Regional component of the state standard of general education. Regional component in the educational program according to the Federal State Educational Standard in pre-schools and schools Regional component in a pre-school educational organization

Information and business equipment of the preschool educational institution “Our Motherland Russia”

Soboleva L.G.

“Kavminvody in the war years, or Reader and Umnyashka Tell”

Murashkina A.I., Skachkov I.M.

Georgievsky district. Historical chronicles.

Gnilovsky V.G.

Entertaining local history. Stavropol book publishing house.

Dyakonova N., Dyakonov D.

Native Stavropol region. M. 2006.

Kozlova S.A.

Theory and methods of introducing preschoolers to social reality. M. Academy. 1998.

Kondykinskaya L.A.

Where does the Motherland begin? M. SPHERE. 2005.

Litvinova R.M.

A preschooler in the space of Stavropol and the Stavropol Territory. S. SKIPKRO. With.

Litvinova R.M.

Regional culture: artists, writers, composers.

Litvinova R.M.

Interactive forms of working with personnel.

Litvinova R.M.

Cossacks in the Stavropol region. S. 2009

Litvinova R.M.

Regional culture: artists, writers, composers. S. 2010.-250 pp. (with video application).

Tatiana Kudelina
Regional component in the teacher’s work system: goals and directions of activities of preschool educational institutions

IN “Concepts for the modernization of Russian education” noted a major role regional component, allowing “to ensure the historical continuity of generations, the preservation, dissemination and development of national culture, to educate Russian patriots, citizens with high tolerance.”

The preschool period is favorable for immersing a child in the origins regional culture, including it in in-depth human knowledge, to awaken in it the need for knowledge of the surrounding conditions, a living space common to all, for the integrated assimilation of local historical, cultural and climatic features, specific traditions, national, geographical and regionally– cultural characteristics of their social environment.

In preschool pedagogical by the team in accordance with the Federal State Educational Standard for Educational Education, developed educational program preschool education, in which it occupies an important place regional component(via the program "Springs of the Don") formed by participants in the educational process.

In accordance with clause 2.6. Federal State Educational Standard for Preliminary Education content of the educational field "Social and communicative development" sent to assimilate the norms and values ​​accepted in society, including moral and moral values, the development of communication and interaction of the child with adults and peers; formation of independence, focus and self-regulation of one’s own actions, development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of foundations in everyday life, society, nature.

It is necessary to create a specific work system with preschoolers on implementation regional component:

Directly educational activity;

Excursion Job;

Museum pedagogy.

Specifics of educational activities in this area is that it takes place not only in a group, but also in a park, on a sports ground, in a library, etc.

The main tasks of a preschool educational institution for the implementation regional component: ensuring the development of personality in the context of modern children’s subculture, the child’s achievement of the level of psychophysical and social development for successful knowledge of the world around him through play activity, inclusion in systematic educational activities At school.

Purpose of task implementation regional component:

To cultivate moral, labor, and aesthetic qualities that ensure the successful development and self-development of a child in the family, preschool institution, and society using the example of national traditions and customs;

Develop the child’s individuality through the development of social norms and rules of behavior available for a given age and locality;

Generate interest in cultural heritage region;

Increase the interest of all participants in the educational process in expanding knowledge of local history;

Prepare children for school.

Basic areas of activity of the preschool educational institution:

Formation of moral ideals based on domestic spiritual and cultural-historical values;

Formation of a civic position based on respect for the rights and freedoms of man and citizen enshrined in the Constitution of the Russian Federation;

Study of national traditions and customs;

Fostering love for the nature of the native land and its inhabitants;

Fostering the need to learn about the environmental values ​​of the native land, to preserve and protect them;

Enrichment and development of speech culture through studying the history of the Russian language;

Studying the history of the Don region and the Cossacks in connection with the culture and history of Russia;

Disclosure of the spiritual values ​​of domestic literature and art, familiarization with works of music, literature, painting, architecture through the work of Stavropol poets, composers, writers and artists;

Overcoming social immaturity, developing a tolerant attitude towards others.

Work in a kindergarten with a regional component held on three levels:

1. Administrative - managerial - construction of local history work as part of the implementation regional component standard of preschool education.

2. Organizational – methodological – methodological support of local history education (problem seminars, round tables, presentations, etc.) carried out on the basis of diagnosing difficulties teachers, their experience work, taking into account interests.

