Lesson summary for the training course “Sociocultural Origins” with presentation, 1st grade. Image of the Motherland
Lesson for 1st grade students on the educational course “Sociocultural Origins” on the topic “Image of the Motherland”
Author: Vanyuta Tamara Savelyevna, primary school teacher, highest category, MBOU Saranpaul Secondary School, Branch Shchekuryinskaya Primary School with a kindergarten group Lesson topic: “Image of the Motherland” . Goals: to expand students’ understanding of the concepts of “Motherland”, “Small Motherland”; develop educational interest in the history of your homeland; systematize students’ knowledge about their native land; increase children's level of patriotic and civic responsibility; to cultivate patriotic feelings, feelings of love for one’s Motherland, one’s land, one’s people, a sense of personal responsibility for the Fatherland. Objectives: talk about the state symbols of Russia, generalize the concept of “Motherland”; to cultivate an emotional and patriotic attitude towards the symbols of Russia, a feeling of love for the Fatherland and pride in it; develop cognitive interest and respect for the symbols of Russia; to cultivate patriotism, love for the Motherland, love for the native land, the traditions of one’s people; develop logical thinking, imaginative imagination, speech, creative activity. Equipment: multimedia screen, projector, laptop, sample pattern for each child, signal cards for reflection.
Lesson progress
1. Organizational moment. - Hello guys! We continue to study the training course “Sociocultural Origins”. Today in the lesson you will learn a lot of useful and interesting information. But what is the topic of today’s lesson you must guess for yourself. 2. Updating new knowledge. Stage 1. Russia is our Motherland. - To answer the question: “What is the topic of today’s lesson?” Guess the rebus. Slide 1. Solving the puzzle: P1A (answer: Motherland).
- You guessed it.
What is the topic of our lesson today? (Motherland.) - Do you have a Motherland? (Every person has a homeland). — What is the name of our Motherland? (Russia). — What does the word “Russia” mean to you? (Russia is our Motherland) Slide 2: Lesson topic: “Image of the Motherland.” Slide 3. Map of Russia.
— Our state is called the Russian Federation.
“Federation” is an association of many republics, territories and regions. Our Motherland, our fatherland is Mother Russia. We call it Fatherland because our fathers and grandfathers lived from time immemorial. We call it Motherland because we were born here, everything around is dear to us. And mother - because it fed, raised, taught language and how a mother protects and takes care of us. - This is what Russia is like - Rus', wide and great! — What do you think is the population of our country? The population of Russia is more than 150 million people. All people living in our country can be called Russians. But their nationalities are different. Russia is a multinational state. More than 100 nationalities and nationalities live in it. Slide 4. President of Russia (a portrait of V.V. Putin is projected on the screen).
— The head of our state is the President - Vladimir Vladimirovich Putin, who is elected by citizens to lead the country.
Slide 5. State symbols of Russia (the coat of arms and flag of the Russian Federation are projected on the screen).
— What Russian state symbols do you know?
— State symbols of any country include: the State Emblem, the State Flag and the State Anthem Slide 5. The coat of arms of Russia.
The majestic Russia has a double-headed eagle on its coat of arms, so that He could immediately look west to east.
He is strong, wise and proud. He is the free spirit of Russia Slide 5. Russian flag.
— The Russian flag owes its birth to the Russian fleet.
It is from maritime flags that many state flags originate. Some researchers believe that the flag consisted of four parts. A blue cross divided the panel vertically and horizontally, and white and red colors were arranged in a checkerboard pattern. There was a red border along the edges of the cloth. In November 1990, the commission, which was to develop a draft of a new flag of the RSFSR, proposed restoring the historical Russian flag - a white-blue-red banner. Slide 6. Russian anthem (the Russian anthem is projected on the screen).
— What does the word national anthem mean?
(“Anthem” is a word of Greek origin, it means “a solemn, laudatory song.” The anthem has great significance for its people, both in the past and in the present) The Russian anthem plays. The children listen carefully. Music by A. Alexandrov Words by S. Mikhalkov. — Guys, where do they usually play the Russian anthem? (when athletes take prizes, when the president congratulates on the New Year). “The anthem says that our forests and fields “stretch from the southern seas to the polar edge.” Why do they say this? (teacher points on the map) (Because our Motherland is rich in its vast and boundless expanses). “There is no country in the world comparable to ours in size, diversity of nature and the multitude of peoples inhabiting it. Stage 2. Our small Motherland. — What is a small Motherland? (This is where you were born: village, town.) - From childhood, every person first of all remembers the image of his village, village, river, road, nearby forest and field or city street - everything that surrounds him from the first days life. -Where were you born? In which village? (Saranpaul village). Slide 7. Map of Khanty-Mansi Autonomous Okrug - Yugra.
