Rate "CIVIL EDUCATION IN INITIAL CLASSES"

Features of a lesson of civil education in initial classes

Each thematic block is considered during a quarter according to the certain logic: the general representation about a theme - its concrete definition - generalization. Depending on function, a place and roles of a lesson inside the thematic block are allocated the following types of lessons: a lesson of introduction in a theme, a lesson of a deepening of a theme, a lesson of generalization of a theme.

Lessons of introduction in a theme plan prospect of its development at the subsequent lessons, give the general initial representation about a theme, frequently the philosophical, world outlook plan (for example, it is entered the concept "world" of different values of this word)

Introduction in a theme bases on three basic moments:
1) Revealing initial representations of children and understanding them of a theme;
2) Activization of social, vital and emotional experience of the child from this point of view a new problem (theme);
3) Creation of a search situation during which pupils, basing on an art - aesthetic material of a lesson and emotionally living it, realize the basic idea of a lesson and orientations of all thematic block leave on perspective lines of assignment main valuable.

Lessons of introduction in a theme are specific, that is caused by features of the maintenance of each thematic block, its place in the program, communication with previous and subsequent knowledge.

So, in I quarters two lessons of introduction in a theme. The first lesson "the Earth the general house for all people" is an introduction in the maintenance of all rate of civil education. Its purpose - comprehension by the child of as the person living on a planet the Earth. A lesson "Fatherland" our Native land - Russia "opens a theme" and is directed on comprehension by the citizen of the country learning

Lessons of a deepening of a theme make the majority in each quarter. At these lessons the basic ideas of a quarter and the general representation about a theme, received by pupils at lessons of introduction in a theme are concretized. Schoolboys address to various private aspects of a theme, consider its separate foreshortenings. So, in I to a quarter after introduction lessons acquaintance to cities of Russia and follows the "the small native land".

Children specially prepare for such lessons, come with the new impressions received at supervision over world around, acquaintance to art and popular scientific texts, in conversations with parents or other adults and etc.All this allows them to present and comprehend the main idea of a quarter in concrete images.

Lessons of generalization of a theme in a rate have game character, these are lessons - holidays. For example, in I quarters - "the Exhibition roundabout", in II quarter - "the Multi-coloured New Year's round dance". Game allows to create an emotional atmosphere, stimulates and makes active the emotional - moral experience of children saved up at lessons, fixes the received theoretical knowledge in direct activity. Children in an easy atmosphere, in a game situation natural to them show the understanding of a theme.

At lessons of generalization it is not given the new information, and already available knowledge and representations are only systematized. In the textbook for preparation of pupils for such lessons there are special game pages with problems and questions.

Lessons of generalization assume not only an establishment of substantial communications with the previous lessons, but also perspective communications with a theme of the following quarter. The maintenance and the organization of final lessons can vary depending on features of children, their interest a problem, from local conditions, regional features.

Structure of a lesson of civil education

Each lesson, irrespective of its type, should have the internal structure and logic. It is especially important to build emotional dramatic art of a lesson. As the rate of civil education assumes not so much introduction of the certain values and knowledge in consciousness of the child, how many the organization of conditions for their residing and assignment as bases of moral formation at a lesson creation of emotional perception of the child of contents of a lesson is essentially significant.

As the beginning emotional introduction in the world of a lesson, a concrete theme serves. It can be creation of an initial image with the help of emotional various means, and first of all means of art (music, painting, the literature, etc.). For example, art reading by the teacher of a fragment from a fairy tale, the story, a poem creating images, corresponding to a theme of a lesson. Further, on a course of a lesson, initial images develop and go deep on the basis of available at children and again received knowledge. It can be used both game, and problem questions, and problems interesting to children. For example, game by "Lips of the baby" (explain a word).

At each lesson the certain emotional - semantic culmination as its brightest top is supposed. It can be a parable or the poem read by the teacher or prepared pupils, representation of an exhibition of figures, sounding of a piece of music, a surprise which appears from stallkeeper, etc. The Culmination can be beforehand stipulated, but can arise unplanned during a lesson.Emotional integrity of a lesson which can be achieved with the help of a poetic or musical frame is important. Therefore its thought over end as a result of which the child still should have emotional image of a lesson is not less significant. For this purpose it is possible to use a proverb or the citation from a poem, in the concentrated kind generalizing all lesson (for example: "Where was born, there and was useful ", "I Love you, Peter creation!").

The lesson of civil education has no rigidly set structure.He, however, includes some obligatory components, the sequence and which parity can be various:
- Emotional introduction in the world of a lesson;
- An information part: reading of popular scientific texts, the story of the teacher, information interchange in pairs or groups, stories of children, work with the dictionary of the textbook, with articles of the General declaration of human rights, etc.;
- Reading art texts by the teacher or children, their discussion;
- Perception of visual lines, work with illustrations;
- Performance developing (intellectual and practical) problems which are resulted in a writing-book, the textbook or are offered by the teacher;
- Performance of communicative problems.
Thus, during carrying out of a lesson work is combined with the textbook, a writing-book, the message the teacher of data, his story and reading of texts, the organization of various kinds of activity of children (game, labour) within the framework of educational. Thus alternation of these elements, a variety of forms and methods of work, transition from an information part of a lesson to emotional - sensual and communicative, from game and is important for practical activities - to educational and on the contrary.

Flexibility of structure of a lesson which depends on specificity of an investigated theme, features of a class, presence of the necessary equipment and equipment of a lesson is important. The creative attitude of the teacher and to selection of a material of a lesson and its construction is supposed. But the most significant is the organization of the vigorous activity of younger schoolboys at a lesson, stimulation of their creativity; creation of the emotional attitude to a theme. A special role character of interaction of the teacher and plays also the pupils, taking into account a problem of becoming of younger schoolboys as subjects educational both other kinds of activity and based on respect for the child, on cooperation of children with the teacher and the friend the friend.