Гражданско-патриотическое воспитание младших школьников в процессе изучения истории малой родины (Часть 2)

In a modern school, one of the main tasks is to ensure a high level of student performance and requires constant efforts. This problem concerns such disciplines of the Natural Science direction as physics. Physics lessons include not only complex theory, but also conducting experiments, solving problems. In physics lessons, a high concentration of students is required for more effective assimilation of the material. Unfortunately, in a traditional school, conditions are not always created for this. Taking into account the fact that it is difficult for all students, especially those who are lagging behind, to take up extracurricular activities, we need to implement them. The traditional system may not contribute to not meeting the needs of these students and not increasing their motivation to learn. This paper presents an alternative teaching method in extracurricular activities in the teaching of physics, which successfully integrates into the traditional teaching system and significantly increases the motivation and performance of lagging students. For students who do not have problems with academic performance, the proposed technique further stimulates interest in the subject of physics. The reason for using alternative teaching techniques is related to improving the motivation of students with poor performance to understand and study physics. Since the greatest attention is paid to lagging students in this work, alternative methods make it possible to create favorable conditions for learning and mastering materials in physics. In this technology, non-standard approaches are widely used that allow you to fully reveal the potential of lagging students due to the fact that traditional methods turned out to be ineffective. The relevance of this study is due to the problem of developing methods and techniques for working with lagging students in high school. Currently, the main methods are associated with developing learning, but alternative technologies are becoming more and more important. The advantage of using alternative technologies in extracurricular activities is their ability to surpass traditional methods, and successfully increase the performance of lagging students. Taking into account modern trends and digitalization, alternative technologies promise prospects and provide a wide field for choosing methods in order to improve performance in classrooms. The purpose of this study is to provide modern alternative teaching methods to work with lagging students in school physics lessons, which are easily integrated into the traditional school system. To achieve the goal, the following tasks were set: Analysis of the compatibility of alternative learning technologies with traditional ones. Development of alternative teaching methods for lagging students that successfully integrate into the traditional school system and can be used within the framework of one lesson. Conduct a pedagogical experiment using the methods developed with lagging students, analyze the results and draw conclusions about the compatibility of alternative methods with the traditional school system and their effectiveness for lagging students. The object of the study is the integration of modern methods of alternative learning into the traditional system in order to improve the performance of lagging students. The subject of the study is the degree of integration of alternative teaching methods in a traditional school, based on the analysis of the progress of lagging students before and after the use of these methods. The research methodology involves the development of alternative teaching methods that correspond to current trends and the analysis of the assimilation of the material in physics lessons after their implementation. The novelty of the study is to propose alternative teaching methods that meet current trends in the education system and test them in a traditional school environment. This makes it possible to assess their compatibility with the traditional education system and their effectiveness for lagging students.

Introduction. The problem of the article is the lack of relevant model ideas about the correlations between the content and formats of moral education and extra-curricular provision in higher education institutions and students’ needs and demands. The aim of the research is to provide theoretical substantiation of the dynamic model of correlations between the content and formats of moral education and extra-curricular provision in higher educational institutions and the needs and demands of students. Materials and Methods. The research methodology is based on the system-activity and research-constructive approaches, on the basic provisions of the theory of educational modeling. Theoretical (analysis, synthesis, comparison, and classification), as well as empirical methods (survey - semi-structured interview, questionnaire; quantitative analysis of annual plans for moral educational and extra-curricular events and applications for the Contest of best practices in the implementation of moral educational and extra-curricular activities and youth policy; content analysis of syllabi of moral education and extra-curricular activities in higher education institutions of the Russian Federation) were used to build the model. Results. The main results consist in the construction of two versions of the dynamic model of correlations between the content of moral educational activities at higher education institutions and students’ demands for extracurricular activities - model-state and model-project. The model-state demonstrates two zones: synchrony and asynchrony. The first zone is characterized in general by the coincidence of students’ demands and the university's offer (1-2 year students), and the second one (3-5 year students) reveals the existing gaps in this field. The model-state reveals the problem of cyclic annual character of moral educational and extra-curricular activities with the prevalence of artistic and creative content, mass formats and lack of professionally oriented events. The model-project is based on the idea of replacing the annual cycle with cyclic one based on the duration of the degree program (4-6 years). The dynamics of the content and formats of moral educational and extra-curricular activities in the model-project is based on two factors: the dynamics of professional and social formation of personality and the dynamics of social and state requirements to the student, the fulfillment of which provides an effective social transit of youth. The content basis of the model-project is a consistent change of types and formats of extracurricular activities. Conclusions. The study concludes that the dominant practices of moral educational and extra-curricular activities in higher educational institutions can be significantly optimized by abandoning the repetitive annual cycle of activities and events, provision of professionally-oriented content, using small group formats based on interaction in horizontal communities of students, considering moral educational and extra-curricular practices as effective mechanisms for building social capital, obviously applicable to the development of social competences, as well as to the development of a new educational system for students.