3. Educational – educational – The activities of a teacher include:

Selection of local history content of material in accordance with the child’s development goals, his age-related developmental characteristics, and interests;

Enrichment of the developing environment with materials about the Don region and the Cossacks (familiarity with the symbols of the city, Cossacks, region, didactic games, objects of art, products of children's creativity, etc.);

Ensuring the emotional well-being of the child;

Diagnosis of changes in its development.

Usage regional component as one of the means of socialization of preschool children involves following:

1. Acquaintance with the native land is included in the educational process, built on the basis of the dominant goals of the basic program, into which local history material fits harmoniously.

2. Introduction regional content, taking into account the principle of gradual transition from what is closer to the child, personally significant (home, family), to less close - cultural and historical facts.

3. Active approach to introducing children to the history, culture, nature of their native the edges: children choose themselves activity, in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles, appliqué, modeling, drawing, landscaping and protecting the environment).

Developmental Wednesday preschool educational institution promotes the development of the child’s personality on the basis of folk culture, based on local history material, allows to satisfy the needs of children in understanding the world around them, transforming it according to the laws "beauty and goodness", includes corners on patriotic education, familiarization with Russian national culture

Beginning work on the regional component, teacher he must know the cultural, historical, natural, ethnographic features region where he lives, and most importantly - teacher must be a patriot of his homeland.

It is necessary to supplement the material on the topic “ Regional component V environmental education preschool children", which includes introduction to ecosystem, flora and fauna of the Don region.

In his At work, teachers implement active approach to introducing children to the history, culture, nature of the region, that is, they provide the opportunity for children to choose what activities, in which they would like to reflect their feelings, ideas about what they saw, heard (games, composing stories, composing fairy tales, productive activity). They involve children in participating in holidays so that they can plunge into the atmosphere of general joy and fun (Maslenitsa, Kalyadki, City Day, etc., and introduce them to city residents who are bearers of sociocultural traditions in the field of crafts, art, etc.

Also in educational activities need to be systematic expand children’s knowledge about the traditions of national and folk culture; forms a holistic perception of folk culture; develops creative activity on mastering elements of folk culture; nurtures traits national character, national psychology through folklore.

In additional educational activities artistic and aesthetic focus, promote comprehensive development creativity children through theatrical art; introduce the elements of acting; teach children to retell Dagestan folk tales, nursery rhymes based on roles; develops social communication skills; fosters a sense of self-confidence.

Folklore is the richest source of patriotic education for children. In educational work make extensive use of all types of folklore. Indeed, in oral folk art, like nowhere else, the special features of the Dagestan character and its inherent moral values ​​have been preserved.

Important in work add folk outdoor games to teaching children. During any game, draw children’s attention to its content, support an emotionally positive mood, and children’s relationships.

Knowledge about their hometown contributes not only to the education of patriotic feelings in preschool children, but also to a careful attitude towards the surrounding nature, which needs preservation.

The inclusion of parents in the joint educational process can significantly increase its effectiveness. In preschool educational institutions they are used as traditional forms working with parents(legal representatives and non-traditional ones.

Interaction with parents in a preschool institution promotes respect for traditions and the preservation of cultural heritage region. They can be involved in helping to collect and promote materials on local history, and to participate in the creation of national costumes. All this introduces children to the history of the region and their people, and fosters love for the Motherland.

It is necessary with parents teachers conduct individual conversations, consultations, explain the enormous benefits that folk art brings to children. With the help of parents, you can create a mini-museum in a group. Also, parents take part in national holidays every year with great interest, entertainment: autumn, farewell to Maslenitsa, Kalyadka, Easter, etc. Joint events help to establish trust relationships with parents, which has a positive effect on the condition pedagogical process .

Twice a year teachers must carry out monitoring in order to identify the level of change, the level of formation of students’ knowledge about objects of everyday life, folk holidays and traditions, different types of folk and applied arts.

Summarizing what has been said, we can conclude that the educational goal of the program is to introduce children to all types of national art - from architecture to painting, from dance, fairy tales and music to theater. This is precisely the strategy for developing a child’s personal culture as the basis of his love for the Motherland.

We, adults, need to surround our children with love, care, attention, affection, teach them to enjoy life and treat their peers and adults kindly.

Adults lead the child along the path of understanding the world and understanding himself in this world, playing with him, and later creating all the conditions for his independent play.

