home Thyroid Technology lesson in elementary school. Open lesson on labor on the topic "Working with different materials. Making a Baba Yaga souvenir

Technology lesson in elementary school. Open lesson on labor on the topic "Working with different materials. Making a Baba Yaga souvenir

A child, becoming a schoolchild, continues to acquire skills in technology lessons, or, as they were called in Soviet times, labor lessons. In elementary school, between the ages of 7 and 10, students master new materials at hand and improve skills previously acquired (in kindergarten). We propose to consider how to make the Technology program more exciting and interesting for the first grade. Younger students will definitely enjoy these lessons.

Subject "Technology" in 1st grade

The subject “Technology” has a practical orientation in the development of a child. This subject is pivotal in the formation of a schoolchild’s system of universal actions in the learning process. The subject “Technology” contains all the elements of educational activity (setting a problem, navigating it, planning, finding a practical solution, a clear result). A child, practicing in technology lessons, builds an algorithm for the correct actions of the learning process in other school subjects. Practical work in technology lessons is a means of comprehensive development of the student and the formation of his personal qualities that are significant in society.

A course has been developed for the subject “Technology” (1st grade program) according to the Federal State Educational Standard (FSES) - the Federal State Educational Standard. The Federal State Educational Standard has been in force in our country since 2011. Technology lessons are provided (grade 1) at the “School of Russia” according to the Federal State Educational Standard, “Perspective” and other traditional types of training programs.

Main objectives of the course in primary school

Technology lessons pursue a set of tasks and goals. Among them:

knowledge of the surrounding world as a holistic picture, understanding the unity of man and nature;
development of aesthetic and artistic taste, imaginative thinking, development of creative potential;
awareness of the multinationality of the country and patriotism, as a result of acquaintance with the peoples of Russia and their crafts;
mastering various labor skills and abilities, understanding the technological process, forming a base of design and technological skills using a technological map;
formation of responsibility for the quality and results of one’s work;
ability to work in new conditions and with new materials, motivation for a positive result;
drawing up an action plan and methods for its implementation;
developing a sense of cooperation, respect for other people’s opinions, interaction with other children within the rules;
forming your own assessment of the product and work, awareness of its shortcomings and advantages.

Approximate structure of a technology lesson in 1st grade

Now let's talk more about the structure. Technology lessons in 1st grade (according to the Federal State Educational Standard) imply the teacher’s organizational activities in the lesson and his establishment of the structure of technology lessons may include the following points:

theoretical (introductory part of the lesson, message and explanation of the topic);
familiarization with the material, observation and experiments (familiarization with new materials and their properties, if necessary, demonstration of techniques for technical issues);
analysis of a sample of a product or its individual parts (understanding the shape of the product, its structure and purpose);
drawing up an action plan for the manufacture of a product (conducting a brief oral instruction by the teacher, discussing the sequence of actions with students);
practical part (students mastering and performing technological operations in accordance with the set goal);
final part (summarizing the mastery of theoretical and practical classes, analysis of work results).

Examples of practical work with natural materials

At the beginning of the school year, it is advisable to start technology lessons for 1st grade with the study of nature in general and natural materials. For practical classes on the topic “Nature and us”, 5 to 7 hours are allocated. The first 1-2 lessons according to the plans “Technology” 1st grade are devoted to the following areas:

Urban nature and rural nature. Man-made world.
Creativity and natural materials.

The following hours are devoted to practical work with natural materials. The content of these works may include such concepts as types and names of natural materials, methods and techniques of working with them, collecting and organizing proper storage, drying, painting of natural materials. Topics for conducting practical lessons on the topic “Nature and us” can be as follows:

Applications from autumn leaves and seeds. As an artistic addition, you can use cut-out elements from colored paper, as well as decoration using
Making figures (animals, insects, people, mushrooms) from twigs, cones, chestnuts, acorns. Auxiliary material - plasticine.
Composition of leaves and twigs. Making an ornament from them.

Examples of practical work with plasticine

For technology lessons in grade 1 devoted to working with plasticine, 4-5 teaching hours can be allocated. The teacher is recommended to tell first-graders about the properties of plasticine, about correct, careful work with it (using a special knife and board) and show the basic techniques for working with this material.

The options for practical work with plasticine are very diverse. For example, making simple shapes of an apple or pear from plasticine of the appropriate color is suitable for the first lessons. Every child can make them. To do this, you need to demonstrate a sample of the fruit, then tell how to cut off the required amount of plasticine and what shape (circle, oval, pear-shaped) to give to the workpiece. Make a fruit stem from the brown color and add a flat green leaf for beauty.

Making a plasticine caterpillar will become more difficult, since children must roll up the links of its body and make them the same size, and then fasten them together. The head should have the caterpillar's eyes, mouth, nose, and antennae.

An interesting version of the lesson using the technique of “drawing with plasticine” would be interesting. This is rolling up flagella from plasticine, followed by laying these ropes on a sheet with a drawn outline (for example, a butterfly, a mushroom, a snowman, etc.). It turns out a kind of three-dimensional drawing.

Manufacturing of paper products

A large part of the technology course 1st grade “School of Russia”, about 15-16 hours, is devoted to the production of different types of paper products. In these lessons (with the help of the teacher) the child should be able to organize a workplace, know the rules for safe handling of scissors, and learn new skills (cutting, gluing, etc.).

Types of paper work include making appliqués, working with templates, cutting them out, quilling, making origami and paper decorations for the New Year, making three-dimensional drawings from rolled up napkin balls and much more.

Applications, mosaics and paper decorations

There can be many options for applications made using technology in 1st grade. From simple ones, where large details do not require filigree cutting (a vase with flowers, a snowman, a house) to complex compositions (the underwater world, a landscape, a decorated Christmas tree, a flower meadow, etc.). Before making applications, it is important to make a sketch.

Volumetric mosaics can be made using the creasing technique, followed by gluing plain napkins of several colors. The drawing for such mosaics should be quite large and schematic (fish, ship, car, flower, etc.) and also drawn with boundaries visible to the child.

Beads made from links of colored paper and snowflakes on windows, familiar to parents since childhood, are still relevant today. Neatly cut strips of colored paper, glued together into rings, perfectly develop fine motor skills. And cutting out snowflakes teaches patience and perseverance. For convenience, the snowflake pattern must be drawn in advance.

Working with textiles and accessories

The section of technology lessons related to textiles includes 5-6 teaching hours. In these classes, the child studies types of fabrics, masters working with them, learns about safety measures for working with needles and scissors, and learns basic cutting techniques.

Textile classes for 1st grade include making a rag doll, mastering the simplest types of seams, sewing on a button, simple embroidery, and large bead embroidery.

Dolls, buttons and seams

To make a rag doll in a technology lesson, you will need light natural fabric or gauze, colored scraps of fabric, cotton wool filler, scissors and thread. You need to put a small piece of cotton wool in the center of a square piece of light fabric, and use threads to form the doll’s head and arms. Draw her face. Using colored scraps, make an outfit and headdress for the doll.

The main work in textile classes should be devoted to mastering seams. The main types of seams: simple stitch, straight stitch, snake stitch, spiral stitch.

If children have already mastered the ability to sew on buttons, you can try making embroidery with them from buttons in the form of a bear, a flower, a caterpillar, a man, etc.

Lecture 9

Technology lesson as a form of organization

labor training in primary school

Due to constant changes in education, teachers have a large number of questions about how to teach children in order to put the stated goals into practice. The practice of labor training and education shows that teachers are reluctant to switch to using new teaching tools and methods. This is due to the fact that in recent years the programs and methodological recommendations for primary schoolchildren on this issue contain very scant information. Basically, manuals provide detailed instructions on how to make a specific product.

Technology lessons, as indicated in the educational program "Technology", are held according to a schedule - in grades 3 and 4 two lessons per week, and in grades 1 and 2 only one lesson per week. This means that in one of the lessons children can fully carry out only the organizational part of the process of making a product, and put their plans into practice in a few days. Thus, in order for children to leave the lesson with a finished object of work, teachers have to spend the minimum allotted time on the organizational part, and organize practical activities according to the “do as I do” principle. And this inevitably leads to difficulties in achieving the comprehensive development of the child’s personality. In such lessons, the organizational component of transformative activity remains outside the boundaries of the pedagogical organization. There is a violation of the integrity of the pedagogical process.

P.I. Pidkasisty calls a lesson a pedagogical work, which should be characterized by integrity, internal interconnectedness of parts, and a unified logic for the unfolding of the activities of the teacher and students. Thus, a lesson can be considered not only as a form of organizing learning, but also as an integral dynamic system.

The peculiarity of this process is that the child is raised holistically in the integral life flow of relationships. With this approach to education in a technology lesson, not only direct, but also indirect tasks of pedagogical activity are solved - tasks of the mental, mental, physical, and moral development of the child.

Each lesson represents an integral part or stage in the educational process, therefore it has both specific and general elements. The most common elements are: organization of upcoming activities, communication of the topic and objectives of the lesson, updating and testing of knowledge, presentation of new material, consolidation of new and learned material, instruction, independent work and the final part.

The lesson system allows you to organize clarity and order in teaching technology and correctly normalize the educational work and rest of students.

Labor training methods have developed requirements for organizing and conducting technology lessons. Let's look at them briefly.

1. When designing a technology lesson, it is necessary to clearly and clearly define the purpose and results of the designed activity.

2. Taking into account the material base of the classroom, the experience of students and the experience of the teacher himself, and based on the goals and objectives, age characteristics of students, educational and visual material is selected. When choosing objects of labor, the teacher must take into account the level of difficulty that students will have to overcome when making it.