The deprivation of components that exercise the body and mind by children and adolescents can lead to numerous long-term consequences in terms of physical health (cardiovascular diseases, bone problems, high cholesterol, obesity) and mental health (depression, low self-esteem and social isolation). This investigation intended to identify a profile of self-concept and self-esteem, on the academic performance of middle-school children between practitioners of curricular physical education and extracurricular sport activities. The participants consisted of a total of 107 students, 55 (51.4%) were males and 52 (48.6%) were female, aged between 10 and 12 years. A total of 41 children (38.3%) attending the fifth grade and 66 children (61.7%) the sixth grade were randomly selected. The data collection instrument, Self-concept of Susan Harter validated for the Portuguese population was used and it was proceeded to a descriptive and inferential statistics data analysis to confront the mean levels of self-concept, global self-esteem and academic performance. As an influence of hours of weekly practice, we found statistically significant differences in terms of academic performance, that is, as the student practices more hours of physical exercise, there is a tendency for the student to obtain better academic results. Apparently, the practice of extracurricular sport activities by students promotes a significant evolution in the formation of self-concept and academic performance, as well as suggesting a positive evolutionary trend in the formation of self-esteem of students who practice the several extracurricular sports.

The research aims to study the impact of attending extra-curricular activities on the self-perception of primary school students. The survey was conducted by using a questionnaire to determine students’ self-perception in order to study their striving for independence. The obtained results were compared through Student’s t-test. Primary school students who attend extra-curricular activities have statistically higher self-perception of scores than those who do not attend such activities. Children’s striving for independence increases with age, but this is significantly influenced by their attendance in extra-curricular activities. Primary school students who attend activities of tourism, sports, and dance clubs have statistically higher self-perception indicators for the subscales of Physical Appearance and Athletic Competence than those who attend extra-curricular activities on music, art, and design. Extra-curricular activities contribute to a better self-perception of children of primary school age, and have a positive effect on their self-development and striving for independence. The results of the student survey indicate the need for a rational selection of extra-curricular activities, their types, and quantity for effective development and prevention of student overload.

The article examines the theoretical aspects of the problem of military-patriotic education of high school students in the conditions of martial law; goal, directions; the principles are characterized (national orientation, consolidation, constructive leadership, continuity and succession, integration, cultural relevance, pedagogical competence, personal self-motivation, educational optimism, humanization of the educational process); forms and methods of military-patriotic education of high school students are revealed. 
\nIn order to highlight the theoretical aspects of military-patriotic education of high school students under martial law, theoretical methods were used - analysis and systematization of scientific literature on the research problem; synthesis, comparison, generalization, classification; study of regulatory and program documents. 
\nWays to increase the level of military-patriotic education of high school students have been identified: modernization of the content of the subject «Defense of Ukraine», creation of a typical educational program of the new generation; use of the potential opportunities of educational subjects and extracurricular activities in the context of the problem of military patriotic education of schoolchildren; formation of the desire of high school students to master military knowledge, to achieve the appropriate level of physical training and endurance; promoting the formation of high school students' educational, physical, psychological, social, moral and spiritual readiness for military service, military professional orientation; modernization of forms and methods of military-patriotic education of high school students; massive involvement of pupils in extracurricular and out-of-school work, in the process of which they acquire the experience of patriotic behavior, improve the physical condition of the body; actualization of the problem of ensuring the unity of the educational efforts of the school and the family, involving high school students to participate in military sports games. 
\nThe conducted research does not exhaust all aspects of the multifaceted problem of military-patriotic education of high school students under martial law. Further scientific research can be directed to the development of organizational and pedagogical conditions and technologies for ensuring the unity of physical and military-patriotic education of students of general secondary education institutions.