Saranpaul village (a map of Khanty-Mansi Autonomous Okrug-Yugra is projected on the screen). The teacher shows the village of Saranpaul on the map of Khany-Mansiysk Autonomous District.
env. - Yugra. Tells about the history of the village of Saranpaul, its location. Saranpaul is located in the north of the Khanty-Mansiysk Autonomous Okrug-Ugra on the right bank of the Lyapin River in its upper reaches. About 4 thousand people of different nationalities live in the Saranpaul settlement - Russians, Komi, Khanty, Nenets, Mansi, Tatars, Ukrainians, Belarusians. The surrounding nature is the northern taiga. In the west are the mountains of the Subpolar and Northern Urals. Saranpaul is directly located on the plain - the West Siberian Lowland. Woody vegetation: cedar pine, pine, birch, spruce, fir, rowan, alder, willow, larch. Shrubs: rose hips, thal. Animals: elk, reindeer, wolf, brown bear, sable, mink, squirrel, muskrat, otter, ermine, voles. Birds: whooper swan, ducks, wood grouse, black grouse, hazel grouse, white-tailed eagle, Siberian crane, gray crane, nutcracker, chickadee, wagtail. Fish: cheese, taimen, perch, pike, burbot, chebak, nelma, grayling. Minerals: peat, brown coal, quartz crystal, ornamental stones. The name translates as “Zyryan village”. Let us turn to the poems of the Mansi poet Yuvan Shestalov. Slide 8. Portrait.
Biography of Yu.N. Shestalov (a portrait of Yu.N. Shestalov is projected on the screen). Yuvan Nikolaevich Shestalov was born on June 22, 1937 in the village of Kamratka, Berezovsky district, Khanty-Mansiysk Autonomous Okrug.
He grew up in the family of a Mansi collective farmer. He studied at the Faculty of Northern Peoples in the city of Leningrad, Pedagogical Institute named after. A.I. Herzen, graduated from the Tyumen Pedagogical Institute in 1965. Worked in the editorial offices of newspapers, radio and TV districts. He was awarded the Order of Friendship of Peoples in 1984 and the Red Banner of Labor in 1987. Honorary citizen of the Khanty-Mansiysk Autonomous Okrug, Laureate of the State Prize of the RSFSR named after. AM Gorky in 1981, Honored Cultural Worker of the District since 1997, member of the Union of Writers of Russia since 1962. But, unfortunately, he left us early on November 5, 2011. Reading poems by students. 1 reader. Hello, dear Mansi region, With resinous taiga, With young fatherly strength, With motherly kindness! The aspen tree waves at me, the water smiles. I hear the swan babble: Hello, dear land! 2 reader. Look, friend, at my native land, Her lands have long been generous. She spread out her space like a tablecloth, and placed gifts on the tablecloth. The taiga is noisy, green as the sea, a beast - like a fish in a fur coat! And in the rivers that shine, arguing with the sky, sturgeons walk, proud as schooners, and nelmas - like silver moons. Slide 9. Story about the village of Saranpaul.
Historical information. The famous researcher Alexander Alexandrovich Dunin-Gorkavich, outstanding scientists Lyubomir Nikolaevich Zherebtsov, Nina Aleksandrovna Liskevich, the famous Saranpaul local historian Roman Germagenovich Semyashkin argued that “... In the area of the Lyapin River, the first Izhemsk family appeared in 1842, founding the village of Saranpaul.