3. Taking into account the purpose of the lesson and the specifics of the educational material, the teacher selects teaching methods.

4. When designing the stages of a lesson, the teacher allocates time for the timely start and end of the lesson, organizes the intellectual and practical activities of students, determines the time for a dynamic pause, control and evaluation of activities.

5. Each technology lesson should have developing and educational functions.

6. At each stage of the lesson, the children’s activities should be assessed. Taking into account the identified deficiencies, it is necessary to organize timely correction of erroneous movements and actions.

The effectiveness of a technology lesson largely depends on its preparation. There are preliminary and immediate stages of preparation for lessons.

Preliminary preparation includes studying the educational program on technology for grades 1-4. In the program, the training modules are given in a general form. The specification of topics and pedagogical tasks is carried out by the teacher in the process of developing calendar plans.

The calendar plan includes the following components: polytechnic knowledge that must be developed in a specific lesson; methods of processing materials and assembling products, which are mastered at each stage of training; a list of objects of labor and tools used by students; approximate list of objects of labor; the number of hours allocated for mastering each topic of the module, etc.

For each topic, the teacher must be able to select not only educational, but also additional educational material (special literature, a list of literary sources and Internet addresses where students can find information on the topic being studied, etc.). Before starting to study the topics of the new module, the teacher must check the availability of all necessary materials, check the serviceability of all tools and devices, study the rules of safe work, sanitary requirements for conducting technology lessons.

Direct preparation for the lesson includes: determining the type of lesson, determining the structure of the lesson, topic, purpose and objectives of the lesson, preparation of technical teaching aids (TSO), laboratory equipment, objects of labor, tools and product sample, preparation or development of visual aids, didactic, handouts material, development of lesson notes. Immediately before the lesson, the teacher prepares the board and ventilates the classroom.

Types and structure of technology lessons

Technology lessons can be classified according to didactic goals and objectives (a lesson in acquiring new knowledge, a test lesson, a lesson in consolidating what has been learned, a combined lesson); according to the prevailing methods used in labor training (lesson-conversation, lesson-excursion, film lesson, practical lesson); by content (lesson on fabric processing, paper processing, processing of various materials, technical modeling, etc.).

Each lesson is conducted according to a pre-planned plan. The set of elements included in a lesson and arranged in a certain sequence and relationship is called the structure of the lesson.

Structure lesson-conversation And lesson-excursion is based on the study of materials science, production processes, electrical phenomena, etc. Such lessons provide the most complete understanding of the processes and phenomena being studied.

Theoretical lessons usually used as introductory words when moving on to studying a new topic or new technology. In these lessons, a significant portion of the time is devoted to the technological component of the activity.

Lessons consolidation of learned theoretical knowledge or mastered practical skills are structured so that students have the opportunity to realize their knowledge and skills in the practical (performing) component of the activity.

On combined lessons time for organizational and executive components of activity is distributed approximately equally. At such lessons, observations and experimental work are organized, new information is given, previously studied material is deepened, practical work is organized, design skills are mastered, etc., and an opportunity is provided to test technological and labor skills.

Practical lessons Most often they are carried out in nature or in the process of mastering self-care or housekeeping skills. A small portion of time is allocated to organizing children’s activities in such lessons. Instruction before starting work is carried out in the form of a joint discussion between the teacher and students about the upcoming activity.

On test lessons The teacher organizes children's activities to test knowledge or practical skills. The organizational part of the lesson, in this case, is devoted to providing clear instructions and communicating the requirements of the design specification - a detailed list of criteria for the actions, operations, parts or object of work to be performed.

When developing the structure of a lesson, the teacher needs to think through form of organization of student activities.

In the classroom, technology is used both individually, as well as group and collective forms of organizing child labor. To conduct experiments and observations in the classroom, working in pairs is most appropriate. The group form of organizing child labor is more often used when organizing exhibitions, in design work, in activities organized like competitions, in design. The frontal form of organizing activities is used more often in organizing the cleaning of territories and premises, in the process of studying new material, etc.

Methodology for organizing and conducting a combined technology lesson

The structure of a combined technology lesson is a model of the simplest technological process, consisting of the following stages: motivational (communication of the goals and objectives of the lesson, examination and analysis of a sample, sketch, drawing, etc.), organizational (planning, instruction and study of technical documentation, study of technical rules safety, organization of the workplace), practical (independent work, control and correction of labor movements and actions, assessment of processing methods, marking, assembly, etc.), control and evaluation (summarizing and evaluating the final results of activities). Thus, in a technology lesson, students are given the opportunity to realize their abilities in all components of transformative activities.

The design of any lesson, as noted earlier, begins with awareness and correct, clear definition of its final goals. A survey of primary school teachers showed that many teachers find it difficult to determine the purpose of the lesson and most often express it in the following formulation: “Make a bookmark for books” or “Make a postcard”, etc. As we indicated earlier, the main emphasis of technology teaching is learning how to transform various materials, energy, information, biological objects, etc., therefore the goal of the upcoming work in the lesson should be expressed in a different wording, for example: “Continue to develop skills in the processing of fine types of paper" or "Develop the ability to work with hand tools for processing fabric", the topic of the lesson or activity is formulated in a similar way.

Based on the goal, the teacher plans to solve certain tasks in the classroom - educational, developmental, educational.

As an example, let’s present a fragment of a summary of a technology lesson in 1st grade.

Topic: Working with colored paper and cardboard. Processing paper by breaking. Application “My favorite animal”.

Goal: To teach manual methods of paper processing.

Objectives: To develop knowledge about the properties of paper. Give an idea of the method of processing paper by breaking. Learn to transform blanks - simple geometric shapes made from colored paper - into parts of the intended shape. Strengthen the ability to connect parts with glue, place the intended image in the center of a sheet of cardboard.

Learn to plan upcoming activities, build a visual model “Work Plan” - construct in a materialized form the process of manufacturing a product using schematic instruction cards.

Test your ability to work according to the “Your Workplace” model and maintain order in the workplace.

Develop thinking, imagination, memory, speech; the ability to measure and compare, observe and draw general conclusions; visual and kinesthetic orientation; small muscles of the hands. Develop a sense of color and shape.

Develop the ability to listen carefully to instructions and carry out your plans.

The teacher, planning the upcoming lesson, must clearly formulate the tasks that he will set for the children. Children, in turn, must have a clear idea of the final result of their work and by what indicators and criteria their activities will be assessed.

For example: “Today in class I will teach you how to process paper with a tear. I will check if you know how to make the parts required in shape. In order for the work to turn out accurately, this knowledge will be useful to you.

To avoid making mistakes at work, workers plan their work. Today we will also learn to plan work and work according to the plan.

Samodelkin came to our lesson, he wants to work with us. Shall we show him how we can work beautifully?”

In the organisation motivational part lesson, the teacher must solve one of the important pedagogical problems - to stimulate the child’s desire to master a new labor operation, processing method, assembly method, etc. in order to obtain the best work results. For this purpose, the teacher can use verbal teaching methods, game techniques, impressions of the excursion conducted the day before, organize observations and experiments, use visual and technical teaching aids, and computer technologies.

One of the most important stages of the motivational part of the lesson is product sample analysis. According to our observations, when analyzing a sample of a product, children 6-10 years old, unless they are specifically taught this, highlight only bright, expressive or large details, without noting their design features and position in space. If you do not teach children a comprehensive analysis of a product sample, then it is very difficult to teach them the ability to divide the technological process into separate stages, plan upcoming activities, accurately fulfill the requirements of the design specification and evaluate the results of work.

To solve this problem, visual modeling can be used as a teaching tool. The sample analysis algorithm for 1st grade students can be presented in the form of a visual iconic model (image of natural objects made in the form of a drawing, diagram) “Sample Analysis”, consisting of eight or more characters and containing the necessary information about the subject. For example:

"What is this?" sign - it is required to name the subject in question;

sign “Color” - you need to name the color of the product or its parts;

“Materials” sign - you need to name what material the product and its parts are made of;

sign “Quantity” - you need to name the number of large, medium and small parts in the product or the number of parts based on other characteristics (color, shape);

sign “Shape” - you need to name the shape of the product and its parts;

sign “Size” - you need to name the size of the product and its parts;

sign “Volume” - you need to name a flat or three-dimensional product and its parts;

“Application” sign - you must indicate where the product is used. (see Attachment)

During the learning process, the analysis of a product sample becomes more complicated, and the algorithm model is supplemented with new signs denoting features: connection methods, connecting materials, finishing methods, etc. In the second grade, when sign information becomes accessible to the child, the iconic model must be transformed into a sign model, i.e. .e. made in the form of proposals. Since in 2nd grade many children are already able to perform well according to the algorithm, the model serves as a reference signal for the correct study of the sample.

Organizational stage children's upcoming activities include conducting experiments, conversations, observations, etc. One of the main components of the organizational part of the lesson is planning upcoming activities. Planning upcoming activities for the manufacture of a product is a process of dividing it into logically completed stages and constructing an algorithm for performing labor operations - a work plan. The stages of product manufacturing can be presented in the following sequence:

Selection of materials and tools;

Marking of parts;

Materials processing;

Product assembly;

Finishing with additional details.

The algorithm for upcoming activities can be made in the form of a symbolic or graphical model. Teachers often use ready-made cards for this or write down a work plan on the board.

Observations show that students from the 2nd grade are able to plan upcoming work: they identify logical completed stages of work, build a chain of sequential operations for the manufacture of a specific product. Learning to plan upcoming actions allows the child to perform labor actions and operations in the practical part of the lesson at a higher, conscious level. To make the planning process conscious, you can use game or problem-based learning methods.