Low income, academically talented, underrepresented students within the Central Coast of California face barriers in transferring and completing their technical degree. In order to meet future work needs and improve the quality of public life, the path for transfer students needs to be more accessible. To improve access to a high-quality engineering education for local students, the ENGAGE grant (Engineering Neighbors: Gaining Access, Growing Engineers -NSF Grant numbers 1834128 and 1834154) was created. This initiative strives to support local transfer students pre-transfer, during transfer, and post transfer by providing additional academic and financial resources. Five years of Cal Poly transfer student data was collected for analysis on the factors impactful on academic success as measured by Cal Poly cumulative undergraduate degree GPA. This analysis was divided between engineering and non-engineering transfer students. Regression models were created for each subset of transfer students to identify the predictive traits of historically successful students. For engineering students, the developed model included the factors of CSU Mentor GPA (the student’s application GPA), Extracurricular Activity Points (points awarded based upon the number of extracurricular activities on the application), Father’s Education Code (the level of the education achieved by the student’s father), Major (the major enrolled in by the student), Ethnicity Code (the ethnicity the student identified as), and the CA Resident Flag (if the student resided in California at the time of application). These factors were responsible for about 29.61% of variation within the undergraduate degree GPA. Students who had obtained a higher CSU Mentor GPA were predicted to achieve a higher undergraduate degree GPA. Students who stem from primarily underrepresented ethnicities (such as African American/Black preference and Hispanic) and/or were first generation college students were predicted to achieve a lower undergraduate degree GPA within engineering majors. Those who were California residents were predicted more likely to succeed. For non-engineering transfer students, the factors included within the model were CSU Mentor GPA (the student’s application GPA), Major (the major enrolled in by the student), Ethnicity Code (the ethnicity the student identifies as), Work Hour Range Code (the number of hours worked per week), Gender Code (the gender the student identified as), and Academic Extracurricular Leadership Points (the number of points awarded for extracurricular leadership activities). These factors were responsible for 33.88% of the variation with the undergraduate degree GPA. Students who obtained a higher CSU Mentor GPA were more likely to achieve a higher undergraduate

<p>How students perceive education influences their extracurricular engagement at university. In this study, I investigate how Malaysian students perceive the importance of a university education and how this influences their choices about extracurricular voluntary activities. Participants included 21 university students (aged 17-25 years old) studying at a university in East Malaysia. Data collection methods included questionnaires, visual data, semi-structured individual and focus group interviews. The findings reveal that while cultural capital plays a significant role in influencing student perceptions of educational success, other forms of capital are also highly valued in the education system. Academic excellence is emphasized, with families often investing in private tuition and other skills to achieve distinction thus giving students a perceived edge over their competitors. The results also show that social capital has a significant influence on students’ involvement in extracurricular activities while at university. The social capital embedded in friendships functioned as an investment strategy and participants relied on this capital to sustain their interest in community service projects or club activities. They also relied heavily on social capital resources embedded in kinship and religious institutions to obtain information and make decisions regarding future career plans and goals.</p>

