolidation of the acquired skills and abilities, the method of analysis of specific situations (ACS), methods of observation and experiment, work with educational visual aids and the method of working with them.

Logical teaching methods in Belarusian Railways. Characteristics of inductive and deductive teaching methods. Logic techniques, their types and components that underlie their learning. Using logical techniques in teaching Belarusian Railways.

Gnostic teaching methods in Belarusian Railways. Flexible models of the learning process. Reproductive teaching methods in school life safety basics. Characteristics of programmed learning. Productive or problem-search teaching methods. Problem teaching and its implementation in the lessons on the study of life safety issues.

Control and self-control methods. The use of oral, written, laboratory and machine control and self-control methods in teaching Belarusian Railways.

Methods of stimulating and motivating learning in the process of teaching Belarusian Railways. Cognitive games, educational discussions and methods of their conduct. The method of the formation of duty and responsibility in learning, encouragement, censure, presentation of educational requirements in the process of studying the basics of life safety.

Lesson form of training organization. Classification of lessons. Their types, types, structure of the lesson on the basics of life safety. Requirements for preparing and conducting lessons on Belarusian Railways.

Additional forms of organization of training in Belarusian Railways. Homework and assignments, a notebook on the basics of life safety, various types of work with a notebook. Extracurricular activities to ensure the safety of life. Wall printing: wall newspaper, handwritten magazines, newsletters.

Life Safety Learning Objectives.

The program for the school course on the basics of life safety. Analysis plan of the course program.

Planning the teacher's work on life safety. Various types of planning. Long-term planning: calendar-annual, thematic. Current planning is lesson-based. Preparing the teacher for the preparation of various types of planning. Planning a course, topic, lesson. Lesson outline and its types. Lesson analysis. Types and types of lesson analysis. Lesson analysis plan for BZD. Practical work on the basics of life safety, their preparation, organization of their implementation, analysis of specific situations.

Programmed training in OBZH. Specific features of programmed learning. Characteristic of linear, mixed, branched programming. Machineless programmed tasks of various types: digital, text, graphic. Memo on the preparation of programmed tasks on the basics of life safety.

Problematic training in life safety. The purpose of using problem learning, its essence, methods and techniques for creating problem situations. Solving a problem situation at a lesson in Belarusian Railways. Stages of solving a problem situation. Resolution methods. Practicing the ability to compose and select material for creating and resolving a problem situation based on the material on the basics of life safety.

The use of interdisciplinary connections in learning OBZH. Types of inter-subject connections. Planning of the Ministry of Railways in the course, topic, lesson on life safety. Selection of material between subject matter. Drawing up inter-subject questions, tasks, assignments. The use of inter-subject connections in the lessons of the Belarusian Railways.

New concepts of life safety as an academic discipline. A variety of programs, ideas and views on life safety. Age characteristics of students of different educational levels. Differentiated approach to students in life safety teaching. Reference signal, reference outline for OBZH. Methods for constructing symbolic and textual design of signals. Methods for the construction, design and use of a reference outline on the basics of life safety. Training in the compilation of reference signals, abstracts and methods of using them in the lessons on life safety.

Psychological approaches to life safety training.

Formation of interest in life safety through various games. Learning to compose puzzles, crosswords, chainwords, charades, quizzes, puzzles, riddles on the material on OBZH. Practicing the ability to compose and use various types of games.

Testing the knowledge and skills of students in the learning process of life safety. Requirements of didactics and methodology for testing the knowledge and skills of students. Ways to control the knowledge and skills of students. Types of poll. Features of frontal, group and individual survey. Forms of organization of control. Independent, tests, tests. Means to help in the implementation of the control of the knowledge and skills of students. Training in planning testing of knowledge and skills of students on life safety. Teaching the techniques of drawing up tasks of various levels of complexity. Criteria for assessing knowledge and skills.

The use of technical teaching aids in the process of teaching life safety. On-screen teaching aids. Hygienic requirements when working with on-screen teaching aids. Placement of the used TCO in the OBZh office. Work plan and methodology for using TCO in the lessons on life safety. Practicing skills and abilities to use TCO in OBZH lessons.

Preparing for a lesson on life safety. Formulation of the goals and objectives of the lesson. Selection and processing of content for the lesson on life safety. Working out the stages of the lesson. Selection of material for the survey, for the explanation of new material, for consolidation, for homework. Selection of material for the development of cognitive interest in life safety issues. Drawing up a plan-synopsis, notebooks, piggy banks, cards of lesson planning.