According to folk legends, this resettlement was associated with the death of deer in the upper reaches of the Halmer-Yu and Naroda-Yu rivers. From that time on, one or two families (sometimes more) arrived in Lyapin almost every year, until an independent village was formed, called Saranpaul. The people were very happy with their place of residence: there was a lot of fish, the forests were rich in both animals and berries. They went hunting and fishing. They began to breed domestic animals, which were imported along the Sibiryakovsky tract. In the forests, places were cleared for fields and vegetable gardens. They planted potatoes, sowed rye and barley. They reaped good harvests. Stage 3. Traditional crafts of the Mansi people: fishing, hunting, reindeer herding, collecting wild plants. The main traditional crafts of the Mansi, Khanty, Nenets, and Komi peoples living in our village are fishing, hunting, reindeer herding, and collecting wild plants. Slide 10. Fishing. Fishing is the main type of fishing in our area. The population engages in fishing both in winter and summer. And what kind of fish lives in our Lyapin river, you must determine from the pictures on the slide. Slide 11.
- Now let's play!
I show a picture of a fish, and you say its name. Slide 12. Hunting.
Hunting is also the main type of national trade of the Mansi.
In order for people to hunt legally, national communities are organized in our village. Hunting is a traditional activity of our people. Slide 13. Reindeer husbandry.
Reindeer husbandry is important for the village.
Reindeer husbandry is practiced by the Mansi, Nenets, and Komi. Each of you has relatives who go to reindeer herds. This is very hard, painstaking work. Not everyone will be able to withstand the loads of a reindeer herder. In frosty weather, gather herds, sleep for several days in the cold, drive away wolves, drive herds from winter pasture to summer pasture and back (mowing), repair and make sleds, set up tents. The reindeer herder has a lot of work to do. Photo from mowing. Stage 4. Traditional crafts of the Mansi people. Traditional national crafts play an important role in the life of Mansi. As a rule, everything made by local craftsmen is made from natural materials. From the same cedar, using its root, craftsmen weave baskets (roots), household items, carve dishes, various boxes, boxes. Birch bark is used to make utensils, dishes, spoons, boxes and even some furniture. The Mansi make a lot of products for their household from clay. In conditions of a long snowy winter and the proximity of many rivers, it is impossible to do without special transport and means of transportation. Since ancient times, and in some places even today, the Mansi have used boats made of logs, skis, sleds, snowshoes, as well as dog and reindeer sleds. Slide 14. WORKING WITH FUR
(Additional information).
Working with fur, starting with dressing skins, is entirely a female occupation. Folk crafts made from fur among the Khanty, Mansi and Komi include clothing and shoes, sacks and bags. Among the features of fur products are hand-dressing of hides, tanning with organic compounds, cutting without patterns, hand stitching with sinew threads, and decoration techniques. Main decorative finishes: contrasting stripes, ornamental inserts made using the fur mosaic technique using a ribbon-type ornament with synonymy of the background and pattern. Currently, the most common traditional clothing is made from deer fur, from which fur coats, malitsa, parkas, geese, shoes, and bonnets are sewn. Fur bags and bags are widespread, traditionally used for storing handicrafts and clothing. Slide 15. BONE CARVING. (Additional Information)
.
Bone processing is a traditional occupation of the indigenous population of Ugra. In the XIX - XX centuries. Mainly items of a household nature were made from bone: arrowheads, archer's shields, gunpowder measures, spindle whorls, thread fasteners, needles and piercings, parts of deer harness, smoking pipes, knife handles, handles for birch bark vessels, dies, and also linings and buckles for men's belts. Currently, the tradition of making carved bone plates and buckles for men's belts and parts of reindeer harness is preserved. Slide 16. WOOD CARVING. (Additional Information).
Artistic woodworking is one of the most widespread folk crafts.
And at present, the Khanty, Mansi, and Komi make from wood some types of household dishes, utensils, models of traditional vehicles, dwellings and outbuildings, toys, and musical instruments. The wood used is birch, cedar, larch, and aspen. Slide 17. WORKING WITH BIRCH BARK. (Additional Information).
Without items that serve as storage and containers, housekeeping is impossible.
Each nation has its own set of such items. Among the Khanty and Mansi, it includes a large number of birch bark utensils of various shapes, sizes and purposes: from miniature salt shakers to large backpack bodies. Slide 18. WORKING WITH FABRIC. (Additional Information).
Fabric is one of the most popular materials for folk art.
