TOGOU "Morshansk comprehensive boarding school

basic general education".

School seminar materials INTRODUCTION

Morshansk, 2010

Editorial board:

T.N. Ivanova, Deputy Director for HR

G.A. Afremova, Deputy Director for VR

I.V. Kozhevnikova teacher of additional education

HE. Fedyakina, chairman of the creative laboratory, category 1

O.V. Prozorovskaya, chairman of the creative laboratory - the highest category.

School seminar materials

The brochure presents materials from school seminars and practical material from teachers on the topic of self-education.

The materials can be used by boarding school teachers when working on self-education.

intern school, 2010

1. Introduction……………………………………………………..4-5
2. Self-education plan for teachers……………………………5-6
3. Organization of self-control………………………………….7-11
4. Components of a teacher’s readiness for self-education

…………………………………………………………………12

1. Algorithm for working on the topic of self-education……………13
2. Forms for presenting the results of self-education.........13
3. Map for assessing the level of professional skills of teachers……………………………………………………….14
4. Innovation card……………………………………………………15
5. Teacher self-education plan …………………………..16-17
6. Work plan for self-education of teacher Irina Vladimirovna Kozhevnikova……………………………………………………...17-18
7. Analysis of the work on self-education of teacher Irina Vladimirovna Kozhevnikova for the 1st half of the 2009-2010 academic year…………………………………………………….19-22
8. Methodological recommendations for teacher self-education

……………………………………………………………… .23-27

1. Approximate topics of self-education………………………..28-29
2. Literature……………………………………………………………..30

INTRODUCTION

Self-education of teachers

What makes people constantly work on themselves, expand their knowledge, and engage in self-education? Science, technology, production are developing and improving continuously. Scientists say that the knowledge that humanity has doubles every 10 years. Consequently, previously acquired knowledge may become outdated. In the modern world, there is a noticeable increase in the social role of education, which is becoming the main resource of society. Strengthening intellectual potential, which is based on the priority of the self-worth of a person capable of self-development, is one of the important tasks of education.

Forms of advanced training for teachers

In order to keep up with the times, a teacher must constantly improve his knowledge, master progressive pedagogical technologies of education and training, and thereby provide an opportunity for his development. The system of continuous professional development for teachers involves different forms:

training courses (once every five years);

self-education;

participation in the methodological work of the school, city, district.

Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each individual person. As a process of acquiring knowledge, it is closely related to self-education and is considered its integral part. Self-education helps you adapt to a changing social and political environment and fit into the context of what is happening.

In the period between courses, it is necessary to engage in self-education, which expands and deepens the knowledge acquired in the courses and contributes to understanding the experience at a higher theoretical level.

Selecting topics for self-education

Topics for self-education can be selected taking into account the individual experience and professional skills of each teacher. They always associated with the predicted result(what we want to change) and are aimed at achieving qualitatively new work results.

The system of methodological measures should be subordinated to the main goal - stimulating teachers in professional self-improvement. You can unite several educators to work on a topic close to the content of the annual task. If an institution is preparing for innovative or experimental work, then issues of self-education are included in the topics of experimental activities.

The head is a strategist for the development of his institution. It creates a whole set of conditions for the professional growth of each teacher, the first of which is the motivational condition for the gradual entry and accustoming of the teaching staff to constant work in terms of self-education.

Self-education plan for teachers

Every year, a self-education plan for teachers is drawn up for the annual plan, which can be presented in the form of a table:

The plan clearly defines who works on what topic and in what form they report. Reports on self-education can be heard at pedagogical councils, as well as be part of any methodological event. The form of the report from managers can be consultations or seminars for teachers. A report in the workplace involves the inclusion of this topic in operational control and subsequent observation of the pedagogical process, in order to assess the practical application of acquired knowledge through self-education. This is the most democratic form of reporting.

It is very important that the organization of self-education is not reduced to formal management

additional reporting documentation (plans, extracts, notes).

To summarize, we emphasize once again that the forms of self-education are diverse:

work in libraries with books, periodicals;

participation in scientific and practical conferences, seminars;

maintaining your own file on the problem under study.