Введение. В статье обосновывается актуальность поиска эффективных методических идей, которые можно реализовать в процессе школьного обучения, в частности на уроках русского языка и литературного чтения в условиях смешанного национального коллектива. Представлен в обобщенном виде опыт педагогического сотрудничества со школами Челябинска, которые занимаются обучением русскому языку детей мигрантов, не владеющих русским языком или плохо им владеющих. Цель статьи – раскрыть авторскую позицию эффективной организации работы с детьми-инофонами при обучении русскому языку в условиях смешанного национального состава обучающихся в начальной школе и обосновать свой выбор. Задача исследования — показать основные методические направления и формы, которые могут использовать практикующие учителя на уроках при обучении детей-мигрантов русскому языку и повышению их коммуникативной компетенции в современном обществе. Материалы и методы.Основными методами настоящего исследования являются анализ научной литературы, посвященной проблеме обучения на уроках русского языка и литературного чтения русскому языку детей нерусской национальности, не владеющих русской речью или плохо владеющих ею — как в устной, так и в письменной формах; описание классификации типов и видов учебных заданий и коммуникативных ситуаций, в процессе которых формируются коммуникативные умения и навыки обучающихся, описание форм заданий по освоению коммуникативных навыков; наблюдение над речевой деятельностью учителей и студентов во время уроков русского языка и литературного чтения в смешанном национальном коллективе во время производственной педагогической практики. В качестве диагностических методик применялись беседы с учителями, анкетирование учащихся, методы статистической обработки данных. Материалом для исследования послужили результаты наблюдения за освоением русской речи – устной и письменной – учащихся-инофонов в начальной школе. В качестве основных методов исследования использовались методы наблюдения, анализа и рекомендаций. Результаты. Проанализированы с элементами обоснования понятия: «дети-инофоны», «дети-билингвы», определены методические условия освоения русской речи на уроках и во внеурочной деятельности детьми-инофонами. Описаны пути, способы коммуникации, виды заданий и упражнений, направленные на формирование коммуникативной компетенции обучающихся нерусской национальности, повышающие ее качество. Выявлены и описаны эффективные методы и приемы работы с детьми-инофонами в урочной и внеурочной деятельности при обучении русскому языку. Обсуждение. Полученные и описанные в статье результаты исследования подтверждают нашу гипотезу о том, что влияние речевой среды на освоение законов русской речи детьми-инофонами в школе и вне школы является самым главным условием успешного освоения языка, которое названо психологами и педагогами. Описанные методические направления могут быть использованы учителями начальных классов в практической деятельности. Подчеркивается, что «ассимиляция» детей нерусской национальности, имеющих иной менталитет, в российском обществе может быть успешной только тогда, когда ребенок начинает через русское слово воспринимать русскую языковую картину мира как не противоречащую его родной картине мира, а дополняющую ее и развивающую его мировоззрение. Заключение. Уровень овладения русским языком детьми-инофонами, прибывшими к Россию, как правило, из ближнего зарубежья — Таджикистана, Узбекистана, Киргизии, Армении и других стран — не может быть одинаковым в силу разных обстоятельств – психофизиологического развития детей, социокультурного статуса семьи, уровня образования взрослых, влияющих на речевое развитие ребенка, количество и качество общения со сверстниками и т. п. Следовательно, вливаясь в школьный коллектив, такие дети требуют особого внимания учителей, психологов, социальных работников. Конечно, главенствующую роль при освоении грамматики русского языка, нормкультуры речи будут играть уроки русского языка и внеурочная деятельность. Поэтому методика обучения требует корректировки и разработки специальных заданий и упражнений, направленных на формирование коммуникативной компетенции у детей-инофонов. Ключевые слова: инофоны; билингвы; речевая среда; образовательная среда; коммуникативная компетенция; литературное чтение; методические приемы; русский язык; устная и письменная речь; начальная школа. Основные положения: – определены особенности интеграции детей-инофонов в социокультурную жизнь российского общества и адаптацию в нем. Выявлены основные характеристики языковой подготовки таких детей на момент их вхождения в русскоговорящий коллектив; – формирование коммуникативной компетенции у детей-инофонов осуществляется в процессе освоения русского языка в урочной и внеурочной деятельности; – приведенные в статье методические рекомендации направлены на освоение детьми-инофонами грамматических законов русского языка. Методические рекомендации имеют практическую направленность и значимость для учителей, родителей и для студентов факультета подготовки учителей начальных классов. Introduction. The article substantiates the relevance of the study on the issue of finding effective methodological ideas that can be implemented in the process of school education, in particular in Russian language and literature lessons in a mixed national group. The experience of pedagogical cooperation with schools in Chelyabinsk that teach Russian to migrant children who do not speak Russian or speak it poorly is presented in a generalized form. The purpose of the article is to reveal the author's position on the effective organization of work with foreign children when teaching Russian in a mixed national composition of students in primary school and to justify their choice. The objective of the study is to show the main methodological directions and forms that practicing teachers can use in their lessons when teaching Russian to migrant children and improving their communicative competence in modern society. Materials and methods. The main methods of this study are the analysis of scientific literature devoted to the problem of teaching non-Russian children who do not speak Russian or speak it poorly, both orally and in writing, in Russian language and literary reading lessons. Description of the classification of types and kinds of educational tasks and communicative situations, during which the communicative skills and abilities of students are formed, description of the forms of tasks for mastering communicative skills. Observation of the speech activity of teachers and students during Russian language and literary reading lessons in a mixed national group during industrial pedagogical practice. Conversations with teachers, student questionnaires, and statistical data processing methods were used as diagnostic methods. The material for the study was the results of observation of the acquisition of Russian speech — oral and written — by foreign students in primary school. As the main research methods, we used the methods of observation, analysis and recommendations. Results. The concepts of “foreign language children” and “bilingual children” are analyzed with elements of substantiation, and methodological conditions for mastering Russian speech in lessons and extracurricular activities by foreign language children are determined. The ways, means of communication, types of tasks and exercises aimed at developing the communicative competence of non-Russian students and improving its quality are described. Effective methods and techniques for working with foreign language children in lessons and extracurricular activities when teaching Russian are identified and described. Discussion. The obtained and described in the article research results confirm our hypothesis that the influence of the speech environment on the acquisition of the laws of Russian speech by children of foreign origin at school and outside of school is the most important condition, which is named by psychologists and teachers. The described methodological directions can be used by primary school teachers in practical activities. It is emphasized that the "assimilation" of children of non-Russian nationality, having a different mentality, in our society can be successful only when the child begins to perceive the Russian language picture of the world through the Russian word as not contradicting his native picture of the world, but complementing it and developing his worldview. Conclusion. The level of mastery of the Russian language by children-foreigners who arrived in Russia, as a rule, from neighboring countries — Tajikistan, Uzbekistan, Kyrgyzstan, Armenia and other countries — cannot be the same due to various circumstances — the psychophysiological development of children, the socio-cultural status of the family, the level of education of adults that affect the speech development of the child, the amount and quality of communication with peers, etc. Therefore, joining the school community, such children require special attention from teachers, psychologists, social workers. Of course, the leading role in mastering the grammar of the Russian language, the norms of speech culture will be played by Russian language lessons and extracurricular activities. Therefore, the teaching methodology requires adjustment and development of special tasks and exercises aimed at forming the communicative competence of children-foreigners. Keywords: Foreign speakers; Bilinguals; Speech environment; Educational environment; Communicative competence; Literary reading; Teaching methods; Russian language; oral and written speech; Primary school. Highlights: The features of integration of children-non-native speakers into the socio-cultural life of Russian society and adaptation in it are defined. The main characteristics of language training of such children at the time of their entry into the Russian-speaking community are revealed; The formation of communicative competence in children-non-native speakers is carried out in the process of mastering the Russian language in class and extracurricular activities; The methodological recommendations given in the article are aimed at mastering the grammatical laws of the Russian language by children-non-native speakers. The methodological recommendations have a practical focus and are important for teachers, parents and for students of the faculty of training primary school teachers.