Example 1. “Children! Toropyzhka decided to make bird feeders. Look how he planned his work. Has he thought of everything? (One or two links are missing in the work plan.) Let’s correct the mistake that Toropyzhka made and help him build a work plan.”

Example 2. “Children! The teacher of the junior group of the kindergarten approached us with a request to make characters for a finger theater. Let's help the kids and make characters for three performances. We will divide into three groups, each group will work according to its own plan. You will build a work plan from a set of cards.” (Each group is given a set of cards on which the stages of labor are presented in schematic form).

During the planning process, it usually turns out that children find it difficult to perform some labor operations or do not know the technique for performing them. In this case, initial instruction was carried out.

Initial briefing represents instructions on the correct execution of a specific work operation. The method of conducting instruction for young teachers has its own difficulties. This is due to a lack of teaching experience, difficulties in choosing precise wording, correct use of technical documentation, etc. Sometimes initial instruction and teacher planning are combined into one stage, which does not give a clear idea of the requirements of the design specification. A more accurate understanding of the design specification requirements is provided by the use of instructional cards, such as explanation, explanation, and modeling methods. A visual model that allows one to form accurate ideas about the performance of a labor operation can be the exemplary, precise actions of a teacher. The requirements of the design specification allow for an objective assessment and self-assessment of students’ practical movements and actions, and timely adjustment of these actions to achieve high performance results (see Appendix).

At the organizational stage of work it is carried out workplace preparation. A workplace is an area of human labor activity, equipped with technical means and auxiliary equipment necessary to manage some process or perform work.

Observations show that not enough attention is paid to the formation of this skill in teaching practice. The ultimate goal of organizing a workplace is to optimize working conditions that ensure maximum reliability and efficiency of work.

In kindergarten, the teacher prepares the workplace, sometimes giving an example of an arrangement of objects that is not entirely convenient for work; in the elementary grades, not enough attention is paid to this type of activity. As a result, children do not comply with basic safety requirements and do not spend their working time economically, because... in the process of practical activity they are constantly looking for the right tool or the necessary material. Thus, the formation of a work culture in such a setting becomes problematic.

The teacher must remember that in organizing the workplace the following requirements must be observed:

1. There must be sufficient working space on the student’s desk to allow all necessary movements and movements during operation and maintenance of the equipment.

2. There should be a free action area on the student’s desk, i.e. area in which the equipment, tools, materials, devices that have to be used in the lesson are concentrated. At any work, it is necessary to determine the working posture and, based on individual characteristics, organize the workplace so that you do not have to reach for anything and so that nothing gets in the way.

3. Each working tool, equipment, and fixture must be assigned a specific place.

4. The workplace must be provided with sufficient natural or artificial lighting, appropriate air exchange, temperature and humidity standards.

The use of visual models has an effective influence on the formation of skills in organizing the workplace. The “Your Workplace” model can be used in work as a means of developing a polytechnic vocabulary and the ability to organize a workplace. The method of working with this model is simple. The use of images of real objects in the model in the form of bright drawings (for children 6-7 years old) and in the form of geometric shapes (for children 8-10 years old) makes the perception of this model accessible to different age groups (see Appendix).

This completes the organizational stage of the lesson or, as it is called in production, the technological part of the production process. Its main characteristic is the predominance of the intellectual component of activity. Observations show that practicing teachers rarely evaluate this type of activity in the classroom. Although many technology programs clearly outline the tasks of developing technological knowledge and skills.

Pedagogical control and assessment of children’s activities at the organizational and practical stages of the lesson allows us to identify children prone to mental work or practical work, to identify children with a low level of imagination, memory, imaginative and logical thinking and to carry out appropriate correctional work with them.

The process of manufacturing a product with the help of tools, machines, devices is classified in production - as the labor part of the production process. Its main characteristic is the predominance of the practical component of activity. In a technology lesson, the practical part is devoted to the formation of labor (technical) skills in transforming materials, workpieces, assembling a product, i.e. for the manufacture of a specific product.

As noted, young teachers do not yet know how to provide primary instruction in an accessible and clear manner. For this reason, during the practical part of the lesson, their activities are often reduced to providing secondary instruction or providing individual assistance to children in performing a particular operation. This takes up the rest of the time allotted for practical work. In this regard, pedagogical correction of students’ labor movements and actions in the practical part of the lesson is carried out extremely rarely.

We conducted a survey of teachers, how do they evaluate the ability to work according to a plan, use tools, adherence to safe work rules, the quality of markings or processing of material, if the finished product is being assessed? And do we have the right to evaluate the finished product if the pace of work is different for each child? Is it fair to give a mark “for the entire product” if a different setting was given at the beginning of the lesson? Observations show that only 7-10 children leave lessons with finished products that meet all the requirements of the design specification. Mostly these are the same students. How can each student achieve high results with such a training arrangement?

The results of observations of children's practical activities showed that up to 55% of first-graders do not know how to hold scissors, hold a template while marking, process materials using manual and instrumental methods, etc. There are several reasons for the low level of development of technical skills in children. These include: neglect of the requirements for classroom equipment, lack of tools corresponding to the physical and physiological characteristics of the child’s body, low level of technological training of teachers.

Studying the experience of advanced teachers shows that in order to achieve high results in the formation of labor operations in children, it is necessary to correct labor movements and actions and evaluate them directly in the process of children’s practical work, and not at the final stages of the lesson.

The lesson ends summarizing and assessing children’s activities, but, as observations show, insufficient attention is also paid to this stage. As a rule, the work comes down to evaluating the finished product and organizing an exhibition of children's works, which sometimes does not correspond to the tasks assigned to students.

Summing up the activity, the teacher often asks the children the same questions: “What did we do in class today?” or “What new did you learn in class?” If during a lesson, as a result of an activity, they completed the application “My Favorite Animal,” the students answer the teacher’s question in this way, since the question “What did you do?” for children means “What object did you make?” To the question “What new did you learn in class?” students also cannot give a definite answer - some may have missed previous lessons due to illness, others were inattentive in class, etc. Therefore, at the stage of summing up the lesson, it is necessary to ask questions to which students could give unambiguous answers. For example: “Children, name correctly the product you made today. How did you learn to process paper? What is the name of the cheerful little man who came to our class? What useful quality of a working person did we master together with him? Why is it important to plan your work?

The manufacturing process of a product in any production facility is completed by technical control. Lessons must also end assessment final the results of the work of the entire team, group or child. At this stage of work, based on a comparison of the projected tasks and the results obtained in the process of activity, the child should form a clear idea of his achievements. If the assessment of the results of work is carried out systematically and according to the criteria that are specified in the process of developing the design specification of the product, then over time the child will learn to independently find errors in the work and the reasons for his failures. Therefore, when analyzing children’s work, it is necessary to ask questions that would help them find the right solution to the work problem. For example: “Explain why the part that should be round turned out to be the wrong shape?”, “Why do you think the edges of the parts did not stick on the appliqué you made?”

In technology lessons, the teacher helps the child complete the assigned tasks: develop a sense of beauty in students or pupils, develop high tastes, and be able to distinguish a truly artistic work from a low-quality one. During the classes, children develop creative abilities and artistic taste, their sensory culture and ability for visual analysis increase, and their sense of color develops. Students also improve their skills in performing work from various materials, learn to independently make useful and necessary products in everyday life, and decorate them.
Forming interest and love for work is one of the main tasks of teaching and raising children. Labor has a great influence on the mental development of the child, on the development of thinking. If you trace the path of making a craft, you will notice that first the children examine the sample, analyze its structure, manufacturing methods; then, after mastering this process, the work becomes more complicated: I show the children a drawing or photograph of the toy being made and, finally, without preliminary analysis, they make a craft according to instructions or according to their own ideas.
Bright crafts greatly satisfy children's curiosity. The entertaining nature of making toys contributes to the development of attention in children - its stability increases, and voluntary attention is formed. In work there is novelty, creative search, and the opportunity to achieve more perfect results.
The favorable emotional mood of students while making toys from various materials, the joy of communication during work, and the pleasure experienced in the process of creating beautiful work are very important for overall development. How much sincere joy and delight the children bring to their children through intricate handmade crafts! Technology lessons contribute to the development of a child’s personality and character development.
Collective work has a great influence on the formation in children of the beginnings of collectivism, friendly, benevolent relationships, mutual assistance, and camaraderie.
And we, as leaders, must help our children overcome failures, teach them to complete the work they have begun, forming in them a sense of purpose, monitoring and evaluating their own activities, and instilling diligence and diligence in performing work. Let your own results inspire the children and encourage them to do new crafts.
“The origins of children’s abilities and gifts are at the tips of their fingers. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought” - V.A. Sukhomlinsky.
Our students are creative individuals!

Hardworking!

Diligent!

Currently, society is putting forward new demands for the labor training of schoolchildren. The main goal of school education is the formation of a creative, productively thinking personality who masters universal educational activities and interconnected methods of transformative activities.

This is due to the fact that in the modern information and computer method of production, the ability to search for optimal (best) ways to create products becomes dominant.

In connection with the transition to technological education, teachers and educators of preschool educational institutions have a large number of questions about how to teach children in order to implement the stated tasks in practice. The practice of labor training and education shows that teachers and educators are reluctant to move to the use of new means and methods of teaching.

This is due to the fact that in the programs and methodological recommendations published in recent years for preschoolers and primary schoolchildren on this issue, they find very scant information. Basically, manuals provide detailed instructions on how to make a specific product. That is, the learning process comes down to “getting used to it.”

In addition, in most schools, on the recommendation of the SES, a one-hour lesson is allocated for a labor lesson in the first grade. This means that on one day of the week children can carry out only the organizational part of the technological process, and put their plans into practice in a few days.