Tatyana Alekseevna Vikanova, head of MBDOU - kindergarten "Fairy tale" village of Shipunovo, Shipunovsky district, Altai Territory

At the stage of implementation of the Federal State Educational Standard for Preschool Education, teachers creatively comprehend the new content of preschool education, find more effective ways, forms and methods of organization professional activity as a creative process. Educational institution "Fairy tale" works in an innovative mode on the topic “Implementation of the regional component in the educational activities of preschool education” . In the context of the implementation of the Federal State Educational Standard, the teaching staff prioritizes the task of introducing new forms and technologies of work into the educational process; ensuring a high level of methodological support of the educational process; organization of the social, everyday and subject-spatial environment of preschool educational institutions.

Sufficient conditions have been created for the implementation of the regional component, which are currently being brought into line with the Federal State Educational Standard. On the territory of the preschool institution there is a corner of the forest and a corner of the garden, where preschoolers get acquainted with the trees and shrubs of the area in which they live, there is a large number of flowers IMG_6160children who are looked after by pupils. In each age group corners of the Motherland are decorated, which contain illustrative material, postcards, photo albums to familiarize preschoolers with a family, a kindergarten, a village, a region, their symbols, the capital of the Altai Territory - Barnaul, animals and plants of the Altai Territory, where children, in conditions of free access, can replenish and consolidate your knowledge about your small homeland. In isocorners, material collected by children for fine arts. In the corners of the book there are collections of works for children by the Shipunov poetess V.Yu. Zolotoreva, magazines, books about her native land. In addition, the preschool educational institution is equipped "Russian Upper Room" , which presents antique and household items. The music room has an audio library "Dear side" , video library "My little homeland" . In the costume room - several versions of Russian folk costumes. In the methodological room, to help educators, didactic materials, visual aids, illustrations, paintings, samples of mineral resources of the region, region. Conducted thematic check on the topic “Changes in the subject-development space that meet the requirements of the Federal State Educational Standard” shows that the preschool educational institution is working to enrich a safe, multifunctional and rich subject-development space in accordance with the requirements of the Federal State Educational Standard.

It should be noted that an important advantage of a rural kindergarten in the implementation of the regional component is the presence of natural natural conditions, promoting active interaction and enrichment of the child’s emotional world when communicating with living nature - forest, field, river, children learn to listen to the voices of their native nature, smell, admire the pristine beauty. All this takes place in the organization of the educational process. In autumn, teachers and children collect flower seeds, natural material for use in productive activities (cones, stones, dried plants). Kids are not just observers, but family education they are familiar with the difficulties of the work of a grain grower, vegetable grower, livestock breeder, they are participants "adult" life, acquiring a sense of responsibility for the assigned work, caring for nearby pets, assimilating the patterns of the rhythm of rural life, its traditions.

The regional component is the area of ​​the child’s exploration of the world, where his values ​​are shown through the culture and history of his region. In accordance with the Federal State Educational Standard and taking into account the partial program "From my native threshold" (edited by E.V. Zateeva) an educational program has been developed at the preschool educational institution “Where does the Motherland begin?” (hereinafter referred to as OP) on raising children based on the cultural traditions of the Russian-speaking population of the Altai Territory. The EP reveals the development of children in all educational areas: social-communicative, cognitive, physical, speech and artistic-aesthetic. The program is based on the principles of cultural conformity (maximum use of cultural elements of the Russian-speaking population of the Altai Territory is expected in the educational process), natural conformity (the organization of the pedagogical process is implemented in accordance with the laws of nature: its rhythms, cycles - according to folk calendar) ; taking into account "zones of proximal development" baby (ahead of development, but not going beyond age limits "sensitive periods" ) , principle "nationalities" , the principle of cooperation (interaction between an adult and a child as equal partners).

As part of the implementation of the EP, cooperation with the families of pupils and society is formalized by an Agreement and a jointly developed plan for the current year. Social partners in shaping preschoolers’ ideas about their small homeland are educational institutions (school named after A.V. Lunacharsky), institutions additional education (music school named after V.T. Khristenko, children's creativity center, sports school), cultural and public institutions (library, museum, cultural and leisure center "Anniversary" ) ; law enforcement agencies (traffic police,

PROGRAM (1-4)

using the regional component

Explanatory note

This program is compiled on the basis of the mandatory minimum content of primary education in the educational field “The World around us” for students primary classes based on a set of textbooks for the educational system “School 2100” by authors A.A. Vakhrusheva, D.D. Danilova and others.

Working programm compiled using integrated lessons containing a national-regional component.

The basic plan devotes at least

10%-15% of hours for studying the subject “The World around us”.

Number of hours

Class

Total hours per year

Regional component

The presence of a “regional component” in school programs as a necessary component in education; the knowledge acquired in the traditional culture of the region is more than in demand and needed in the future.