The relevance of the problem of historical education in primary school is determined by the need for younger students to develop a sustained interest in history, awareness of the importance of their own cultural and historical identity. This requires teachers to understand the essence of this process, apply innovative teaching methods and approaches aimed at actively involving students in learning history. The purpose of our research is to determine the essence of the concept of “historical education of primary school children” and the specifics of the organization of this process in primary school. Materials and methods. The following research methods are selected: 1) analysis of psychological and pedagogical literature – in order to determine achievements in solving the problem under consideration, to identify existing scientific points of view on the problem of historical education of younger schoolchildren; 2) SWOT analysis – in order to identify the advantages and disadvantages of existing programs aimed at historical education; 3) a survey – to determine the level of formation of knowledge of younger students about historical events. The sample of the study was made up of students of the 3rd and 4th grades of schools in Chelyabinsk. The sample size was 170 people. The analysis of psychological and pedagogical literature carried out by the authors allowed us to state the insufficient elaboration of the problem of historical education of younger schoolchildren in both domestic and foreign literature. The theoretical significance of the research lies in the author’s formulation of the concept of «historical education of primary school children», which refers to the activity of a teacher aimed at forming children’s initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of the main events, the desire to preserve historical memory. The analysis of the results of the survey indicates a lack of awareness of students in grades 3–4 about historical events. Based on the conducted SWOT analysis, threats to achieving the goals of historical education have been identified: excessive content of existing programs, planning a large number of expected results. Historical education in primary schools should be aimed at the study of reliable and scientifically based historical knowledge by children, the development of the ability to understand the causes and consequences of historical events, to assess their impact on people’s lives. It creates one of the foundations of the all-Russian civic identity and collective historical memory. One of the tasks of historical education in primary school is to form a value attitude to the world around us based on acquaintance with important and truly vivid events, personalities, and stories from the history of our country. To achieve this task, it is necessary to use the opportunities of lessons (literary reading, the outside world, ORCSE, music, art, etc.) and extracurricular activities (participation in design and research activities, visiting theaters, staging performances with a historical plot, studying epics, fairy tales, folk art, etc.).