Thus, in order for children to leave the lesson with a ready-made object of work, teachers have to spend the minimum allotted time on the organizational part of the lesson, and organize practical activities according to the “do as I do” principle.

Observations show that in the first grade, children have poor ideas about how to organize a workplace, do not know how to maintain order in the workplace during work, experience difficulties in planning and evaluating the results of work, do not know how to transform and use the necessary information, etc. d. And this inevitably leads to difficulties in achieving the comprehensive development of the child’s personality. With such a lesson organization, the technological component of work activity remains outside the boundaries of the pedagogical organization. There is a violation of the integrity of the pedagogical process.

We propose to consider the methodology for organizing a technology lesson for children of primary school age, studying from 6 and 7 years old. The proposed methodology was tested in teaching children the technology of processing various materials under the experimental program “Design for Beginners” in educational institutions in Yekaterinburg and the cities of the Sverdlovsk region and gave positive results.

Methodological foundations of a technology lesson in primary school

A survey we conducted among primary school teachers and preschool teachers showed that most often practicing teachers experience difficulties in developing notes and in formulating the goals and objectives of a particular lesson and activity. Basically, typical mistakes are made - these are skipping a number of stages of the lesson and inconsistency in assessing the activities of children and the tasks assigned to them.

Technology lessons, as indicated in the educational program, are conducted according to a schedule - in grades 1 and 2, one lesson per week, and in grades 3 and 4, two lessons per week. The lesson system allows you to organize clarity and order in the implementation of labor training and education and correctly normalize the educational work and rest of students.

Basic requirements for organizing and conducting technology lessons

Let us name the main requirements from these data.

1. When designing a technology lesson, it is necessary to clearly and clearly define the purpose and results of the designed activity.

3. Taking into account the purpose of the lesson and the specifics of the educational material, the teacher selects teaching methods.

5. Each technology lesson should have developing and educational functions.

The effectiveness of a technology lesson largely depends on its preparation. For each topic, the teacher must be able to select not only educational, but also additional educational material. Before starting to study the topics of the new module, the teacher must check the availability of technical teaching aids (TSO), laboratory equipment, labor items, tools and a sample of the product, all necessary materials, check the serviceability of all tools and devices, study the rules of safe work, sanitary requirements for conducting technology lessons. Immediately before the lesson, the teacher prepares the board and ventilates the classroom.

Types and structure of technology lessons

Technology lessons can be classified according to didactic goals and objectives(a lesson in acquiring new knowledge, a test lesson, a lesson in consolidating what has been learned, a combined lesson); according to prevailing methods used in labor training (lesson-conversation, lesson-excursion, film lesson, practical lesson); by content(lesson on fabric processing, paper processing, processing of various materials, technical modeling, etc.)

Each lesson is conducted according to a pre-planned plan. The set of elements included in a lesson and arranged in a certain sequence and relationship is called the structure of the lesson.

Structure lesson-conversation And lesson-excursion is based on the study of materials science, production processes, electrical phenomena, etc. Such lessons provide the most complete understanding of the processes and phenomena being studied.

Theoretical lessons usually used as introductory words when moving on to studying a new topic or new technology. In these lessons, a significant portion of the time is devoted to the technological component of the activity.

Lessons consolidation of learned theoretical knowledge or mastered practical skills are structured so that students have the opportunity to realize their capabilities in the practical (performing) component of the activity.

On combined lessons time for organizational and executive components of activity is distributed approximately equally. At such lessons, observations and experimental work are organized, new information is given, previously studied material is deepened, practical work is organized, design skills are mastered, etc., and an opportunity is provided to test technological and labor skills.

Practical lessons Most often they are organized in nature or in the process of mastering self-care or housekeeping skills. A small portion of time is allocated to organizing children’s activities in such lessons. Instruction before starting work is carried out in the form of a joint discussion between the teacher and students about the upcoming activity.

On test lessons The teacher organizes children's activities to test knowledge or practical skills. The organizational part of the lesson, in this case, is devoted to providing clear instructions and the requirements of the design specification - a detailed list of criteria for the actions, operations, parts or object of work to be performed.

When developing the structure of a lesson, the teacher needs to think form of organizing children's activities.

It is very important for the future teacher to understand those scientific positions that determine the selection of specific content for technology lessons in primary school. In a comprehensive school it is necessary to prepare the creators of the modern subject environment (in the broadest sense of the word) and its consumers, i.e. people who understand quite well what a harmonious living environment is.

The need to create these recommendations arose because students take the discipline “Methodology of Teaching Technology with Practicum” in the second year of study, and technology lessons in elementary school are taught in the third and fourth years. Methodological recommendations developed for students of the specialty “Pedagogy and Methods of Primary Education” will help to refresh students’ previously acquired knowledge. The proposed advisory and methodological material will assist students in organizing cooperation with students in technology lessons.

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

« Taganrog State Pedagogical Institute named after A.P. Chekhov"

Valentina Evgenievna Prikhodko

Associate Professor, Department of Primary Education Pedagogy

Candidate of Pedagogical Sciences

TECHNOLOGY LESSONS IN PRIMARY SCHOOL

Taganrog

2014

	Preface………………………………………………………..
	Types of technology lessons….………………………………………………………..
2.1.	Classification of lessons according to the content of the work………………….
2.2.	Classification of lessons according to the nature of students’ cognitive activity……………………………………………………….
	Lesson structure…………………………………………………….
	Afterword………………………………………………………
	Literature…………………………………………………………..
	Annex 1……………………………………………………….
	Appendix 2……………………………………………………….
	Appendix 3……………………………………………………….

PREFACE

TYPES OF TECHNOLOGY LESSONS

Systematization of technology lessons is possible for various reasons: by materials used in work, by educational operations, by didactic goals, methods of organization, etc.

If we proceed, for example, from a didactic goal, then the typology of manual technology lessons will be the same as any other lessons: lessons for learning new material, lessons for repeating and consolidating acquired knowledge and skills, generalization lessons, control lessons, and probably the most common type (as in other academic subjects in primary school) will be a combined technology lesson. Of course, any other classification accepted in didactics is also applicable to these lessons, since this academic subject is built on the same principles as all others.

In determining the types of manual labor lessons, it makes sense to turn to those specific grounds that are the most significant and determining for technology.

Classification of lessons according to work content

There are three main types of lessons:

a) rational-logical (solving logical problems);

b) emotional and artistic (creating an artistic image);

c) formative techniques and practical work skills.

The characteristics of cognitive processes and the nature of activity in each of them are directed differently.

Rational-logical tasksrequire a fairly rigid and unambiguous analysis of the design and the establishment of a completely definite, unified logic of operation. Such tasks include everything that is primarily comprehended by the mind and less evaluated emotionally: for example, puzzle applications (the so-called planar design), three-dimensional design, tasks of symmetrical cutting, bookbinding, marking, calculation and measurement constructions and calculations, etc. Many of them are constructed by analogy with mathematical problems or psychodiagnostic tasks aimed at testing spatial constructive thinking and analytical abilities.

The main thing in such work is to analyze the design, identify what principle the relative arrangement of parts is subject to, establish methods of work, etc. These problems are solved rationally; In such lessons, calculations, calculations, and making sketches, drawings, and diagrams are appropriate. The creativity that students exhibit here will be predominantly of an intellectual nature. Of course, most often there are works in which rational-logical tasks constitute only some part of the entire activity. Products that do not imply any artistic diversity at all are quite rare. Even those forms and compositions that are created purely rationally, due to their harmony, are usually not devoid of artistic expressiveness, and the work of students in such lessons is of an aesthetic nature. However, the main content of work in such lessons is, as a rule, a logical analysis of the design of the product.

Unlike them emotional and artistic tasksinvolve the search and embodiment of an original artistic image that expresses an emotional state or some artistic idea. These are, for example, various artistic compositions on a plane, eggshell toys, modeling animals from plasticine, sculptures from natural materials, etc. In such work there is no place for strict regulation; they cannot be carried out according to a single plan. Moreover, it is unlikely that any kind of “work planning” would be appropriate here at all, since it would contradict its very nature and the psychological nature of artistic creativity. Each such product is “composed” by creatively combining materials, and the direction of the search may change as the work progresses. In general, in such lessons, all means (including materials, methods of processing them, etc.) are most often presented to children in a variety of options, since they relate to the special artistic content that each student seeks to express in his work. If these tools turn into only a set of technical techniques and rules, then they will immediately, automatically, become indifferent to this content, which will deprive students of any meaning. When performing emotional and artistic tasks, the child, if possible, will independently determine the color, shape of individual parts of his product, and their overall composition. He can also independently select the material and the most suitable methods of processing it. With all these means he tries to express some idea, convey a mood, attitude, create an image. The teacher’s task in such a lesson is to awaken as much as possible and, if possible, expand and enrich the children’s imaginative impressions.

As you can see, the types of lessons indicated above differ significantly in their tasks and content, therefore, the organization of children’s activities in them should also be different. At the same time, the names of products and the formulation of topics that are offered to students may even have a certain similarity. As for the materials and methods of processing them, they may generally be the same, and this circumstance will not in any way affect the characteristics of a particular lesson.

For example, in the textbook “Skillful Hands” for grade 1 there are two lessons in which paper applications depicting birds are made (pp. 36-37 and 40-41). The first job of creating an image with a bird is a typical logical task. Students through rational reasoningestablish patterns, in accordance with which the feathers in the bird’s tail alternate in color and size, and must accurately reflect these patterns in the appliqué. And the second work involves creating an artistic composition “The Birds Have Arrived!”, in which, through a certain rhythmic arrangement of paper-cut birds, first-gradersexpress moodthe coming spring, its “movement”, its rhythms. In both cases, when announcing the topic of the lesson to the students, you can say that “today we will create appliqué pictures with birds.” However, does this mean that the management of work in both lessons will be the same? No, on the contrary, the lessons will differ markedly.