The result of the teacher’s efforts is the improvement of work with children,

growth of his professional skills.

Some tips for self-educators

It is IMPORTANT that knowledge on any issue, acquired from one source,

supplemented with information from another document.

This forces the student to compare, analyze, draw conclusions and form

your own opinion on this issue.

It is IMPORTANT to learn how to use library catalogs.

This will reduce the time spent searching for the necessary literature, since many cards contain a brief summary

or a listing of the main issues covered in the book.

It is IMPORTANT to be able to collect, accumulate and store information, facts, conclusions.

They will be useful for speaking at seminars, teaching councils, participating in discussions, etc.

Organization of self-control.

“The education received by a person is complete, has reached its goal, when a person is so mature that he has the strength and will to educate himself throughout the rest of his life and knows the way and means how he can do this.” A. Diesterweg
Improving the quality of teaching and education in secondary schools directly depends on the level of training of teachers. It is undeniable that this level must constantly grow, and in this case, the effectiveness of various advanced training courses, seminars and conferences is small without the process of self-education of the teacher. Self-education is a process of conscious independent cognitive activity.
Self-education is based on the interest of the student combined with independent study of the material.
If the education process:
1. Carried out voluntarily;
2. Carried out consciously;
3. Planned, managed and controlled by the person himself;
4. It is necessary to improve any qualities or skills, then we are talking about self-education.
Self-education of a teacher is a necessary condition for his professional activity. Society has always placed, and will continue to place, the highest demands on teachers. In order to teach others, you need to know more than everyone else. Moreover, he must have knowledge in various spheres of public life, navigate modern politics, economics, etc. The ability for self-education is not formed in a teacher along with a diploma from a pedagogical university. This ability is determined by the psychological and intellectual indicators of each individual teacher. However, no matter how high a person’s ability to self-educate, this process is not always implemented in practice properly. The reasons are lack of time, lack of sources of information, lack of incentives, etc., i.e. absence needs.
The specificity of pedagogical activity is such that for effective work the teacher must master psychology, pedagogy, have a general high level of culture, and have great erudition. This list is far from complete. But without these skills, he cannot teach and educate effectively. Let's try to list main directions , in which the teacher must improve and engage in self-education:
psychological and pedagogical (focused on students and parents)
psychological (communication, art of influence, leadership qualities)
methodological (educational technologies, forms, methods and techniques)
legal
aesthetic (humanitarian)
information and computer technologies
health care
The essence of the process of self-education is that the teacher independently obtains knowledge from various sources, uses this knowledge in professional activities, personal development and his own life.

What are these sources of knowledge, and where to look for them?
TV
Newspapers, magazines
Literature (methodological, popular science, journalistic, fiction, etc.)
Internet
Video, audio information on various media
Paid courses
Seminars and conferences
Master classes
Experience exchange events
Excursions, theaters, exhibitions, museums, concerts
All forms of self-education can be divided into two groups:

1. individual

2. group.

In the individual form, the initiator is the teacher himself, but the heads of methodological structures can initiate and stimulate this process. Group form in the form of activities of a methodological association, seminars, workshops, advanced training courses, etc.
If we imagine a teacher’s activities in the field of self-education with a list of verbs, we get : read, study, test, analyze, observe and write.

What needs to be done for this?

Study and implement new pedagogical technologies, forms, methods and techniques of teaching.
Attend colleagues’ events and participate in the exchange of experience.
Periodically conduct self-analysis of your professional activities.

Now let’s formulate specific types of activities that make up the process of self-education, directly or indirectly contributing to the professional growth of a teacher:
Reading specific pedagogical periodicals
Reading methodological, pedagogical and subject literature
Attending seminars, trainings, conferences, events
Discussions, meetings, exchange of experience with colleagues
Systematic completion of advanced training courses
Holding open events for peer review
Organization of club and extracurricular activities
Study of information and computer technologies

Based on this, each teacher draws up a personal self-education plan for professional growth.

Every activity is meaningless if it does not result in the creation of a certain product, or if there are no achievements. And in terms of personal self-education, a teacher must be list of results, which must be achieved in certain period. What could be the results of teacher self-education at some stage?