The program takes into account the age of students, their general outlook, level of knowledge and skills.

Main goal studying the program are: the formation in students of a single, value-based image of the world as home, their own and common to all people, to all living things.

One of the tasks of the national-regional component of the content of education is to cultivate the moral position of the Russian citizen in relation to his native land: he should not be a consumer or a passive observer, but a guardian and creator of nature and culture, who understands and loves his “small Motherland.”

The program is aimed at developing a caring attitude towards the riches of nature and society, skills of environmentally and morally sound behavior in the natural and social environment.

This goal defines the followingtasks :

Objectives of the first year of study.

Students’ knowledge of their region in the past and present.

Introducing to beauty, cultivating the desire to protect and increase the beauty around you.

Objectives of the second year of study.

Children's awareness of the diversity of connections between living and inanimate nature, between living organisms living in their region.

The need to communicate with native nature.

Careful attitude towards folk heritage.

Objectives of the third and fourth years of study.

Show the similarities due to the general nature of man and historical folk ties.

Summarize children's knowledge about the nature of their region, its influence on human economic activity.

Show the importance of your republic among other regions of the country.

With the introduction of the integrated course “The World Around us” (man, nature, society, history), students’ local history knowledge is enriched, since the material of this course is studied to a large extent on a local history basis.

IN content programs include:

1.Nature as an object of local history activities

natural local history.

study of relief and minerals

climatic conditions

hydrological conditions

study of soils, vegetation and fauna (flora and fauna)

2. Population and economy of the region as an object of local history activities.

regional economy

population of the region

farming

manufacturing enterprises

settlement

3.History of the region as an object of local history activities

historical local history

historical and cultural monuments

4. The art of the region as an object of local history activity; art history of local history.

The objects of local history are nature, population and economy, historical past, art, and culture. All these are objects of different sciences, and, therefore, when studying them, they are used different methods, inherent in the relevant areas of knowledge. All areas of local history activity have a common subject of study - the region. The concept of “edge” is conditional. For children of primary school age, the region is the district, village, republic in which they live.

From the first grade, students receive elementary representation about your family, your region, its nature and the lives of people. The main goal of introducing schoolchildren to their native land is to instill in the child a sense of pride, respect and love for the place where he lives. Such forms of work as the creation of the panel “My Taximo” help to familiarize schoolchildren with their native land; photo reports “Muya Valley”; viewing video materials about the Muisky district; conversations about famous people of the region; creating albums; reading poems, etc.

From the second grade, schoolchildren get acquainted with the uniqueness of their native land - Buryatia, not only with the help of information, but they are also given the opportunity to experience and sympathize. In other words, those methods of familiarization with the native land are used that make it possible to increase the emotional activity of children. These are forms of work such as observing the weather of one’s native land; photo reports “Baikal in different times of the year"; “Sights of Buryatia”, interaction with local history centers;

From the third, students get acquainted with the state symbols of Russia and Buryatia. They get the idea that every republic, country has a coat of arms, a flag, an anthem. They compose stories “My native land”, “How can I help nature”, collect information about their village, create albums with proverbs on local history topics; reading stories and legends, Buryat fairy tales; folders with illustrations “Fauna and flora of the Muya Valley” “Red Book of Buryatia”.

From the fourth grade, children are given information about historical facts, the nature of their region, and industry; about customs; examination of the map of Buryatia and its regions; quizzes (“Know and love your land”); (“Sights of Ulan-Ude.”

Integrated lessons provide an opportunity to study local history material in all its diversity with the involvement of music, literature, painting, which contributes to emotional development the child’s personality and the formation of his creative thinking,

Integration of content allows you to eliminate repetition in different academic subjects, deepen the study of the material without additional time expenditure, and encourage students to apply knowledge in everyday life.

Integration helps relieve tension, overload, and fatigue of students by switching them to various types activities during the lesson. And therefore, when planning, careful determination of the load of various activities of students is required.

For example: an integrated lesson about the environment and fine arts in 2nd grade. The topic of the lesson is “Forests. What is a forest? In this lesson, children get acquainted with the concept of “forest”, identify the characteristic features of a forest, find the differences between forests in our country and their native land, prove the relationship of plants and animals in the forest zone, and learn to draw a forest landscape from an idea.

Integrated lesson of the surrounding world and labor training. 2nd grade. Lesson topic: Animal world. Remember in class distinctive features fish, birds, insects, learn to distinguish between groups of animals, and make one type of animal at a time using the origami technique.