It is known that the main work of explaining the task is carried out in the processintroductory conversation. It is at this stage of the lesson that children begin to actively engage in activities, the results of which are then embodied in the product. The main purpose of the conversation isupdate children’s existing knowledge and ideas and supplement them with new ones, in the volume and quality necessary for successful performance of work.

Based on this general didactic requirement for the introductory conversation, we understand that in the first of the lessons under consideration it does not make sense to use serious artistic and figurative material; There is also no need to dwell in detail on the signs of spring, its images. Taking this into account, the album provides appropriate visualization: a color wheel, a small model of a bird, from which students determine the total number and order of feathers; Templates are also provided, using which children can complete the task of classifying feathers by size. All this will help children understand the patterns in accordance with which the application was created. During the conversation for this Lesson, the teacher directs the logical reasoning of the children; it is also necessary to update their knowledge about various colors (but not at all about color as a means of artistic expression, but simply to make sure that each student can distinguish, for example, blue from light blue and distinguishes all other colors, i.e. will be able to solve the corresponding task) and the ability to compare individual elements by size. Additionally, in this lesson, you can offer first-graders another logical problem: since out of the seven feathers in the bird’s tail, two smallest, one largest and four medium ones stand out (accordingly, three templates of different sizes are offered), is it necessary to mark each feather separately or can streamline work? First-graders enjoy solving similar problems, which are quite appropriate here

And to perform the artistic composition “The Birds Have Arrived!” completely different knowledge and ideas will be relevant, for example, how nature comes to life with the onset of spring, how birds fly in, how they rhythmically line up in flight, and what different states can be conveyed by different rhythms of spots (the arrangement of bird silhouettes in the composition). It is desirable that this image in the minds of children be as bright and lively as possible, therefore, as an illustration for this lesson, the textbook “Skillful Hands” provides a picture depicting the flight of birds (high above the ground, against the backdrop of a spacious and bright sky). The teacher can use other similar visual materials, as well as a filmstrip or video showing birds in flight, so that children get an idea of the expressiveness and variety of flying silhouettes, their orderly and rhythmic formation during flight, etc.

In the introductory conversation to such works, works of art (musical, poetic works, paintings) are used, which will help each child “see” the corresponding image and create a plan. According to this plan, the student will select the material and find suitable ways to process it. For some image, for example, a piece of paper needs to be cut, for another it needs to be torn off, and for a third it needs to be crumpled into a ball or bent.

Technologies and work practices are used creatively and meaningfully; The child himself can choose the material and the method of processing it, depending on the effect that needs to be obtained. Another thing is that a first-grader still has little idea of exactly what effects and through what techniques can be achieved, because he does not have enough practical experience. But such tasks are aimed at expanding this experience. During the introductory conversation, the teacher can demonstrate analogue samples of creative works and draw the children’s attention to what techniques the author used in them; must be shownseveral possible waysuse of certain materials. Children should have a choice, and the techniques shown should allow for the possibility of creative combinations. In addition, in such lessons, the creative discoveries of individual children are demonstrated as they work, which further expands first-graders’ ideas about the possibilities of materials and stimulates them to independently search.

It should be borne in mind that some lessons involve the combination (but not mixing!) of rational-logical and artistic principles, and the development of practical techniques is included to one degree or another in almost every lesson. For example, cutting out a snowflake from paper develops students’ spatial thinking and their ability to analyze the design (since this form is specially constructed from symmetrically located links). At the same time, in it nature itself combined strict mathematical calculation with the grace of lines, harmony and sophistication of the design, which create a vivid artistic impression. Therefore, in the lesson, while mastering the principle of making a figure with several axes of symmetry, we still place the main emphasis on the figurative side of the work.

The rational-logical and artistic directions are combined in a very special way in those classes that are devoted to the manufacture of products with a specific utilitarian purpose (potholders, dishes, packaging, etc.); Most of them are in the design education course. These are the lessonsartistic design, beauty and rationality are inextricably fused in them. How should a teacher approach their development? In the same way, i.e. based on the main substantive core of the work. The fact is that for some of these products the decorative function is predominant (and the design is completely subordinate to it), for others, on the contrary, the main meaning of the product lies in its function (and the decor is of an applied nature). For example, a flower vase or greeting card should first of all be expressive in appearance and highly artistic. Therefore, the shape, size, design features and everything else in these objects is thought out and executed based on the impression that they should make. Such lessons should be classified primarily as artistic. The structure of products and the methods of their implementation must be analyzed, but this analysis is entirely subordinate to the main thing - how to enhance the artistic impression through the design, choice of material and its processing.

And in such products, for example, as a pincushion, a notebook, or a brush stand, the main meaning lies in their useful function. This function must be expressed, first of all, through construction, which is the main subject of analysis in the lesson. Such activities are predominantly rational and logical in nature.

Consider, for example, a lesson such as making a needle case in a cover (“Wonderful Workshop,” p. 112). Having focused the children's attention on the fact that the proposed design of the needle case is convenient for storing needles on the road, the teacher guides their further thinking. The product is flat and small so that it is convenient to put it in your wallet. But having the same cover dimensions (6x8 cm), the needle bed can open along the long or short side; Cover layouts may vary. The tasks of drawing sketches of developments and calculating their sizes are very appropriate in this case. Other calculations do not violate the logic of such a lesson. For example, based on the given size of the cover, students can calculate the dimensions of the fabric insert and the paper spine to cover it. Independent calculations in this case will help you better understand the design and will draw attention to the fact that the shape and size of all elements are interconnected. If the teacher simply ordered to work according to the instructions (even with all the necessary explanations why the details should be exactly as they are), the corresponding task would simply disappear from this assignment. As for the artistic design of this pincushion, it is enough to draw the attention of children to the fact that the decor of this product should be restrained.

But making a packaging box for a New Year’s gift involves a more “equal” combination of the rational and logical principle with the artistic: children comprehend design boxes from the point of view of its function (depending on the size and proportions of the gift, the size and proportions of the box change) and think through decor , also based on the features of the function (not just a box, but New Year’s, fabulous packaging). In such cases, the teacher should determine exactly where in the structure of the lesson logical reasoning will be appropriate, and where it is necessary to stimulate the decorative and artistic ideas of schoolchildren.

The ability to determine in a particular work its main orientation (rational or emotional) is very important, because in accordance with it, the teacher chooses appropriate methods for guiding the activities of students. To help the teacher in solving this problem, these textbooks for each lesson provide a specific model for its organization. This model is presented in questions, in the formulation of tasks, and in clarity. All information is given very briefly and schematically, but you should pay close attention to it, since it is the “key” to building a lesson. The teacher can select any additional material that helps to better reveal the topic of the lesson, but this is not a mandatory requirement. For each work, our textbooks contain the necessary information that allows you to organize a full-fledged lesson. You just need to use it correctly!

Lessons on learning new ways of workingIt is assumed that most of the time will be devoted to demonstration and step-by-step development of specific practical actions. Such lessons are conducted in cases where it is necessary to master some labor-intensive, but practical techniques that are necessary and used in many works, for example, weaving, sewing, etc. It is clear that depending on the complexity and labor intensity of the method of work being studied, it takes different amounts of time to master it. If a whole lesson is needed, then, of course, it will not be in the nature of training exercises, since children learn the necessary methods of work directly in the process of making products. It is entirely acceptable, and often desirable, for such options when the study of a new way of working is immediately associated with the solution of a logical problem or with the development of a product design. As mentioned earlier, we demonstrate many not-so-labor-intensive techniques almost constantly, quietly including them in the arsenal of children’s creative activities, especially in artistic works.

As for the task of self-sufficient study of the features and properties of craft materials in the form of a “theory,” it is not set, and the teacher does not aim to conduct special experiments and observations. As we have already noted, previously any sensory perceived properties of things and phenomena have meaning for a person not in themselves, butonly from the point of view of their vital significance, and this significance is best understood in cases where certain properties of materials are taken into account in practical work. If not included in a specific task, special information for a primary school student in itself has no practical meaning; it only burdens the memory with unnecessary information.

It is very important that the teacher can clearly show the most diverse, sometimes unexpectedtechniques for using materials to express a particular artistic idea or design concept.For example, how the impression changes depending on whether the applique details are cut out with scissors (and have a clear, even edge) or torn off with fingers (which gives the contour a soft character, allows you to convey the air, etc.). During the design process, we note that, for example, the corrugation of paper allows it to withstand large lateral bending loads; Volumetric shapes made from a paper sheet (cube, cylinder, cone, etc.) also acquire new properties that differ from the properties of a flat sheet. All these techniques, of course, are based on the properties of materials, but studying them in elementary school is advisable precisely in the applied sense, in what is related to design, to creative work.

Classification of lessons according to the nature of students’ cognitive activity

From the point of view of the nature of cognitive activity, lessons can be divided into two

large groups:

a) reproductive;

b) creative.

They differ from each other mainly in the degree of cognitive activity and creative independence that the student demonstrates in the process of work.

In organizing student activities, each of these types of lessons has its own characteristics.