Developed or published teaching aids, articles, programs, scripts, studies
development of new forms, methods and techniques of teaching
reports, speeches
development of didactic materials, tests, visuals
development of methodological recommendations for use new technology
development and holding open events on your own self-education topics
conducting trainings, seminars, conferences, master classes, summarizing experience on the problem (topic) under study
Productivity of the self-education process:
Self-education of a teacher will be productive if:
In the process of self-education, the teacher’s need for his own development and self-development is realized.
The teacher understands both positive and negative points his professional activities, and therefore is open to change.
The teacher has a developed ability for reflection (reflection is understood as human activity aimed at understanding one’s own actions, one’s internal feelings, states, experiences, analyzing this activity and formulating conclusions).
The teacher has a readiness for pedagogical creativity.
There is a relationship between personal and professional development and self-development.
Organization of the self-education process
The topic the teacher is working on.
At the beginning of each school year, all teachers choose a topic for self-education and record it in the plans for methodological unification. Possible options those huge amount, but any topic should be aimed at increasing the effectiveness of educational work, developing new pedagogical techniques and methods, or creating scientific works.
Teacher's personal self-education plan.
Based on the chosen topic, the teacher develops a personal plan for working on the problem he has set himself. The plan specifies:
topic name
goals
tasks
expected result
stages of work
deadlines for each stage
actions and activities carried out in the process of working on the topic
a way to demonstrate the results of the work done
Upon completion of work on the topic, each teacher must write a report with analysis, conclusions and recommendations for other teachers. The report reflects all points of the self-education work plan.

Thus, organizing self-control makes it possible to:

• Plan your work clearly;
• Carry out systematic monitoring of your work;
• Organize a differentiated approach to students’ activities;
• Carry out self-education work more effectively;
• Improve self-organization, improve the quality of your work;
• Find potential opportunities for your own growth and the growth of students.

The more information, methods and tools a teacher uses in his work, the more effect from his work. But whichever modern computer and the fastest Internet cannot be provided, the most important thing is the desire to work on oneself and the ability to create, learn, experiment and share one’s knowledge and experience acquired in the process of self-education.

Components of a teacher’s readiness for self-education.

Algorithm for working on the topic of self-education

• Selection of a topic
• Defining goals and objectives
• Start date of work on the topic
• Selection of activities within the framework of work on methodological topic
• Selection of sources of self-education
• The results of self-education and their translation at the institutional, city, and regional levels

Upon completion of work on the topic, each teacher must write a report with analysis, conclusions and recommendations for other teachers.

Forms for presenting the results of self-education.

¨ Protection research work

¨ Pupils showing new forms of interaction in the learning process

¨ Brochure,

¨ leaflet,

¨ Open lesson

¨ Conducting a seminar

¨ Training colleagues in new techniques

¨ Workshop (training)

Map

assessing the level of professional skills of teachers

Innovation card

Teacher _______________________________________________

Education____________________________________

Speciality__________________________________

Experience___________________________________________

1. Problem______________________________

2. The purpose of innovation, innovation______________________________

The innovation is single-purpose, multi-purpose (underline).

3. The essence of innovation_________________________________________

4. Predicted result of innovation: ___________________

4. Scope of application of innovation: management, didactics, psychology, private methods, sociology, hygiene and physiology (underline).

5. An innovator is a developer, distributor, user of an innovation (underline)

6. The innovation has gone through the following stages: idea formation, goal setting, development, mastery at the stage of experimental implementation or experiment, dissemination, diffusion (multiple repetition), routinization (implementation in established structural units) (underline)

7. The innovation has undergone experimental testing: single, multiple (underline).

8. Obstacles to development and implementation _____________________________________________________

9. Experimental control is carried out by: specialists, the public, self-control (underline).

10. Evaluation of innovation: critical, acceptable, optimal (underline)

11. What problems remain to be solved_______________________________________

Date of completion _______________________

Teacher self-education plan

Date of completion "____" ___________________ 200 ____ year

Work plan

self-education teacher

Kozhevnikova Irina Vladimirovna.

Subject: “Person-centered approach to gifted students.”