Educational complex for life safety. Methodological complex: analysis of the course on life safety and analysis of school textbooks. Book complex: analysis of the main teaching aids, reference literature, scientific, popular science, children's literature. Complex of educational equipment: analysis of visual aids, TCO, auxiliary equipment, pedagogical drawing and work with a chalkboard.

Brief description of the content and structure of Belarusian Railways in educational institutions of different levels. Drawing up calendar-annual, thematic and lesson plans. Features of lessons on the study of traffic rules, fire safety, criminal hazards. Methods of conducting classes to ensure safety on the water, in case of poisoning, when communicating with pets. Methodology for conducting classes on the basics of medical knowledge and health care for children.

1.4. Working modular discipline program

Input module.

Assessment of "residual" knowledge in pedagogy, physiology, psychology.

Module number 1. Life safety as a scientific and educational and discipline in an educational institution. The subject of teaching methods of Belarusian Railways

Topic number 1.1.

Topic number 1.2. Methods and stages of scientific knowledge in the study of Belarusian Railways.

Topic number 1.3. Scientific research methods used in teaching Belarusian Railways.

Topic number 1. 4. Scientific, organizational and pedagogical foundations of life safety training for students.

Topic number 1. 5. The structure of the school course on the basics of life safety. Formation of a system of knowledge on Belarusian railways. Development and formation of concepts.

Topic number 1.6. Didactic principles used in teaching the basics of life safety.

Module number 2. Methods and methodological techniques used in the process of teaching the basics of life safety

Topic number 2.2. Characteristics of individual methods and methodological techniques. A systematic approach to life safety training.

Topic №2.3. Promising teaching methods in teaching Belarusian Railways.

Topic number 2.5. Methods of stimulating and motivating learning in the process of teaching Belarusian Railways. Cognitive games, educational discussions and methods of their conduct. The method of the formation of duty and responsibility in learning, encouragement, censure, presentation of educational requirements in the process of studying the basics of life safety.

Module 3. Forms of organization and technology of life safety training

Topic No. 3.1.

Topic number 3.2. Non-traditional lessons on the basics of life safety, especially their preparation and conduct.

Topic 3.5. Educational and material base of the office for life safety. Study room equipment, placement and storage of training equipment.

Module 4. General methodology for teaching the basics of life safety

Topic No. 4.1. School textbooks on the basics of life safety. Purpose, content and methodological structure of textbooks. Basic requirements for the content of the textbook. The plan for the analysis of the textbook on life safety.

Topic number 4.2.

Topic 4.3.

Module 5. Methodology for planning and organizing classes on the basics of life safety

Topic No. 5.2. Methods of conducting classes to ensure safety on the water, in case of poisoning, when communicating with pets. Methodology for conducting classes on the basics of medical knowledge and health care for children.

Final module

TECHNOLOGICAL MAP OF TRAINING DISCIPLINE

« theory and methods of teaching life safety »