Reproductive activitiesassume the least degree of independence. They are most appropriate in cases where it is necessary to master the necessary system of specific knowledge or methods of action in a relatively short period of time. Lessons are usually organized in a reproductive way, in which it is necessary to master as clearly as possible complex and labor-intensive techniques for processing materials, marking methods, work rules, etc. Such lessons are found both in the first and in all other grades, since as the degree of difficulty increases Solved creative problems, as a rule, require increasingly subtle and complex practical actions. In addition, the program provides for the development of a variety of types of folk crafts. A respectful attitude towards folk traditions requires that the methods of activity developed over centuries be studied as carefully as possible. All this often involves turning to the reproductive type of lessons, in which the teacher demonstrates actions and explains them in detail, and students repeat, reproduce and remember as accurately as possible. Usually this means frontal training of the technique with the provision of individual assistance as needed.

As already mentioned, mastering practical techniques should not become an end in itself. Based on the mastered methods of activity, students can perform creative work.

Creative lessonsassume that creative activity of students is predominant. The organization of these lessons requires the teacher first of all a clear understanding of the very meaning of creativity.

The concept of “creativity” should perhaps be considered one of the most widespread and frequently encountered in the methodology of labor training. In everyday life (including in pedagogy) it is often generally identified with any crafts: exhibitions of “children’s creativity” are replete with products of a purely reproductive nature drawn, copied, and made according to instructions; everything that a child has made with his own hands is completely unreasonably classified as “creativity.”

Even more often, in vocational training manuals you can find so-called “creative tasks” or special “creativity pages”, in which “creativity” is, as it were, mechanically added to all other (non-creative) work and comes down to what the child is asked to contribute whatever change into a craft, described to the smallest detail in strict instructions. For example, a student first copies a sample (say, a picture using the appliqué technique); The sample is accompanied by templates for all parts (including those that are easier and more expedient to make yourself), explanations about the materials and step-by-step instructions are given. After this, it is proposed to perform “creative” work; dothe same picture, but change something about it.At the same time, it is not explained in any way what exactly should be expected from the changes made, whether the picture should convey a certain mood or whether it changes according to some logical principle - no, it’s quite simple anything do it differently than in the sample, and it will already be creativity! Meanwhile, the psychological nature of creativity has nothing to do with such tasks, and the teacher should understand this well.

First of all, we note that creativity involves the creation of something new that does not yet exist in human practice. This could be a new scientific idea, a new artistic image, a new way of doing things, etc. As already mentioned, educational creativity usually does not have objective novelty; Schoolchildren usually discover what is already known to humanity as a whole. However, the essence of creativity remains the same for them:creative activity- discovery, independent search.Taking this into account, those that are the result of direct copying should immediately be deleted from the list of creative works.

Taking into account the scientific, psychological and didactic foundations of creative activity forces us to make radical changes in the usual organization of manual labor lessons. First of all, this applies to tasks that would require the student to “independently” make a product, guided by an instruction card detailing the entire course of work. Unfortunately, this understanding of independence in school life is also quite common: “on your own” means on your own, separately from the teacher and from other students. But what is the educational meaning of such “independent” work? If a child works according to prescriptions and instructions, and at the same time makes everything down to the smallest detail according to templates, it does not matter whether these instructions are given directly by the teacher or they are drawn on a card. There is no independent work in this case! Such tasks contradict the scientific understanding of cognitive independence.

Speaking about creativity, we should, first of all, pay attention to such works in which the younger student activelydevelops a product in accordance with the task.It is the task that creates a certain mindset for creative search, forces him to think, look for the right ways of action, and not just mechanically copy.Creative activityorganically includes the formulation and solution of problem situations:they may be of an artistic or logical type, but they necessarily constitute the very essence of the work,

Based on this, it makes sense to recall in general terms what exactly in the psychology of thinking is classified as problem-based learning. As noted by A.V. Brushlinsky, with problem-based learning, the separation of the processes of obtaining new knowledge and its application is eliminated. With traditional (non-problem-based) training, the necessary knowledge and skills are formed before problem solving; Then tasks are offered in which the student must apply and consolidate this knowledge. With problem-based learning, new knowledge is acquired and discovered precisely in the very process of solving practical and theoretical problems. Of course, these tasks mustbe really includedin the tasks offered to children.

Let us illustrate the differences between the problem-creative and reproductive organization of students’ work using a simple example. Let's say a teacher shows first-graders (who are learning origami techniques for the first time) how to make a shape similar to a tulip flower from a square of paper, while they compare the resulting product andimage of a real flower.Next, the teacher suggests that you independently determine and perform additional folds so that the resulting shape more closely resembles an unopened tulip bud. For clarity, no paper sample is given and, naturally, methods of work are not shown. Only the real bud (or its image) is demonstrated, looking at which students They themselves must think about how to make a narrow one from a more open, wide form.

In this case, they acquire the necessary knowledge:

about the figurative nature of origami, aboutways of obtaining certain forms in this technique, about the diversity of forms of nature, and not in finished form, but by making original creative “discoveries”.

Now let's try to imagine organizing the same work in a slightly different version.

First, students, under the dictation of the teacher, make the same tulip (first “blooming”, then more closed); every time they have a sample in front of their eyes. Then they are given a sample of a slightly different type, where the same shape plays the role of a “bell,” and the task is formulated something like this:

“Now make a picture of the “Bell” yourself. To ensure that children complete the task, patterns for the remaining parts are also provided.- leaf and stem.

One might think that the differences between the two occupations described are most insignificant; in any case, in both classes, students do part of the work on their own. However, the second option, unlike the first, is built in the classic style of an information-reproductive lesson; “independent” work on it is purely reproductive, training, not creative in nature. Children essentially do not receive any new knowledge in this work and, of course, do not make any discoveries: the final result of the work (sample) is already before their eyes, the methods of work have just been mastered, all that remains is to consolidate them.

How to structure a lesson - reproductive or creative - does not depend on the spontaneous desire of the teacher. This should be justified by the objectives of the lesson. Rememberingthat the meaning of objective-practical activity is to intensify cognitive processes andcreativity, each time we think through which method will be most appropriate in a particular case.

If the teacher understands the meaning of reproductive and creative activity, then in each of the lessons he will be able to properly organize the preparation of children for work. For example, a reproductive lesson is based on the use of a single model and allows for the construction of a single plan of action. Creative work is prepared and constructed completely differently.

Artistic creativity,First of all, it involves the child creating an original image (expressing a certain mood, attitude, etc.) and embodying this image by independently selecting the necessary means.Therefore, such a lesson excludes work based on a model. At the same time, it is necessary to help students, firstly, to conjure up an appropriate image and, secondly, to find the most suitable ways to implement it. For this purpose, we still use samples in class, but they have a completely different educational meaning. These are not samples to be copied, butanalog samples,which demonstratePossible creative solutionsassigned task. Using these samples, the teacher explains what exactly needs to be looked for, how it can be done, and what practical actions can be taken.

This organization of a creative lesson stems from the psychological nature of creativity, which assumes that in the process of creative search a person still starts from something. “What does not resemble anything does not exist,” Paul Valery rightly noted. Just as creativity and thinking never deal with what is already absolutely known and fully known, it cannot deal with what absolutely it is unknown what has not at least partially entered consciousness. As we have already noted, real creativity is not any meaningless originality, butpurposeful search consistent with the task at hand.In order for the task and the direction of search to be comprehended by a person, they must be presented in one way or another; This is why there are preparatory, clarifying types of visualization. Let's say a child should compose a composition on some topic (for example, “Festive fireworks” or “Spring is coming!”). An image cannot arise from scratch. The corresponding samples are offered not for copying, but in order to awaken imagination and update existing knowledge. First of all, they give an idea of the image and mood that should be reflected in the composition (in the first case - the mood of the holiday, a solemn and joyful state; images of bright flashes against the dark sky; in the second - the mood of the approaching spring, the image of awakening nature: blue sky reflected in water, last snow, spring tree trunks). Samples help to capture this mood, and thus a target work: to express it through the creation of an adequate artistic image. And alreadyto match this image, he himself selects the appropriate means, materials and methods of work.Of course, he does this with the help of the teacher, but he does not copy or repeat instructions, but looks for his own solution.

Organized in exactly the same wayintellectual and logical creative works.First, the child is asked to understand the patterns in accordance with which this or that design is made, and then he must complete the work using these patterns. The purpose of the work for the studentand in this case it consists in solving a specific problem,in accordance with which,he consciously uses materials and methods of activity.

When considering the creative, exploratory activities of children, we should especially focus on the so-calledartistic and combinatorialworks. They also involve the creation of an original artistic image, but it is developed in a slightly different way, and this activity itself has a specific meaning for students.

Artistic-combinatorial tasks are more reminiscent of a kind of play with material, a search for unplanned artistic effects, and the use of unexpected means. This work is very important for children, as it highly contributes to the development of flexibility and originality of thinking. It should be remembered that all types of artistic creativity are built on a completely special basis, which does not involve putting forward “scientific hypotheses” (as in intellectual problem situations), but freely operating with appropriate images. It is these qualities that form artistic and combinatorial works. When completing them, schoolchildren, of course, also focus on some kind of plan, but it is specifically set in a very general form. In addition, such tasks are usually associated with the development of something unusual, outlandish, non-existent, so as not to hamper the imagination (this could be, say, a sketch of a house-car, an alien, a fantastic animal, etc.). For example, when constructing “unprecedented toys” (“Wonderful Workshop”, pp. 150-153), children can compose them directly as they work. The task states that “these toys are entirely a figment of your imagination.” Therefore, the child can experiment freely without fear of ruining the product. Similarly, work can be structured to “transform” a spot of arbitrary shape into some kind of image (“Skillful Hands”, pp. 46-47, “The ABC of Skillful Hands”, p. 57). In such cases, the design is dictated by the associations that arise in children when they see a given form. Initially, these associations may not be very clear, but as the image is embodied, they may change altogether. By stimulating creative work in artistic and combinatorial tasks, the teacher should encourage children to experiment freely and encourage any original solutions.