Relevance of the topic. Every child different abilities, interests, opportunities. And the teacher must help him realize his potential, i.e. demonstrate and develop personal meanings of training and education. To educate a person means to help him become a subject of culture, to teach life creativity, which presupposes the involvement of the child himself in this process.

Target : to lay in the child mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education.

Tasks:

• Encouraging students to choose and use independently in various ways completing the task.

Expected result:

Stages of work.

* the name of the methodological literature is presented in accordance with the requirements (see sample)

ANALYSIS

teacher self-education work

Kozhevnikova Irina Vladimirovna

for the 1st half of the 2009-2010 academic year.

Self-education topic– “Person-centered approach to gifted students.”

I have been working on this topic for three years.

Relevance of the topic.

President Russian Federation D. Medvedev, in his Address to the Federal Assembly on September 12, 2009, indicated that the main task of a modern school is to reveal the abilities of each student, to educate an individual ready for life in a high-tech, competitive world.

In this regard, the topic I am working on becomes very relevant. Each child has different abilities, interests, and opportunities. And the teacher must help him realize his potential, i.e. demonstrate and develop personal meanings of training and education. To educate a person means to help him become a subject of culture, to teach life creativity, which presupposes the involvement of the child himself in this process.

Target: to lay in the child mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education.

Tasks:

• Initiation and positive, respectful attitude towards independence of opinions, judgments and conclusions.
• Organization of individual activities to comprehend and study the given material.
• Encouraging students to choose and independently use various ways to complete a task.

Expected result:

• Increasing the degree of independence in educational and extracurricular activities.
• Organization of cooperation between teacher and students, students among themselves.
• Creative activity of pupils.

Diagnostics:

• Identification of children with a penchant for journalism;
• The number of children involved in the circle.
• ……………………………………………………

Base: self-educational work plan.

Studying theoretical material.

In two previous years I studied the following literature:

• Khutorskoy A.V. Methodology of person-centered training. – M., 2005
• Nikishina I.V. Innovative activities of a modern teacher. – Volgograd, 2007
• Lakotsenina T.P., Alimova E.E. Modern lesson: innovative lessons. – Rostov n/d, 2007
• Lakotsenina T.P., Alimova E.E. Modern lesson: alternative lessons. – Rostov n/d, 2007

In the 2009-2010 academic year studying theoretical material:

• Kozhina M.N. Stylistics of the Russian language. – M., 1983
• Soper P.L. Fundamentals of the art of speech. – M., 1992
• A selection of magazines “Bulletin of Education”
• Smolina Yu.V. Personal orientation as a basis modern education. – Rostov n/d, 2008

• The Internet is widely used.

In the 2008–2009 academic year, she organized the “Luchik” circle, in which she attracted students who showed an inclination towards journalism.

During the club's classes, much attention is paid to the spiritual education of the individual. This year, in addition to practical classes, theoretical classes were held “Profession – Journalist”, “The Art of Speech”, which can help students express their creativity in Russian language and literature lessons at school, as well as in extracurricular activities.

A monitoring study was conducted at the beginning of the school year “Identifying children with a penchant for journalism”

Since January 2009, the school newspaper “Luchik” has been published by the circle. On at the moment 7 issues were published, including a special issue dedicated to the prevention of drug use; The eighth issue is being prepared for release.

There are 7 people in the circle, but during the first half of the 2009-2010 academic year, other students are also involved in the publication of the newspaper. Among other things, the circle was attended by 9 people at the end of December 2009.

Number of children involved in the circle

In addition, I prepare students to participate in various regional, regional and city competitions. At the moment, preparations are underway for participation in the All-Russian children's and youth literary and artistic competition of creative works "I remember, I'm proud!", dedicated to the 65th anniversary of the Victory in the Great Patriotic War Patriotic War 1941-1945.

Over the previous two years, participation in regional and regional competitions can be represented in the form following table:

I consider all of the above to be the results of self-education.

In November, she gave a report on this topic “Features of research activities” at the seminar “Research and project activities – technologies of developmental education.”