The issue of education acquires new connotations in contemporary society, given by unprecedented changes in all areas of social life. The emphasis shifts from the informative to the formative. Education transcends the boundaries of the school curriculum and tends towards lifelong learning. A unitary curriculum can no longer respond to human diversity alone, and the goal of lifelong learning tends to become an indisputable reality. Thus, without denying the importance of curricular education, it becomes increasingly obvious that extracurricular education, i.e. that achieved beyond the educational process, has its role and place well established in shaping the personality of young people. Sociological research, conducted in four colleges in Bacau, Romania (National College "Vasile Alecsandri", Technical College of Communications "Nicolae Vasilescu-Karpen", National College "Ferdinand" and National College "Gheorghe Vrănceanu") during September - October 2020 on a sample of 210 people (130 high school students, 80 parents), aimed to identify the opinions of students and their parents on the main aspects of extracurricular activity: the degree of involvement of students in extracurricular activities; the level of partnership relationship of the school with the family in carrying out extracurricular activities; types of extracurricular activities; the ways of organizing them; the level of motivation to participate in extracurricular activities.

This paper includes results of two different research. The first one is considering primary grade teachers opinion about their competencies in Drama education. Drama art at a primary school in Croatia is taught as a part of theatre culture inside the curriculum of the mother tongue and literature and most often as an extracurricular activity. Extracurricular activities are an integral part of the Croatian educational system. Every pupil is free to choose, in addition to the regular school subjects, an extracurricular activity or more of their preference. The aim of the first research was to investigate the frequency, importance and variety of ways in which drama techniques are used in teaching. The analysis are based on the result of empirical research on a sample of 161 early primary grade teachers from 10 schools from Istra and Zagreb counties. It is proven wrong that frequency of using drama techniques in teaching is more frequent among teachers with shorter length in teaching and that frequency of using drama techniques in teaching is not more frequent among teachers with longer experience in drama extracurricular activities. This paper also presents the results of the second research about pupils’ satisfaction with basic aspects of extracurricular activities in the fourth grade of primary school. Extracurricular activities are provided by teachers in schools and partly by trainers or tutors of external courses at music schools, sports clubs etc. The research was done in eight schools in the county of Istria, Croatia. All pupils in this research (N=138) are included in extracurricular activities of some sort. In the paper, all the activities are divided in the following categories: arts, aesthetic education including literature, sports education, technical, ICT education, and others. Results consider only extracurricular activities provided in schools and show that there is a statistically significant difference in satisfaction with extracurricular activities between girls and boys. There is also a difference in satisfaction regarding the choice and type of extracurricular activities. The combining of the results in these two research gives a possibility to question how to strengthen teachers in their abilities to teach drama and perspective to analyse pupils’ satisfaction to improve teaching process.