Let us also pay attention to such lessons when schoolchildren create a product according to instructions from ready-made, fully marked parts, cutting them directly from the pages of the album. This is, for example, Santa Claus, a New Year's card, a mask, a frame for a desk. Why are such tasks needed if the main program setting is the development of creative independence, and not work according to instructions? The fact is that this method allows you to quickly equip children with knowledge and experience in performingmore complex design techniques(in particular, in paper plastics - techniques for modeling a three-dimensional form from a flat workpiece). All other ways to achieve the same result would require an immeasurably large and essentially unjustified investment of time. And in this case, having become familiar with the technique, so to speak, “from the hands of the instructor,” the child, based on the finished result, somehow comprehends it, and subsequently consciously uses it in creative activity. In addition, all such tasks require not just reproductive action, but force a meaningful attitude towards work, and, where possible, stimulate creativity and targeted search. At the same time, while leading the technological side of the matter, the teacher, as in other lessons, directs the children’s thinking either along a rational-logical or artistic type. When creating, for example, a figurine of Santa Claus, first-graders, while mastering paper-making techniques common to all, have the opportunity to give the product originality and artistic expressiveness precisely through the creative use of these techniques.

LESSON STRUCTURE

What does the structure of the lesson depend on - the number of stages or their sequence? Should they always be the same or different? There can be only one answer: it all depends on the content and assigned tasks.

Each stage carries a certain semantic and emotional load, and together they must be connected into a single, logically coherent whole. A lesson cannot be a kaleidoscope of isolated tasks. Like any creative act, it has its beginning; development and completion;

1.Organization of the lesson, establishment of order and discipline.

2. Preparing students for practical work (introductory conversation, teacher’s story);

Practical work on making a product;
Summing up the lesson; evaluation of the work done;
Cleaning the workplace.

Lesson organization. As a rule, if no unusual procedure is planned for students to enter the classroom after a break, the children themselves approach their workplaces. At this time, children are excited, they have not yet calmed down after the break. We need to establish order somehow. There are several options. Sometimes the teacher offers to check if everything is ready for the lesson. Either let the children stand for a few seconds near their tables, or when the children do not have to be calmed and disciplined: just before the bell rings, the teacher, still outside the door, invites them to quietly enter the classroom and take their seats.

Thus, the organization of a lesson is a necessary first structural element of a lesson of any type and content, but it can take place in different ways.

Preparing students for upcoming practical work. The main purpose of this stage is to update the knowledge, skills and abilities of students: which will be used, replenished and developed in practical work; conversation, analysis of samples - analogues demonstrating possible figurative solutions; methods for constructing certain forms; demonstration of individual technological techniques; musical fragments, slide demonstrations, reading poems. Incorporating elements of play and fun into the lesson. An equally common technique for “preparing students for work” is riddles.

Practical work on making a product for schoolchildren can be implemented in various organizational forms: individual or collective.

The practical manufacturing stage of the product takes up the bulk of the lesson time. Along the way, the teacher provides individual assistance to students and helps them cope with individual operations. Might give me some ideas. Even if a child is working on his own product and implementing an individual plan, it makes sense to support children’s creative communication and exchange of ideas.

If the teacher from time to time demonstrates to everyone some unusual solutions, especially successful ideas of individual children. Firstly, it creates an additional incentive for creative exploration; secondly, it helps students not to lose the main focus of their work.

Summing up the lesson and evaluating the work done. The main point of this stage of the lesson is not to mark students. And its other content components are much more important. This is a) attracting children's attention to the results obtained, a general assessment of achievements;

b) repetition and generalization of what was covered in the lesson;

c) developing the ability to review and evaluate each other’s works;

d) developing interest and attentive attitude to the creativity of others;

e) formation of friendly relationships in the team. More often than other techniques, you can use the organization of an exhibition of student works with their collective viewing and discussion.

Cleaning workplaces - each student must put work tools in order, collect garbage from the table and put away materials suitable for further work.

AFTERWORD

Focusing on developmental learning in technology lessons will help students and future primary school teachers in their difficult work of organizing technology lessons.

For teaching methodologists and heads of teaching practice, this material will help in the process of educational activities to orient students toward a deep and lasting mastery of knowledge, their integration in the process of preparing and undergoing teaching practice, as well as in the process of independent professional development.

LITERATURE

Geronimus T.M. Methods of teaching technology with a workshop. - M.: AST - PRESS BOOK, 2009. - 336 p.
Vygonov V.V. Workshop on labor training. – M., 2009;
Konysheva N.M. Theory and methods of teaching technology in elementary school: textbook. manual for pedagogical students. universities and colleges/ N.M. Konysheva. - Smolensk: Association XXI century, 2007. – 296 p.
Our man-made world (from the world of nature to the world of things): A textbook on artistic work for the third grade of elementary school / Konysheva N.M., - M., 2007;
Secrets of the masters: A textbook on artistic work for the 4th grade of primary school / Konysheva N.M., - M., 2008;
Skillful hands: A textbook-notebook on artistic work for the first grade of elementary school / Konysheva N.M., - M., 2008;
Wonderful workshop: Textbook on artistic work for the second grade of elementary school / Konysheva N.M., - M., 2007;

APPENDIX No. 1

Sample lesson summary

2nd grade

Lesson topic: Transformations of leaves (creating an image by association).

Lesson objectives:

1) developing the ability to examine and study the shape of objects:

2) development of associative thinking, the ability to create an artistic image by association with the shape of an object,

3) formation of techniques for creating a frontal composition;

4) strengthening the technique of gluing dried leaves and seeds onto a paper base.

Materials, tools, equipment

For students: in the middle of the far edge of the table on a stand is the suite textbook “The Wonderful Workshop”; dried leaves in large flat boxes and seeds (arranged intypes in small boxes) - in front of the textbook: there is a backing sheet closer: colored paper and sheets of waste paper (10-15 sheets measuring approximately 10 x 15 cm) - in the far left corner, a brush in the stand and jar with glue in the right corner of the table.

From the teacher: dried leaves of various shapes, colors and sizes, a sheet of paper approximately 20x30 cm; textbook.

Board design

At the top in the middle is written the topic of the lesson: “Transformations of leaves.” Below are analogue samples (compositions of dried leaves: owl, firebird, butterflies, fish in an aquarium) hung and covered with a curtain.

During the classes

Lesson steps
1. Organizational moment - 1 min.	Students enter the classroom and sit down.
2. Announcing the topic of the lesson - 2 minutes.	- Look, the topic of today's lesson is written on the board. Read its title (Children are reading) - An unusual topic, right? What do you think our work will be? (Children make assumptions. Answers of this type are also possible: “We will make paintings from dried leaves, we will turn them into paintings...”) - We already made paintings from leaves last time, but we did not call it transformations. But today this word appeared - as if some kind of magic was expected! What could it be? (Perhaps the children will guess and say, for example: “We will turn leaves into different animals.” If not, then the teacher himself indicates the topic.) - To transform means to change the image. So we have to turn simple dried leaves into some kind of image. Let's try to guess: maybe someone is hidden in them, and we will help him free himself. We must be especially attentive and sensitive.
3. Working with the textbook. Analysis of analogue samples – 7 min.	Open the textbook on p. 36. Read the text, starting with the title. (Several students take turns reading the text aloud. As they read, the teacher asks them to look at the examples mentioned in the text. Then heWe open the analogue samples on the board and draw Lely’s attention to how well the image of each leaf in the compositions was guessed.) - Close the books and put them in stands. (At this time, the teacher again closes the samples on the board).
4. Exercises. Associative thinking training - 5 min	- Let's see how easy it is to be wizards. (Teacher byIn turn, shows the children one or two sheets of paper in equal positions, placing them on a sheet of paper, and the students examine and try to guess what they look like. Several students name the images they saw, the rest evaluate their accuracy and originality. The teacher guides the process something like this: “Yes, indeed this leaf in this position looks like a dog’s face: herethese upper teeth are like two ears hangingon the sides, and on the bottom there are small teeth that look like hanging wool. What else will need to be added to finally transform this leaf in the dog? That's right, eyes. Of whatcan they be made? From small flowers? Perhaps. Or from acorn caps." Demonstrates).
5. Practical work of students: 1) selection of leaves, creation of an image - 7 min 2) gluing leaves 15 minutes.	Now take a close look at the leaves you have. In whomor what can they be turned into? Place the leaves and seeds selected for work on paper of a suitable color so that you get an expressive composition. Don't glue anything, I'll go through and look at all the work first. (Children create their compositions, and the teacher goes through By class and, if necessary, provides individual assistance.) - Everyone coped with the first part of the work; the transformations turned out to be very interesting. Now we need to complete the work. What needs to be done to prevent our creations from falling apart and disappearing? That's right, glue the leaves and seeds. Remember, in the last lesson we already got acquainted with the rules of this work. What do we know about this? (Children will probably remember that the sheet is smeared with glue from the wrong side, after placing dry newsprint under it. Then the sheetplaced in its place in the composition andcarefully rub through another piece of paper. You need to handle the leaves especially carefully, as they are very fragile.) - Try not to destroy the composed composition By turn, take the parts and glue them into place. (During the work, the teacher provides children with individual assistance as needed. While the students are completing the work, the teacher removes analogue samples from the board).
6. Exhibition and evaluation of works – 5 min.	As the products are ready, the teacher secures them on the board with magnets - Let's see how successfully we worked as magicians today. Which of the transformations presented here seem most successful and interesting to you? Why? The teacher tries once again to attract the children’s attention to the accurate and original “playing out” of the original forms) - Your works will be on the stand by the end of the day, you will be able to look at them more carefully
Summing up the lesson-3 min.	Do you think any leaf can be turned into something?like it or not? How to guess who is hidden in it (Summarizing the children’s answers, the teacher leads them to the conclusion that it is necessary to carefully consider, study the natural form and only after that decide what can be made from it). - What have we learned today? (Carefully examine the leaves, guess who is hidden in them, and release these images.) - And I also want to add that you have begun to work more carefully; not a single fragile leaf has broken or torn today. This is especially important for wizards.
8. Cleaning workplaces	The lesson is over. Everyone leaves the classroom so the staff on duty can start cleaning.