Form of report on the work done:

• in May 2010 publication of a booklet on the topic of self-education;
• speech at a meeting of the methodological council.

In the process of work, I identified certain shortcomings:

1. Not all students who show an inclination towards journalism are involved in work in the “Luchik” circle;
2. It is necessary to include more activities designed for independent activity of students.

Prospects:

In this regard, in the second half of the year I plan to conduct extra work to attract gifted children to the publication of a school newspaper (reflect in monitoring), as well as to aim children at greater independence in club classes.

Teacher _________________Kozhevnikova I.V.

TECHNOLOGY FOR ORGANIZING SELF-EDUCATION OF TEACHERS

Self-education should be understood as specially organized, amateur, systematic cognitive activity, aimed at achieving certain personally and socially significant educational goals: satisfying cognitive interests, general cultural and professional needs and advanced training. Self-education is a system of mental and ideological self-education, entailing volitional and moral self-improvement, but not setting them as its goal.

The need for self-education is dictated, on the one hand, by the very specifics of pedagogical activity, its social role, on the other hand, the realities and trends of lifelong education, which are associated with the constantly changing conditions of teaching work. The needs of society, the evolution of science and practice, the ever-increasing demands on a person, his ability to quickly and adequately respond to changing social processes and situations, his readiness to rebuild his activities, and skillfully solve new, more complex problems. Cognitive activity, the teacher’s growing need for self-realization

The meaning of self-education is expressed in satisfying cognitive activity, the growing need of the teacher for self-realization through lifelong education.

The essence of self-education is mastering the technology and culture of mental work, the ability to overcome problems, and independently work on one’s own improvement, including professional development.

The main principles of self-education are continuity, purposefulness, integrativeness, unity of general and professional culture, interconnection and continuity, accessibility, proactive nature, permanent transition from a low level to a higher one, variability, etc.

The school administration should contribute to the formation of a teacher’s sustainable need for self-education, continuously encourage him to study new information and experience, teach him to independently acquire knowledge, create conditions for its actualization, creative application in different situations, teach introspection and self-esteem. In this regard, a wide variety of forms of organizing self-education are used:

1) special educational training (obtaining higher education or a second specialty);

2) advanced training (on courses and during the inter-course period in the IPO);

3) individual self-educational work with the help of:

· funds mass media;

· computer and office equipment;

· libraries, museums, exhibitions, theaters, clubs, excursions;

· scientific, technical, artistic, sports societies,

· research, experiments, creative activities and assignments,

· communication with scientists, interesting people, understanding best practices and generalizing our own practical activities etc.

The technology for organizing self-education for teachers can be presented in the form of the following stages:

Stage 1– installation, provides for the creation of a certain mood for independent work; choosing the goal of the work based on the scientific and methodological topic (problem) of the school; formulation of personal individual theme, understanding the sequence of your actions.

Stage 2– training, in which the teacher gets acquainted with psychological, pedagogical and methodological literature on the selected educational problem.

Stage 3– practical, during which the accumulation of pedagogical facts takes place, their selection and analysis, testing of new methods of work, and setting up experiments. Practical work continues to be accompanied by the study of literature.

Stage 4 – theoretical understanding, analysis and generalization of accumulated pedagogical facts. On at this stage it is advisable to organize a collective discussion of the pedagogical literature read; creative reports on the progress of self-education at meetings of the MO or department, at regional MOs; visiting and discussing open events and other collective forms of work.

Stage 5 - final - control, at which the teacher must summarize his independent work, summarize observations, formalize the results. In this case, the main thing is a description of the work performed, established facts, their analysis, theoretical justification of the results, formulation of general conclusions and determination of prospects for the work.

The system of self-educational work of a teacher provides for: current and long-term planning; selection of rational forms and means of assimilation and preservation of information; mastering the methods of analysis and ways of generalizing one’s own and collective pedagogical experience; gradual mastery of research and experimental methods.

The teacher’s self-education plan should include: a list of literature that is planned to be studied; forms of self-education; completion date; expected results (preparation of a report, speech at a meeting of the Ministry of Defense, lesson planning, description of work experience, presentation of results in the form of a report, etc.)