When studying the section “Nature of our region”, exceptionally favorable conditions are created for the formation in students of citizenship and qualities, such as respect for nature, love for the Motherland, patriotism, and a sense of pride in their Motherland. Here it is appropriate to recall the words of M.I. Kalinina: “We all talk a lot about the education of patriotism. But this education begins with an in-depth knowledge of one’s homeland.”

In the lessons of the surrounding world, work on the protection of nature is carried out using the example of the Buryat people, for whom water was a sacred thing: it was considered a great sin to settle near the source of the springs, litter them with sewage, draw water with dirty dishes, and wash clothes in the river. The custom of worshiping fire was widespread. In this regard, certain rules for handling fire were developed: you cannot spit on the fire, throw garbage into it, you cannot pick at the fire with sharp objects, you cannot play or play pranks with fire, you cannot throw logs into the fire in a big way... This fosters not only a respectful attitude to fire, but also caution and thrift in handling it. And students' knowledge folk customs on nature conservation helps them develop a responsible attitude towards nature.

In integrated lessons " the world and fine arts”, “the world around us and labor training” on the topic: “Our Land”, the children get acquainted with folk arts and crafts, various patterns decorating clothes, the interior decoration of the yurt, horse equipment, and production tools. With the help of multimedia, children get acquainted with the creativity of Buryat masters, national clothes, works of art.

I am convinced that students’ knowledge of the customs and traditions of the Buryat people will help them respect the culture and traditions of other peoples.

Use of educational technologiesplot-wise – role-playing and role playing games helps children learn and understand better educational material from different positions.

Roles in the plot of games provide for the educational effect of joint actions. Actions, in turn, are the basis of initial knowledge.

The games are based on modeling the social content of local history activities. Children stage the conditions of an imaginary situation, and the participants play certain roles from real life. The success of the game depends on preliminary preparation.

For example, the guys try themselves as guides. Guests of the village are introduced to their native land. You can offer children or they themselves can suggest the following topics:

Absentee travel around the native land.

Sights of the village of Taksimo

What does our region give to the Motherland?

Why do you need to come to our region?

After studying the section “Native Land - Part of a Big Country,” children write mini-essays about their small homeland, using local material about the pioneers of the BAM (viewDVD)

From the perspective health-saving approach the program takes into account the structure of the lesson taking into account the dynamics of students’ performance, the rationality of using TSO, the rationality of organizing students’ physical activity(physical exercises, dynamic changes )

From the perspective competency-based approach This program contributes to the formation of key competencies in students, i.e.

mastering the basics of learning skills;

ability to organize one’s own activities;

readiness to act independently and be responsible for one’s actions to family and society;

goodwill, the ability to listen and hear the interlocutor, justify one’s position, express one’s opinion;

following the rules of a healthy and safe lifestyle for yourself and others.

Basic requirements for knowledge and skills by the end of the program:

By the end of 4th grade, students shouldknow :

The position of Russia and its region on the map;

Features of the nature of the region; surface, critical minerals, water bodies, natural communities; use and protection of the region's nature

Rules of behavior in nature

Students must be able to:

Distinguish between the most important minerals of your native land; plants and animals that are most characteristic of the meadows and reservoirs of their region;

Formulate and practically implement rules of behavior in nature;

Forms of organization of cognitive activity: individual, collective, group.

Teaching methods: h astically – search, reproductive, observation, comparison, explanatory-motivating, problematic, visual-illustrative, instructive-practical.

Approximate thematic planning

1 class

Subject

Goals and objectives

Knowledge about the world around us

Integration

General concepts

Practical activities

Your family and your friends

Who am I at school and who am I in the family?

Explain to the children the role of family in a person’s life, mutual assistance among family members. Cultivate a kind attitude towards all family members.

What is a family, family members and the responsibilities of each of them. Class-team. Rules of conduct at school and at home.What is communication and what is its role in human life.

Work. Application.

« Gift for mom»,

ISO

drawing on the theme “My family”

Work, rest in the family.Your family and its composition. Mutual aid

in family. The role of each member in the family, the “professions” of family members. Your help to the family. What qualities should a family have?The team, the responsibilities of team members, the conditions for friendly and successful work.

Acting out and analyzing situations from family and school life

What surrounds us

The village in which we live.

My village, my region, my country.

Give the concept of a large and small homeland; show the relationship between city and village residents. Fostering love for one's native land.