APPENDIX No. 2

Methodological analysis of a technology lesson

At the first stage, the lesson is analyzed and evaluated by the teacher himself. First of all heonce again names its topic and tasks. Then he outlines in general terms what program of action was planned to achieve the set objectives, substantiates the planned structure of the lesson, and the logic of transitions from one stage to another.

After this, he compares the planned course of the lesson with the actual course, analyzes the reasons for deviations from the original plan, and justifies achievements and failures. In this case, you can rely on the following questions:

Which of your plans was achieved best?
What moments in the lesson were unexpected?
How successfully did you manage to navigate an unexpected situation?
What conclusions can be drawn from this for future work?
Were all questions and tasks addressed to children competently and clearly formulated?
Did the teacher notice any of his mistakes, including speech errors?
What failed and why (was there a deviation from the planned actions or were there some other reasons)?
Have the assigned tasks been completed? From what facts can we draw a conclusion about this?

The second stage of the methodological analysis of the lesson is its discussion by colleagues: students, teacher, methodologist.

We might suggest a discussion on the following issues:

What type of content can this lesson be classified into (artistic, rational-logical, or a lesson in developing practical skills)?
How appropriate are the lesson objectives? Do they correspond to the type of this lesson?
Does the teacher’s planned system of actions correspond to the type of lesson and the assigned tasks?
To what extent are the teacher’s actual actions in the lesson adequate to what was originally planned? How successful were the undertaken deviations from the plan?
Which tasks in the lesson were reproductive and which were creative in nature, and how appropriate were they? What developmental moments of the lesson can be noted?

How appropriate are the forms of organizing student work used in the lesson?
What is the overall assessment of the teacher’s speech (its correctness, accuracy, expressiveness; mastery of special concepts and appropriateness of their use)?
What is the general assessment of the teacher’s behavior and activities in the classroom (level of intelligence, ability to manage a class, friendliness, demandingness, competence, artistry)?
Was the teacher able to establish contact with the children, monitor the logic of their answers and take into account the students’ judgments in the dialogue?
Did the students develop an attentive, interested and sympathetic attitude towards each other during the lesson? What did this mean?
To what extent have the tasks been achieved overall? What are the grounds for this judgment? What wishes could a teacher have?

APPENDIX No. 3

Conversations and laboratory work in lessons on the topic “Paper and cardboard”

Paper is an artificial material invented and made by people from materials that they find in the surrounding nature.

Notebook, blotter, cover, wallpaper are made from spruce wood (tell us how it is made).

Experience 1. Why, before tearing a sheet of paper, if we need the edges to be smooth and straight, must the sheet of paper be bent?

Fold the sheet in half and run a smoothing iron or fingernail along the fold. Straighten the sheet and tear it. The paper will tear at the edges of the fold line. Why? Because when we bent and then smoothed the fold line, the smallest fibers broke, and the connections between them were destroyed. And the sheet will definitely tear in a straight line.

Experience 2 . Determining the direction of fibers in paper.

Take a square sheet of paper and mark it with the letters AA, BB. Take the edges of the sheet with your fingers and begin to tear the sheet in the direction from A to A, then also from A to B. Compare the tear lines, how different they are. In one case the break line is very uneven. Why is this so?

In the case where the tear line turns out to be almost straight, we tore the paper along the grain. This happens because when the sheet was rolled under the rollers (calenders), the fibers themselves were installed along the sheet along the movement of the mesh. This means that when we need to tear a sheet of paper more evenly, we must first determine the direction of the fibers and then tear it; fold or fold along the sheet rather than across.

Experience 3 . Why does wet paper tear much more easily than dry paper?

Take a strip of paper, cut it in half, leave one part dry and moisten the other with water. Carefully hang an object weighing 200 grams from the bottom of the dry strip, the strip will hold. If we wet the paper, it will spread.

This happens because paper pulp fillers contain adhesives.

The faster it dissolves in the water in which we wet the paper, the faster the fibers of wood from which the paper is made spread apart, because they are no longer connected to each other.

Experience 4. Why do wrinkles appear on the paper when gluing various products with paper or when gluing relatively large parts made of paper, cardboard or other materials?

To prevent the appearance of wrinkles, you need to know the properties of paper well. We apply glue to the underside of the paper, the moisture will penetrate deep into the sheet and meet wood fibers in some places, and fillers in others:

paint, chalk; the sheet of paper is not uniform, some surfaces swell, others remain in the same state. The paper stretches somewhat - so it creases.

We spread the paste onto the paper and leave it to dry; after drying, the paper will take on the appearance of a “cobblestone street”, and if this sheet is dried under a press, it will take on the appearance of a press.

Experience 5. Let's compare paper and cardboard. Let's tear a piece of cardboard in the longitudinal and transverse directions, the tear line will be irregular in shape. But if you first bend a sheet of cardboard and iron it, the tear line becomes smoother.

This happens because the wood fibers that make up the substance of the cardboard are broken in a straight line and are easily torn. In cardboard, the fibers are arranged in several layers, one above the other. Therefore, you can cut the top layers of cardboard and leave the bottom ones intact - this makes it easy to bend the cardboard.

Experience 6. Coloring cardboard and paper with colored pencils.

When coloring paper or cardboard with pencils, we introduce finely rubbed graphite into the pores of the sheet.

Experience 7 . Painting paper with watercolor paint.

If the paper is glued, the paint will spread; You can stop this spreading if you draw the contours of a figure with a pencil - the fact is that the pencil leaves behind a dent on the surface. The paper will color better if you wet it first.

Experience 8 . How to color paper on both sides?

It is quite difficult to paint with a brush. It is better to dip a sheet of paper into the paint solution. Dissolve aniline paint powder in water, dip the sheet and hang to dry, securing it on both sides. Iron the dried sheet with a not very hot iron.

Experience 9. Is it possible to make paper transparent?

Lubricate the sheet with kerosene or sunflower oil. To make the paper fireproof, it must be wetted with an alum solution.

Conversations and experiments in lessons on working with fabric and fibrous materials

Experience 1. Let's take a small piece of cotton wool and look at it through a magnifying glass. We will see a lot of tiny fibers intertwined with each other. Moving apart, these fibers seem to interlock, hold on to each other, interlock one thread with another, and tiny weaves are formed.

Experience 2. Let's make a thread of cotton wool, with different thicknesses in different places. An uneven thread breaks easily in places where it is thinner. And yet this thread is durable; any object can be hung on it.

Let's weigh the object that breaks the thread - this will be the tensile strength, determined in grams. Compare the strength of homemade and factory thread.

Factory-made threads are stronger, this is explained by the fact that in factories the threads are pulled by a machine at a constant speed and precisely calculated force. To obtain stronger threads, several threads are twisted together. The strength of factory threads is also explained by the fact that the threads are mercerized, that is, they are processed in a special way, the fibers are pressed closer to each other.

Experience 3 . How to make a thread stronger?

1. You can wet the thread and iron it along its length.

2. Weave the threads into a braid.

3. Weave several braids together to create a cord.

Experience 4. Is it possible to distinguish between the face and the back of the fabric by touch?

The front side has a more silky surface, the back side is rougher, less beautiful, sometimes not painted. Let's compare different fabrics by weave of threads. Some fabrics are see-through, others are not see-through at all.

The more closely the individual threads in the fabric are pressed against each other, the denser the fabric.

Experience 5. Why do people dress in clothes made of thick fabrics in winter, and in thin, translucent fabrics in summer? Air simply passes through the tiny holes between the weaves of the fabrics, the fabrics allow air to pass through. And the denser the fabric, the more air it retains. Heated by the warmth of the human body, the air does not pass out, and a person becomes warmer in clothes made of thick fabric. And if it is very hot, then thick clothing does not allow hot air to reach the body.

Talks and labs introducing plastics

From wood processed by chemical methods in factories of artificial materials, many new wonderful substances are obtained - plastics. Toys are made from plastics. The threads are used to weave fabrics for clothing and make stockings, but they do not allow air to pass through. Nowadays threads from ordinary materials are also woven into threads of artificial fibers. Plastics can be manufactured with a wide variety of intended properties.

Cellophane - transparent paper, can be painted in any color. Transparent oilcloth polyethylene films are very convenient. They are used to make bags, bags, etc. They can be washed, but they do not allow water to pass through. They can be produced in huge quantities and in any size.

Organic glass- “plexiglass”, it is made in the form of plates and bars; any shapes can be cut out.

Styrofoam - light as feathers, hard as wood, does not transmit heat and does not conduct electric current.

Foam rubber - soft and stretchy, like a rubber sponge. They make pillows and rugs. They do not burn, do not allow heat to pass through, and can be painted any color. They don't smell, they're easy to cut, and they're durable.

All of this material is recent. They were invented and made by scientists, engineers, craftsmen and chemical workers in chemical factories and laboratories.

They will invent and make many more plastics with a wide variety of properties that people will need.

Experience. Compare the pieces of plastic that are available in the classroom. Make a collection of plastics. Arrange transparent and opaque materials, soft and hard, spongy and dense, threads and fabrics made of artificial plastics. Draw pictures showing what is made from each sample.