It is advisable to divide the material collected in the process of self-education into separate topics and save it in the form of cards, special notebooks, thematic folders, and a personal pedagogical diary. The ability to work with literary sources is important in the process of self-education: making extracts, making notes, abstracts of what you read, a detailed plan or annotation.

The participation of the administration is important both in the procedure of analysis and self-assessment of teaching activities, and in the process of developing an individual development program, its implementation, and performance monitoring. Involving specialists in cooperation with the teacher, mentoring, consulting, rationalizing personal work, creating conditions for updating acquired knowledge, experimental and research work, involvement in the process of innovative transformations are far from full list organizational and pedagogical activities of the leader in relation to the teacher. In order to cope with all the tasks, the manager himself needs to constantly engage in self-education. It is important not only to correctly identify and rank the range of emerging and interesting problems, to select literature for study, but also to apply the acquired knowledge in practice. The results of the self-educational work of the school director and his deputies should become the property of members of the teaching staff and have an effective influence on both the improvement of management and the life of the school as a whole. The administration’s task is not to teach the teacher all his life, but to ensure that he learns to do it himself.

In the school methodological classroom, a bank of materials should be formed to help teachers in their self-educational activities: lists of literature recommended for independent work; materials of best teaching practices; different options work plans for self-education; texts of reports; samples of abstracts based on the results of self-educational activities; samples of summaries of literary sources; new items in psychological and pedagogical literature.

Forms and methods of guiding the self-education of teachers by the school administration:

1. Submission of issues related to self-education to teacher councils and meetings of the Moscow Region. Systematic explanation of the role of self-educational work, organization of speeches on the exchange of self-education experiences.

2. Individual conversations between school leaders and teachers about the main areas of self-education.

3. Assisting teachers in summarizing their experience, preparing reports on pedagogical problems, stimulating the most prepared teachers for research work.

4. Acquisition and replenishment of the library fund with literature on issues of self-education and self-improvement, as well as new items in psychological and pedagogical literature.

5. Conducting series of lectures, group and individual consultations, seminars.

6. Systematic summing up of the results of the teacher’s self-educational work (interviews, reports at teachers’ councils and meetings of the Moscow Region), determining the tasks and content of self-education for the new academic year, analysis of the qualitative results of the educational process.

Self-educational work should gradually turn into scientific research. Based on self-knowledge, the development of reflexive thinking, and the ability to learn, development is transformed into a self-regulatory system, the individual’s sustainable interest in self-education is transformed into a constant vital need for self-education, which indicates the achievement optimal level self-improvement.

Indicators of the effectiveness of pedagogical self-education are, first of all, the quality of the educational process organized for teachers and the professional and qualification growth of the teacher.

SAMPLE SELF-EDUCATION TOPICS

CLASS TEACHERS, TEACHERS

1. The influence of environmental education on the spiritual development of a student’s personality.

2. Formation of an ecological culture of the individual.

3. Environmental education in the family.

4. Basic forms and methods of education that contribute to the formation of spiritual values ​​of high school students.

5. Moral education of schoolchildren.

6. Cultural approach to education.

7. Formation of a creative personality.

8. Activities of the class teacher (teacher) in social protection child.

9. Social and pedagogical activities of the class teacher (teacher) with dysfunctional families.

10. Educational potential of the media and communication.

11. Education of schoolchildren in the process of mastering computer technologies.

12. Education of students in cognitive creative activity

13. Personality-oriented approach to education.

14. Modern technologies education: essence, implementation experience, development prospects.

15. Technology for creating a situation of success for a student outside of class time.

16. Educational system of the class.

17. Organization of collective creative activity of students.

15. Nurturing the creative orientation of schoolchildren’s personalities in conditions of collective activity.

18. Active forms of work with students.

19. Features of group work with students outside of class hours.

20. Technology of individual work with students.

21. Self-government in the classroom.

22. Value priorities patriotic education students in a modern school.

23. Formation of national self-awareness of schoolchildren.

24. Education of students based on the traditions of the Ukrainian people.

25. Tourism and local history work as one of the important areas of the class teacher’s activity in instilling in students love and respect for their native land.