Our village is part of a big country. The place of our region on the map and globe, the most important cities of the republic and country, the names of villages and hamlets of the region.

Work. ISO.

"My village"

preparation of collective work.

Big and small homeland, map and globe, capitals and countries, home address of the student, native land, attractions.Your yard. Residential area: houses, streets, parks. Mutual assistance between people of different professions is the basis of city life.

Watching a fragment of the video film “Muysky District” Group work.

Compiling the panel “My Taximo”

Living inhabitants of the planet

Our helpers are pets and cultivated plants

Introduce domestic animals and their role in the human economy. Introduce the diversity of cultivated plants in your area

Pets, caring for them, benefits for humans. Cultivated plants and their characteristics

Work. Origami. "Animals"

ISO

drawing from life vegetables of our region.

Taking care of pets. Garden, vegetable and field plants are human breadwinners. Fruits and vegetables.

Collective compilation of panels

"Our little brothers"

2nd grade

Subject

Goals and objectives

Integration

General concepts

Practical activities

Section 1. Earth and sun.

Weather and climate

Introduce the terms “weather”, “temperature”, “cloudiness”, “meteorology”, “weather phenomena”. Develop the ability to independently observe the weather of your native land.

Drawing

on the topic: “It’s raining” (based on observations).

Weather is the state of the atmosphere at a certain time in a certain place. Temperature, wind force, cloudiness, precipitation, meteorology, weather phenomena (fog, ice, blizzard, storm, thunderstorm). Choosing clothes for travel.

Observing the weather of your native village. Watching the film "Autumn Colors of Taximo". Write a poem or riddle about weather phenomena.

Section 2. What is shown on the globe and on the map

Rivers and lakes

native land.

Introduce us to the diversity of reservoirs in our region; reveal the significance of reservoirs in nature and human life, show the need and methods of protection.

Work.

Origami. A glass.

ISO.

Drawing on the theme: “By the lake”

Water in nature. Reservoirs, their use by humans, protection. Treatment facilities, ecology. Lake Barancheevskoye, Lake Ulto, Vitim and Muya rivers. Large rivers of Buryatia.

Watch the video “Valley of Unsolved Beauty”, photo report “Baikal in different seasons”.

Compiling a story “Why should we save water?”

Section 3. Diversity of the earth

Forests. What is "forest"

To introduce the concept of “forest”, to show the differences between forests on the territory of our country, our native land. To form ideas about the diversity of plants and animals of their native land.

Work. Origami. Birds.

ISO.

Drawing from the “Forest Landscape” idea

Features of the forest zone are taiga, mixed, broad-leaved, coniferous forests. Trees, bushes, grass, insects, birds, animals. Cultivated and wild plants

Select material about the plants and animals of your region..

Section 4. Parts of the world

Nature and attractions

of the region

Introduce you to the nature of your native land... to the sights of Buryatia.

Work. Folding book on the theme “The most interesting corners of our area”

Nature of Russia, sights of the capital - Ulan-Ude, peoples inhabiting Russia, their numbers

Photo report “Sights of Buryatia”. Collection of material on the topic “Attractions of the village of Taksimo”

3rd grade

Subject

Goals and objectives

Integration

General concepts

Practical activities

Section 1: Inhabitants of the Earth. Topic 3. Ecological system.

Soil is the most important part of the ecosystem Soil of the native land

To form an idea of ​​the diversity of soils; introduce the soils of the region; justify the need and reveal ways to protect soils.

Work.

Production of the collection “Types of soils”

Chernozem, podzolic soils, cycle of substances, humus, fertility

Conducting an experiment with soil

Topic 4: Living participants in the cycle of substances

How can we live in friendship with nature? Protection of Nature.

Expand your understanding of the harm that humans cause to nature. Study the rules of behavior in nature using the example of the Buryat people.

Reading. Essay “How can I help nature”

ISO. Drawing environmental signs

Ecology, rules of behavior in the forest, reserve, Red Book. Medicinal plants, rare plants.

Essay “How can I help nature”

Drawing up rules of conduct in the forest

Section 2: My Fatherland. Topic 1. Your family and your homeland.

Our region

Expand your understanding of your region, determine its position on the physical map of Russia, introduce you to the map of the republic,

Reading. Compiling the story “My native land”

Map of the republic, region, Motherland, small homeland, Buryatia,

Watch the video “Muysky District: New Day”. Looking at the map of Buryatia. Visit the museum, collect information about your village.

Topic 6. Modern Russia

Peoples of Russia. Buryats.