Traditionally, techniques such as appliqué and patchwork (mosaic) are developed on the territory of Ugra. The Khanty and Mansi decorate clothes and utensils made of fabric and fur with applique patterns, sewing patterns cut out of fabric with small stitches using a hidden seam. The most common type of applique is sewn stripes with teeth. Dolls (akan, paki) are made from scraps of colored fabric. Slide 19. WORKING WITH BEADS (Additional information).
Beads, beaded jewelry and beaded objects are an integral part of the traditional culture of the Khanty and Mansi.
Currently, many new items made and decorated with beads have appeared - these are hair clips, wallets, handbags, rings, etc. Slide 20. WORKING WITH CLAY. (Additional Information).
Clay belongs to the category of the most accessible natural materials.
Archaeological research indicates that in the past, ceramic production was widely developed on the territory of modern Ugra. Various vessels, molds for smelting metal products, small sculptures, spindle whorls, and sinkers were made from clay. But already for the 17th century. such items are rare. Only the tradition of making clay sinkers has been preserved everywhere. To date, this type of craft is considered lost. Slide 21. WEAVING FROM CEDAR ROOTS AND GRASS. (Additional Information).
Soaked cedar root, characterized by high plasticity and strength, used to be one of the most popular materials in everyday life among the Khanty and Mansi.
Currently, the tradition of making boxes woven from roots, the so-called root bags, as well as mats is preserved. Mats were used to cover floors and walls. Stage 5. Practical work. Slide 22-25
- Today in the lesson we will learn how to draw a Mansi pattern.
Look at the screen, how many different Mansi patterns are shown, and they all have names, and each pattern has its own shape. Read the names of the patterns, pay attention to what the shapes of the patterns look like. Where do you think people got these names and forms from? (The names and shapes of the patterns are related to nature). — On your desks you have a piece of paper with a drawn pattern. Find this pattern on the screen. What is the name of the pattern? (“Sovr pal” - “Hare ears”). Let's try to trace the pattern point by point, and then draw the pattern yourself. - Who did it? -What does the pattern consist of? (From geometric shapes: from squares and rectangles). — In what subject did you study geometric shapes: square, rectangle, triangle? (In mathematics). - What conclusion can we draw? (Mansi patterns are associated with mathematics). — We made two conclusions: Mansi patterns are associated with mathematics, the names and shapes of the patterns are associated with nature. — Yes, national traditional crafts are connected with the nature of our region. But not only traditional crafts are associated with nature, Mansi folklore is associated with nature: fairy tales, legends, customs, traditions, songs, riddles, proverbs, etc. Yuvan Shestalov wrote wonderful poems about Misne (the forest fairy), he knew Mansi well customs and ancient legends. The forest sleeps, breathing easily, I know Misne, a kind soul, a woman of the forest, lives in it. Slender branches walk, Somewhere in the snowy distance, The fur coat is embroidered on it with Bird tracks. The beads sparkle with fire, covered in radiant sparkles. This is how the frost on the birch trees shines on a clear day. Let there be no sun, no rays, An evil blizzard howls. And from Misne’s eyes the caress of May flows. Everything will warm this gaze, Everything will melt the blue. Coldness of the heart, ice of lakes, frost of old strands. If it hurts from insults, Misne worries, “Tyupyn, Tyupyn,” says, “Dear, dear,” that is. - But to test your ingenuity, I suggest you guess Mansi riddles: It’s like a triangle standing in the tundra, Smoke trembles in the sky above it. In the summer heat and cold He always serves people. Chum.
At night he sleeps very lightly, guards the herd of deer, drives away wolves and helps in the hunt.
Dog.
He walks on moss and grass, carries the forest on his head, defends himself with horns, and saves himself from enemies.
Deer.
At night she flies and hunts for tasty mice.
During the day he sits on a mound and sleeps with his eyes closed. Polar owl.
Who, in a cruel snowstorm, digs a hole in the snow, buries himself in a snowball, and escapes the cold?
Partridge.
It is soft, but not fluffy, Green, but not grass.
Moss.
The deer runs away from them - and they don’t lag behind.
Sled.
It flies from the sky and dances.
Everything that is in the tundra is hidden. And if he ends up in a tent, he cries. Snow.
The joy of the shepherd of the reindeer herder on four sticks stands, it will dry out - he will run after his mother.
Newborn deer. 3. The outcome of the lesson (reflection and assessment). - What was the topic of the lesson today?