26. The use of historical and cultural traditions of Sevastopol in the formation of a patriotic citizen.

27. Self-education of schoolchildren.

28. Formation of communicative competence of students.

29. Formation of healthy lifestyle skills among schoolchildren.

30. Forms of physical education for schoolchildren during extracurricular hours.

31. Preparing students for life in market conditions.

32. Preparing students for family life.

33. Family education is a necessary condition for ensuring the spiritual unity of generations.

34. Outstanding teachers of our time about the education of schoolchildren.

35. The role of the class teacher in educating adolescents for deviant behavior.

36. Forms of crime prevention among teenagers.

37. Formation of positive motivation for healthy image life of schoolchildren.

38. Preparing students for life in market conditions.

39. Traditions of the children's team.

40. Study of the level of education of schoolchildren.

41. Game like important tool education of schoolchildren.

42. Joint activities school and family teachers on labor education of schoolchildren.

43. Artistic and aesthetic education of students using examples of music, fine arts, and fiction.

44. Artistic and aesthetic education of students through folklore.

1. Aizenberg A.Ya. Self-education: history, theory and modern problems. – M., 1986.

2. Grebenkina L.K., Antsiperova N.S. Technology of management activities of a school deputy director. – M., 2000. – P.82-87.

3. Evusyak O. A teacher must be a researcher // Public education. – 1997. - No. 10.

4. Elkanov S.V. Professional self-education of a teacher: Book. for the teacher. – M., 1986. – 143 p.

5. Zagvyazinsky V.I. Teacher as researcher. – M., 1980.

6. Kodzhaspirova G.M. culture of professional self-education of teachers. – M., 1994.

7. Methodological work in secondary school: Overview information. Issue VI. – M., 1977. – pp. 17-24.

8. School of development and self-improvement: Practical material from work experience for school leaders, class teachers, educators. – K., 1997. – 48 p.

"Fairy tale"

Individual work plan on the topic of self-education for 2012-2014.

Teacher Britskaya O.V.

Individual work plan for self-education.

Subject: “Development of a child’s speech with the help of finger games and the development of fine motor skills”

Full name teacher: Britskaya Oksana Vyacheslavovna

Education: higher pedagogical

Teaching experience: 3 years, 4 months

2012

: 2014

Target:

Development of the basics of speech motor skills in children based on finger games and exercises.

Tasks:

1. Study the literature and work experience on this topic.

2. Combine games and exercises for training fingers with children’s speech activities.

3. Improve fine motor skills through finger games;

4. To increase the competence of parents and teachers in the importance of finger games and exercises for preschool children.

5. Monitoring.

Stages of work on the topic:

Stage I (2012) – planning work: studying literature, formulating goals and objectives, determining means, forms and methods of work, diagnostic sections;

Stage II (2013) - Creation information base finger games, which were aimed at eliminating existing problems in children’s speech development and developing fine motor skills; involving children and parents in the work in this direction, based on long-term planning, outlining the main goal:to form in children the basics of speech motor skills based on finger games. Analysis of the results of implementation of the assigned tasks, adjustment of the content of activities.

III stage (2014) – analysis of work results, formulation of conclusions, introduction of the finger games system into the main educational process.

Literature:

Dichenskova A.M. Country of finger games: ideas for developing fine motor skills. Rostov-on-Don: Phoenix, 2012.

E.A. Yanushko Development of fine motor skills in young children;

L.P. Savina Finger gymnastics for the development of speech in preschoolers;

Finger gymnastics for children from 6 months. up to 6 years old. Preparing your hand for writing. Speech development.

Finger Games develop thinking, speech, fine motor skills. For joint leisure activities of children and parents.

Development fine motor skills ( finger gymnastics): art. group / auto-comp. A. G. Savushkina. (Kindergarten).

Development fine motor skills (finger gymnastics). Junior and group average/aut.-state A. G. Savushkina. (Kindergarten / Publishing and trading house "Corypheus").

Development fine motor skills (finger gymnastics). Preparatory group/aut.-state A. G. Savushkina. (Kindergarten).

S.O. Ermakova “Finger games for children from one to 3 years old.”