To introduce the two meanings of the term “people”, the diversity of cultures and customs of the peoples inhabiting Russia. Formation of respectful attitude towards different cultures and customs.

Music

Music of my people (Buryat, Russian), anthem of Russia, Buryatia.

People. Big and small homeland, symbols of Russia, Buryatia, flag, coat of arms, anthem, president. Languages ​​and customs of the peoples of Russia. Holidays: Sagaalgan, Surkharban, Altargana.

Learning songs, hymns.

4th grade

Subject

Goals and objectives

Skills

Integration

General concepts

Practical

activity

Part 1. Man and nature

Man-made life.

In the service of man

Introduce methods for breeding varieties of cultivated plants and breeds of domestic animals. To introduce the peculiarities of crop production and livestock farming in the region in comparison with other regions of the republic.

Be able to distinguish between the branches of animal husbandry and crop production, explain the need for careful treatment of living organisms.

Work.

Thread applique “Pets”

Variety, breed. Agriculture. Floriculture, vegetable growing. Pig breeding, horse breeding, poultry farming, cattle breeding.

Presentation

"A horse in the life of a Buryat"

Essay about a pet.

Rocks and mineralsMetals

Develop an understanding of the properties of rocks, minerals and metals and how people use them. Show need

and ways to protect underground wealth.

Be able to distinguish the minerals of your region based on their characteristics.

Work. Making a bouquet from aluminum wire.

Reading.

Riddles and tales about minerals

Granite, jade, peat, coal, oil, iron ore, natural gas.

Watch the video “Muysky District”. Photo report “Items of folk and applied art.”

Part 2. Man and humanity. Topic 3. Man and the past of humanity.

History of the origin of the Buryats.

To introduce the history of the origin of the Buryats, expand the understanding of the customs and traditions of the Buryat people.

Be able to show on a map the border, the capital of the Republic of Buryatia, know the peculiarities of life and everyday life of the Buryats.

Work. Working with paper. Making a yurt.

Asia, tribes, Buryat-Mongols, Munko-Sardyk mountains, Burin Khan

Photo report “Why is the yurt round?”

Races and peoples

How to live in the world of people

To acquaint students with the fact that one humanity consists of people of different races and different nationalities (peoples)

To promote tolerant and respectful attitudes towards people of different races and nationalities,

Be able to distinguish a person's nationality from his race; explain what actions of people are contrary to human rights: they infringe on the rights of people of a particular race or nationality

ISO. Decorative drawing “Buryat national costume”

“Race”, “people”, “nationality”, residents of Buryatia: Buryats, Russians, Evenks and others.

Playing out the situation to meet guys from other countries.

Photo report “Buryat national costume”

Regional component in preschool educational institutions

Preschool age - favorable period for potential opportunities for the development of higher moral and patriotic feelings. Federal state standards consider accounting for the regional component as necessary condition variability of preschool education. The basis for instilling civic feelings in preschoolers is the children’s accumulation of social experience of life in their Fatherland. We, preschool teachers, are entrusted with a great mission - to educate the younger generation as patriots of their Motherland, to teach them to love their country and be proud of it. And, first of all, it is necessary to give children an understanding that a great country begins with a small Motherland - from the place where you were born and live. If a child knows the history of his city, is interested in how he lives now and wants to become part of the events taking place in it, then he will grow up to be a true patriot not only of his small Motherland, but also of a large, great country called Russia.

Modern requirements for the organization of the educational process in a preschool educational institution, taking into account regional characteristics, necessitate the creation of preschool teachers educational institutions additional educational programs that help teachers and parents carry out the moral and patriotic development of preschoolers.

Spiritual and moral education in our kindergarten is implemented within the educational field "cognitive development", taking into account national and cultural conditions, the multinational composition of the population and the specifics of the geographical location of the Mordovian region, aimed at educating children in citizenship, patriotism, forming the foundations of local history, ideas about the cultural, historical, national, geographical and natural features of their native land, with the active involvement of children V different kinds activities and involving parents in cooperation.

The leading idea in this area is the understanding that the historical, cultural, natural and ecological originality of the hometown is a huge wealth that every child needs to learn how to properly manage, master it so as not to exchange it for trifles, but to preserve and increase it, embodying it in the treasure of your inner world, your personality in further creative creation.

The goal is to implement an integrated approach to the development of cognitive activity and integrative qualities of preschool children in the process of familiarization with nature, culture and traditions of their native land.

This involves solving a whole range of problems: educational, developmental, educational.