- Tell us, what did you learn new in the lesson? - What did you like the most in the lesson? - What did you learn in the lesson? - Today you worked very well in the lesson. Correctly completed tasks. Actively worked. Well done! - You have three sun on your desks: the first sun rejoices, the second is just in a good mood, and the third cries. Now each of you give your own assessment for work in the lesson. To evaluate your work, select one sun and show the whole class. - Did you like the lesson? Presentation on the topic: the image of the Motherland
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Features of building a lesson using the “Origins” program
“Features of constructing a lesson according to the “Origins” program
Main goal of the course
“Origins” is the development of students’ spirituality, introducing them to the origins of universal human values, as a result of which the socio-cultural basis of the individual, the basis of self-determination and self-affirmation is formed.
The world of spiritual values of an individual is the result of the active activity of the child himself. Values are developed only independently. The teacher’s task is to create conditions for the assignment of values, to organize the activities of students in such a way as to ensure their high cognitive activity and effective communication with each other. Special efforts are required so that the process of mastering sociocultural experience is not spontaneous, but systemic and deep.
Joining in class.
It is very important to create a favorable psychological environment in the classroom that will set students up for friendly communication, sincere, open conversation, and interaction leading to mutual enrichment. It is necessary to express your feelings to the children, in which there will be a mood for joyful, effective joint work and creativity. Children need to feel that the teacher believes in their abilities and capabilities. It is very important to address the child by name, this helps the teacher connect with the students.
Connection is also facilitated by the subject-spatial environment and the location of students during classes. It is important to develop a sense of “We” with them.
Active forms of learning (trainings).
Training is an important part of the lesson. They are arranged into a complete system. Each subsequent training logically follows from the previous one, consolidates and develops the achieved level. Training is a step, a step in gaining experience through your own efforts.
The implementation of the training system will allow students to:
- Master the basic concepts of the course, incorporate them into the system of your life experience;
- Master the grammar of communication, experience the joy of joint success;
- Learn to manage your activities.
The trainings are developed in accordance with the thematic planning of the “Origins” course. Some of the trainings were developed based on tasks from the workbook.
During the school year, students gradually master various active forms - varieties of the resource circle, working in pairs, threes, fours. In each training, a clear algorithm of actions will help you understand the results of each step and achieve the planned result. This is especially important at the initial stage of work.
The training is divided into stages:
- preparatory;
b) main (individually, in pairs, in group);
c) reflection.
The preparatory stage of the training is necessary to create an atmosphere of trust, mutual respect, and also to motivate students for the upcoming work. The teacher can use various means of influencing the psychological climate: musical accompaniment, interior design, signs of attention, and so on. It is important that it be new, unusual, and meaningful for students. It is important to express hope for success. At this stage, the teacher is more active. The work is built in the form of conversation and dialogue. The teacher’s speech should contain visual, auditory, and kinesthetic phrases, which will allow for mutual understanding and arouse interest in the topic.
Main stage. The activity is transferred to the students. The role of the teacher is to guide. The teacher observes the students’ independent work, analyzes the successes and failures in the children’s communication, must come to the rescue in time, lead to a compromise, mutual concession, calling for a joint search for a way out of the situation. Operating time is no more than 15-20 minutes.
Resource circle (type of training).
Resource circle stages:
- Preparatory stage.
The teacher and students sit in a circle. The teacher joins and prepares for the upcoming work through an introductory word. All attention is focused on the speaker.
- Main stage (dialogue in a circle).
The teacher always starts the dialogue in the circle.
1st circle - the teacher asks everyone to name the image they saw, starting the phrase with the words: “I see...”.
2nd circle – the teacher complements the answers and offers to connect images with sounds, listen to the sounds, starting a sentence with the words “I hear...”.
Circle 3 - it begins with the words “I feel...”, children talk about their sensations and smells.
But sometimes the dialogue takes place only in one circle. It is advisable to conduct such training in the final part of the lesson.
- Reflection.
- What did you like?
—What is more difficult to see, hear or feel?
— What interfered with communication?
— Who and for what would you like to thank?
— What do you see as the significance of the conversation?