Teplyakova, O. N. Practical encyclopediaeducational games . A unique teaching method in the game, all aspectschild development from birth to three years, simultaneous development of various skills, tips on organizing games and examples of dialogues with a child.

Timofeeva, E. Yu. Finger gymnastics. Exercises for the development of fine motor skills: a manual for classes with preschool children (To help speech therapists, educators, parents).

PERSPECTIVE WORK PLAN FOR TEACHER SELF-EDUCATION

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MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN
"Fairy tale"

Individual work plan on the topic of self-education for 2014-2016.

Teacher Britskaya O.V.

Individual work plan for self-education for 2014-2016.

Subject: “Technology for organizing the design method in the context of the implementation of the Federal State Educational Standard for Educational Education”

Full name teacher: Britskaya Oksana Vyacheslavovna

Specialty: preschool teacher

Education: higher pedagogical

Teaching experience: 3 years, 4 months

Refresher courses: « Pedagogical technology– “the art” of touching the individual,” 72 hours, Khanty-Mansiysk, 2013.

Start date of work on the topic: 2014

Estimated completion date: 2016

Target : To model the educational process in accordance with the Federal State Educational Standard for Preschool Education, while maintaining the positive aspects of the theory and practice of preschool education.

Tasks:

1. Prepare to develop a work program in accordance with the Federal State Educational Standard.
2. Develop long-term plans in accordance with the Federal State Educational Standard.
3. To study the model of the correctional educational process that meets the Federal State Educational Standard.
4. To increase the competence of parents and teachers in the importance of organizing the project method in the context of the implementation of the Federal State Educational Standard for Educational Education"
5. Monitoring.
6. Systematize knowledge on this topic and regularly apply this model in practice in organizing the educational process in the specifics of preschool educational institutions.

Expected result: reassessment of pedagogical values, one’s professional purpose; desire to improve the educational process.

Self-education form: individual.

Actions and activities carried out in the process of working on the topic:

• studying literature on the topic;
• clarification of the main points when developing a work program in accordance with the Federal State Educational Standard;
• participation in webinars;
• visiting the educational activities of educators and specialists of your preschool educational institution;
• speeches at teachers' councils, methodological associations, seminars, conferences;
• self-analysis and self-assessment of GCD in your group;
• studying a model of the educational process that meets the Federal State Educational Standard;
• Using the technology of organizing the design method in practice; making necessary adjustments.

Literature:

1. Vinogradova N.A., Pankova E.P. Educational projects in kindergarten. A manual for educators. M.: Iris-press, 2008. – 208 p.

2. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. Manual for teachers preschool institutions. – M.: Mosaic-synthesis, 2008. – 112 p.

3. Kiseleva L.S. and others. Project method in the activities of a preschool institution: - M.: ARKTI, 2003. - 96 p.

4. Penkova L.S. Under sail Summer sails across the Earth (organization of playgrounds in summer period) methodological manual for employees of preschool institutions, students of pedagogical universities and colleges. – M.: LINKA-PRESS, 2006. – 288 p.

5. Timofeeva L.L. Project method in kindergarten. "Cartoon with your own hands." – St. Petersburg: Publishing House “Childhood-Press” LLC, 2011. – 80 p.

6. Shtanko I.V. Project activities with children of senior preschool age. // Management of a preschool educational institution. 2004, No. 4.

7. // Preschool education. No. 1, 2 2007, No. 5, 12 2008.

8. // Preschool education. № 8, 12 2008.

9. // Preschool education. Education of preschoolers No. 5. 2009 - p. 58.

10. // Preschool education. Education of preschoolers No. 6. 2009 - p. 69.

11. // Preschool pedagogy. No. 5. 2008, No. 5. 2009.

12. // Hoop No. 4, 2009.

13. // Child in kindergarten. No. 3 2003, No. 2, 3 2008.

14. //Collection of hobbies (supplement to the magazine “Hoop”): a manual for workers of preschool institutions/ N.A. Ryzhova. – M.: LINKA-PRESS, 2005. – 80 p.

15. Materials Internet resource.

Showing publications 21-30 from 2008.
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