1. Development of cognitive and creative activity skills in preschoolers; 2. Develop interest and a positive attitude towards studying the history of their native land. Bring children to understand that the history of the region is inextricably linked with the history of Russia.3. To form general ideas about the uniqueness of the nature of Mordovia, fostering a positive emotional-value and caring attitude towards it;4. To form a tolerant attitude towards people of different nationalities through acquaintance with their culture, traditions, and customs.5. Develop the skills of hard work, respect for work, and the formation of a caring attitude towards the results of work.

Such an approach allows not only to form in the child a certain stock of ideas about his hometown, but also makes it possible to feel like a citizen, a participant in the events taking place in it, to lay the foundation for the development of self-awareness of a growing person as a Russian, an individual with an active life position, feeling a sense of responsibility and pride in your city and its inhabitants.

The basis for instilling spiritual and moral principles in preschoolers is a number of principles that ensure the construction of the educational process taking into account the specific social and natural characteristics of the region. Wherein "immersion" Incorporation of children into local history material occurs gradually, from what is close and understandable to children, to what is distant: from family to city and further to the region, country. Simultaneously "immersion" into the history of your city, to the origins of its origins. Thus, children gradually develop a holistic picture of the world around them.

The implementation of the principle of integration ensures the interpenetration of all components of the educational space: development and self-development, natural and social spheres, children's and adult subcultures, tasks educational areas in accordance with the capabilities and characteristics of the pupils;

Forms and methods of working with children that ensure the implementation of local history content implemented in the main components of educational activities.

The main form of accumulation and registration childhood experience is the educational situation. It allows you to immerse children in material with which they need to be introduced and formulate their own social experience, using a set of methods and techniques.

The most significant form of expanding children’s ideas about their hometown are excursions and targeted walks. Excursion objects are memorable places and attractions, social and natural objects of the immediate environment.

An inexhaustible source of information is the local history museum. A museum is a place where children have the opportunity to touch the living history of the city, the real life of its indigenous inhabitants, feel the grandeur of the events taking place in it, and experience aesthetic pleasure from the creativity of folk craftsmen and masters of their craft.

The information richness of the educational space surrounding the child is of great importance for the full implementation of the national-regional component. Since younger age, in groups, corners of local history are drawn up and materials are selected to familiarize children with their hometown, Mordovia and their home country. But the mini-museum has the greatest value: "Motherland". Everyone takes part in its creation: kindergarten staff, parents, children, which helps strengthen integrative ties and create an adult-child community focused on achieving common goals.

In order for the acquired knowledge about their hometown to become personally significant for children, an opportunity is provided to reflect their accumulated social experience: in games that introduce children to their hometown.

In addition, the program provides for mandatory registration of children's products. research activities: models, homemade books, wall newspapers, exhibitions of creative works, activities for the improvement of the city, our kindergarten, and nature conservation. Children take part in various events and competitions. We actively cooperate with the children's library and participate in exhibitions of children's drawings.

An important aspect is interaction with the family, which is based on the understanding that parents are full participants in the educational process. The family takes a leading place in patriotic education, because it begins the process of personality formation, nurturing love for one’s family and friends, home, kindergarten, love for one’s native city, native nature. The family is the source and link of transmission of socio-historical experience to the child.

Therefore, the formation of an active position and conscious participation in the lives of their children by parents through the organization of common affairs, projects, events, participation in educational and entertainment activities of the group and kindergarten is brought to the fore. These are joint excursions, competitions, joint adult and children's projects to create photo collages and exhibitions. The main value of the proposed forms is the involvement of parents in the educational space and the opportunity to demonstrate by their own example the active position of a citizen of their city.

What are the results of our work? Of course, this is children’s knowledge and ideas about the history of the city, about famous fellow countrymen, and about sights. But the main thing is the genuine, active interest of children in their hometown, the desire to make it even better and more beautiful with their deeds and actions.

When starting work on the regional component, the teacher himself must know the cultural, historical, natural, ethnographic features of the region where he lives, and most importantly, the teacher must be a patriot of his Motherland

Cultivating love for your homeland, your city, your region is a difficult, long-term process; it should be carried out unobtrusively and constantly, from early childhood. Another great teacher and humanist V. A. Sukhomlinsky wrote that “childhood memories are imprinted in the consciousness of every person for the rest of his life, vivid pictures and images perceived in childhood are forever preserved.” We wanted our students’ childhood impressions to become the sources of love for their hometown, the region and the people living in it, the sources of patriotic feelings.