 
 
 The article is devoted to the analysis of the creative inheritance of T. D. Demianiuk on the use of ethnography in the national-patriotic education of junior students. Her main works are characterized in the article, among them: “Education of the spirituality of students of the comprehensive school by means of ethnography”; “The use of folk pedagogical deontology in the creation of a national education system”; “Calendar-ritual holidays at school: Part 1. Winter cycle”; “Calendar- ritual holidays at school: Part 2. Spring cycle”; “The revival of folk traditions. Part 3. Summer cycle of calendar and ritual holidays”; “Celebration of calendar and ritual holidays in modern school. Part 4. Autumn cycle”; “The content and methodology of ethnographic work in modern school: ethnographic work in extracurricular activity” and others Based on the analysis of the pedagogical ideas of T. D. Demianiuk and the analysis of the educational system of elementary school teachers in Rivne region, organized according to her ideas, the basic means of pedagogy of ethnography are distinguished and characterized. All of them can help to bring up a decent citizen of the country and prepare future teachers to use effectively of pedagogy of ethnology in the national-patriotic education of junior students.
 
 

Studying pedagogical sciences for Computer Science subject nowadays does not meet with great interest of students in Slovakia. Education of young generation in this area is strongly affected by small number of well qualified teachers as well as lack of high-quality teaching materials resulting to deplorable knowledge of the pupils. The very same situation is also with preparation of future teachers. They have only limited possibilities of direct contact with pupils during their studies, what leads to weak experience of the future teachers and low motivation of the children for Computer Science subject. This contribution gives a positive example of extracurricular educative activity for pupils from lower-secondary schools, where students of Teaching of Computer Science program and Applied Informatics program were involved as lecturers or tutors. In this activity we used various motivational tools for teaching programming and Computer Science as well. The contribution describes our experience with these tools for programming, which we used in our extracurricular activity – so called “Informatics club” and also in the two primary schools and three secondary schools in the region of Banská Bystrica. Motivational devices, which were used are: education board bbc micro:bit with accessories (IoT set, gamepad, micro:bit cars), didactic devices – robots (Airblock, mBot Ranger, Phiro Pro) and board game Scottie Go!.

The article addresses some aspects of students’ extracurricular activities in foreign language teaching at non-linguistic faculties. The topicality of our study consists in insufficient number of scientific works on extracurricular activities and insufficient application of students’ extracurricular activities in foreign language teaching as a means of facilitating students' professionally significant communicative potential. The study focuses on the issues of students’ communicative training through extracurricular activities in foreign language teaching at faculties of management. Hence the goal of our study is to provide theoretical justification and methodological development of the concept of extracurricular activities in foreign language teaching as a means of facilitating communicative training. We have examined the essence and have presented a definition of extracurricular activities in foreign language teaching. We have elaborated a concept and examined components and characteristics of extracurricular activities in foreign language teaching. We have produced a model for extracurricular activities and identified its stages, algorithms and communicative training indicators. The conceptual framework of the study follows the model of professional competence approach. Research and experience data obtained in our experiential work make it possible to identify the significance of extracurricular activities in foreign languages for students’ professional development in educational programs at faculties of management.

The article considers the organization of pupils’ extracurricular activities in labor education to substantiate its structural components, which make up a holistic system of extracurricular work organization. The main structural components of extracurricular activities in labor education organization methodology are analyzed. They are the following: aim, objectives, functions, content, forms, methods, and means of implementation.
 It is proved that the aim of extracurricular activities in labor education is the initial component of its organization methodology, which determines pupils’ knowledge, skills, personal qualities (character traits), and mental, sensory, and motor qualities. General and specific objectives are the means of achieving the goal. The content component of pupils’ extracurricular activities in labor education is determined by the Standard educational program, school curriculum and curricula of labor education, subject, and interdisciplinary groups, electives, labor and creative associations of pupils. Organizational features of extracurricular activities in labor education structure are due to the number of pupils (mass, group, individual forms), and the time of its implementation (regular and periodic classes). To the organization methods of extracurricular activities labor education, we have selected the following teaching methods: upbringing and stimulation of pupils’ cognitive activity and independence. Organization means of pupils’ extracurricular activities in labor education are defined. They are the following: didactic (posters, technical documentation, presentations, samples, models, models of objects and processes to be studied), technical, means of material and technical support of work (simulators, ICT means, multimedia, television); means of material and technical support of pupils’ work (tools, devices, technological and auxiliary equipment, materials for laboratory and practical work in extracurricular activities).