Modules. Names of sections and topics	Total hours.	Classroom hours	Outside audi- torn hours	Learning outcomes	Forms and methods of control
Total	Lectures	Semina-moat	Laborat. works	Knowledge	Skills, skills
*Input module*							Assessment of "residual" knowledge in previously studied subjects.	Testing
*Module number 1.* Life safety as a scientific and educational and discipline in an educational institution. The subject of teaching methods of Belarusian Railways Topic number 1.1. Life safety as an educational and scientific discipline in a pedagogical university. Purpose, subject, object of study of teaching methods of Belarusian Railways. The method of teaching the basics of security is a private didactic. Topic number 1.2. Methods and stages of scientific knowledge in the study of Belarusian Railways. Topic number 1.3. Scientific research methods used in teaching Belarusian Railways. Topic number 1. 4. Scientific, organizational and pedagogical foundations of life safety training for students. Topic number 1.5. The structure of the school course on the basics of life safety. Formation of a system of knowledge on Belarusian railways. Development and formation of concepts. Topic number 1.6. Didactic principles used in teaching the basics of life safety.			4	6	4		Knowledge: requirements of regulatory documents of educational authorities, the Ministry of Emergency Situations on life safety; programs for the Belarusian Railways course for secondary educational institutions, the content of textbooks, and their organizational and methodological support;	conduct classes at the BZD course with students of educational institutions at the modern scientific and methodological levels; carry out inter-subject communications;	Assessment of the participation of students during laboratory work in the implementation of certain types of research; Analysis of the quality of the design of the results of laboratory work; Testing students on key issues of the lecture material.
Module number 2. Methods and methodological techniques used in the process of teaching the basics of life safety Topic No. 2.1. Classification of methods and methodological techniques used in the process of teaching Belarusian Railways. Requirements for the choice of teaching methods. Rational application of methods in teaching the basics of life safety. Topic number 2.2. Characteristics of individual methods and methodological techniques. A systematic approach to life safety training. Topic №2.3. Promising teaching methods in teaching Belarusian Railways. Topic number 2.4. Methods of control and self-control. The use of oral, written, laboratory and machine control and self-control methods in teaching Belarusian Railways. Topic number 2.5. Methods of stimulating and motivating learning in the process of teaching Belarusian Railways. Cognitive games, educational discussions and methods of their conduct. The method of the formation of duty and responsibility in learning, encouragement, censure, presentation of educational requirements in process studying the basics of life safety.			4	6	4		Knowledge: private and general didactics of studying Belarusian Railways as an academic discipline;	Skill: apply active teaching methods and modern pedagogical technologies in the process of teaching the Belarusian Railways course;	Analysis of the quality of the design of the results of laboratory work; Interviewing students on the issues of theoretical preparation for laboratory work; Testing students on key issues of the lecture material.
*Module number 3.* Forms of organization and technology of life safety training Topic No. 3.1. Lesson form of training organization. Classification of lessons. Their types, types, structure of the lesson on the basics of life safety. Requirements for preparing and conducting lessons on Belarusian Railways. Topic number 3.2. Non-traditional lessons on the basics of life safety, especially their preparation and conduct. Topic 3.3. Additional forms of organization of training in Belarusian Railways. Homework and assignments, a notebook on the basics of life safety, various types of work with a notebook. Topic 3.4. Extracurricular activities to ensure the safety of life. Wall printing: wall newspaper, handwritten magazines, newsletters. Topic 3.5. Educational and material base of the office for life safety. Study room equipment, placement and storage of training equipment.			4	6	8		Knowledge: modern pedagogical technologies; requirements for the assessment of students' mastery of the Belarusian Railways program;	Skill:	Assessment of the participation of students during laboratory work in the implementation of certain types of research; A survey of students on the issues of theoretical preparation for laboratory work; Testing students on key issues lecture material.
Module 4. General methodology for teaching the basics of life safety Topic No. 4.1. School textbooks on the basics of life safety. Purpose, content and methodological structure of textbooks. Basic requirements for the content of the textbook. The plan for the analysis of the textbook on life safety. Topic number 4.2. Planning the teacher's work on life safety. Various types of planning. Long-term planning: calendar-annual, thematic. Current planning is lesson-based. Preparing the teacher for the preparation of various types of planning. Topic 4.3. Programmed training in OBZH. Specific features of programmed learning. Characteristics of linear, mixed, branched programming. Topic number 4.4. Psychological approaches to life safety training. Topic number 4.5. Preparing for a lesson on life safety. Formulation of the goals and objectives of the lesson. Selection and processing of content for the lesson on life safety. Working out the stages of the lesson. Selection of material for the survey, for the explanation of new material, for consolidation, for homework. Selection of material for the development of cognitive interest in life safety issues. Drawing up a plan-synopsis, notebooks, piggy banks, cards of lesson planning.			4	6	6		Knowledge: planning methods and organization of conducting classes on the basics of life safety.	Skill: plan the teacher's work on life safety	- assessment of the participation of students during laboratory work in the implementation of certain types of research;
*Module 5.* Methodology for planning and organizing classes on the basics of life safety Topic number 5.1. Drawing up calendar-annual, thematic and lesson plans. Features of lessons on the study of traffic rules, fire safety, criminal hazards.			4	6	8		Knowledge: advanced, active forms and methods of organizing classes in all sections of the Belarusian Railways course program in educational institutions of various levels;	Skill: use modern audiovisual and technical teaching aids in the learning process.	Analysis of the quality of the design of the results of laboratory work; - a survey of students on the issues of theoretical preparation for laboratory work; Testing students on key issues lecture material.
Assessment of the quality of mastering by students of the program of the discipline "Theory and methods of teaching life safety" (knowledge, abilities, skills).								Oral survey 4 DAC

Total hours:	336	84 (with DAC)	20	30	30	256

educational-methodical MAP of the discipline

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