In the resource circle, it is necessary to provide every student with an opportunity to speak. It is carried out both at the beginning of the lesson in order to update the existing knowledge and experience of students, and in its final part, so that the perceived and meaningful information is felt by the students, and they become motivated to use it. Working in a resource circle requires the teacher to be able to conduct a conversation, direct it in the right direction in a timely manner, and summarize what was said. It is necessary to monitor intonation, rate of speech, timbre of voice, facial expressions, and gestures.
In a lesson using the “origin” method, the teacher is required to respect the child’s feelings and experience, sincere interest in his personality, the desire not only to say it himself, but also to hear the student, the ability to calmly, without edification, understand the problems that concern him.
At the final stage (reflection), the teacher and students analyze and evaluate the results of the work. When analyzing, the emphasis is on positive results, identifying what needs to be learned in the future. It is necessary to emphasize the importance of the results of the group's joint work.
“Istoki” presents 2 types of trainings – developing and evaluating
. Developmental trainings pursue goals and objectives on a specific topic and master communication skills in pairs, threes, fours, and groups.
There are eight assessment trainings per year. We evaluate the dynamics of the development of each student (based on the results of the individual stage) and the group (in pairs, threes, fours). The results are assessed on a 7-point scale. After the evaluation training, you should positively evaluate the actions of each student, emphasize his personal contribution to the overall result, and announce the child’s merits.
Evaluation activities are carried out through a reward system.
Reward methods:
1. Approval and reasoned praise.
2. Reward by action. Everyone is an active participant.
3. Providing independence (especially at the individual stage).
4.Delegation of powers (playing the role of a leader).
5. Gratitude.
The trainings develop self-regulation of behavior, the basic characteristics of cognitive processes (perception, thinking, attention, imagination, speech), and help children manage their feelings.
Active forms of learning foster dedication, responsibility, contact, complaisance, diligence, and kindness.
Training structure:
- Preparatory stage
(joining a task).
- Individual stage.
The teacher explains the task and asks students to find the answer on their own. Without seeking advice from a neighbor to evaluate your knowledge. The time to think about the question is determined (3-5 minutes). At the end of the individual stage, the teacher asks everyone to finish their work at the same time and listen carefully to the next task.
- Work in pairs.
Students are encouraged to communicate their decision to each other and come to a consensus.
Possible communication scheme:
- the first student tells his partner his choice,
- the second listens carefully and expresses his agreement or disagreement, introduces his decision.
Next, students try to come to a common decision. If necessary, explain your choice.
The time to make a general decision is 5 minutes.
A minute before the end of this time, it is necessary to warn students about the timely completion of the dialogue.
The teacher asks students to simultaneously complete the work in pairs and begin discussing the decisions made.
This stage can be structured into micro-stages that students go through under the guidance of a teacher.
- Discuss the issue in class. Teacher's expert assessment.
The following discussion option is possible:
- They listen to the opinion of any couple and identify those who agree with this decision. It is necessary to draw students' attention to the initial phrase of the speech: “We decided...”, since this is a general decision.
- After hearing the explanations of students who have a different choice.
- The result of joint work in pairs is assessed.
It is necessary to find out the students’ opinions about what they liked about the work, whether it was easy to come to a common decision.
The teacher sums up the work, notes the students who listened carefully, tactfully proved their point of view, completed the task on time, and asks to thank each other for communication.
At each lesson, work is done in notebooks.
Structural units of a notebook.
It is based on the principle of continuity. It is immoral to give marks for trust and openness. Always find something to praise for. If you didn’t do the work: say thank you for the fact that the child was thinking about this subject and has reached a dead end for now. Next time he will be able to formulate his thoughts.
Two logical parts:
- educational assignments
- training assignments
There are tasks that the child does independently, with the help of a teacher (at school), and with his parents at home.
The student completes the drawings himself, but it doesn’t matter how, what matters is how he thought, what feelings he put into it.
Students' performance is assessed to encourage and indicate ways for self-development. The assessment should, as it were, raise the child in his own eyes, strengthen his positive reputation among his classmates. Children's social and value achievements are especially encouraged.
The assessment is issued once every six months. It consists of evaluating work in the notebook and work in class (whose statement you liked). The activity of students in the lesson is also assessed. At the end of the year, you can give the child a postcard that highlights successes and tactfully indicates what still needs to be worked on.
In the lesson it is important to achieve
integrity of perception, thinking, feeling, impressions for the sake of spiritual and moral development of students.
