Bulletin «Педагогика ғылымдары» сериясы
Figure 1. Organizational maintenance
жүктеу/скачать 6,57 Mb. Pdf көрінісі
|
Майлыбаева Вестник
| Figure 1. Organizational maintenance
Source: Prepared by the author Placement and movement are creating the optimum conditions of work, providing students with the opportunity to see the teacher or each other and have sufficient space for proper exercise; for the teacher – ability to observe students, engage them in the necessary contacts. The organization of a general order of learning activities realized in a various organizational and methodological forms. The first group includes those forms in which all students are working simultaneously. Depending on what job they perform, there are frontal, group and individual forms of organization. Front organization of the activities is characterized by the simultaneous fulfillment of all the students the same task regardless of the location and of the selected forms of construction (in columns, in a circle, a few lines). Often it is used to control the homogeneous activity of the student, for example in learning exercises that do not require insurance and assistance. Group organization of activities provides simultaneous execution of students various tasks in several groups. The division of students into groups and determination of the content of the tasks is carried out taking into account gender, level of preparedness and etc. Individual organization activities provides simultaneous execution of students independently of other personal tasks determined by the teacher level of fitness, motor abilities. This form represents the implementation of a differentiated approach to the training and education of students and can be used for different purposes: to align the proficiency of the students of the group; to facilitate the formation of skills of independent work and the development of creativity. The second group forms of organization of student activities in the lesson are those in which students carry out exercise alternately (one doing the exercise, others observe, analyze, help). Depending on sequence, it is distinguished between "mutual" form of organization, in-line, shift and alternate in pairs. "Mutual" form of organization provides for alternate students work in small groups, each of which sequentially performs a series of tasks on specially prepared areas typically located within a circle of the room. The composition of the exercises is chosen by the effects on different muscular groups for the development of various physical abilities. This form is almost never used in the training exercise because of the more complicated control and management of the actions of the student, timely assistance and insurance. The dosage is determined individually for each student, based on its maximum possibilities. In addition, the load can be controlled by varying the number of places to exercise (the more the number of places, the smaller the number of students in each group, and hence a shorter duration of pauses between exercises). Tray form involves the performance of students of the same exercise one after the other. This form is used in cases when exercises are mastered by the students. Shift form of training involves performing the same exercise within multiple groups (for example, one group performs an exercise on the gym wall and the other observes, evaluates). The number of repetitions of the exercise of each group depends on the bandwidth of the space class and the allotted time [9]. Alternate exercises in pairs provide a breakdown of all the students in pairs, which alternately performs one exercise and the other is assistance, evaluation and correction action. Then students switch roles. In some cases, forms of organization activities can be combined. For example, if you group inside of a group exercise 1. Organization of material-technical conditions of the classroom. 2. The placement and movement of students to the next class. 3. The organization of the overall order of activities of students in class ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №1(57), 2018 178 can be either the front, or shift, or inline, or in pairs. The ability of the teacher to maintain discipline in class largely determines its effectiveness. At the same time maintaining discipline on the lesson is not a limit for student movements and the expression of emotions and the formation of their abilities to see, hear the teacher and quickly follow his instructions when necessary. A wide variety of contingents of program, environments, training and many other factors meets not less variety of specific occupations. To successfully choose the most appropriate plan of the order of application of the exercise and distinguish the main contents and the structure of each lesson. The diversity of physical education classes is distributed to the subordination of the classification group of several interrelated features characterizing the focus and substantive content, as well as private educational tasks and methodological diversity of the studies. References: 1. Zheleznyak Yu.D., Petrov P.K. Osnovy metodicheskoy deyatelnosti v fizicheskoi culture I sporte. – Moscow: Publishing Center "Academy", 2013. 2. Kainova E.B. Obshaya pedagogika fizicheskoi kultury i sporta/ EB Kainova. 2009. 3. Soloviev G.M. Conceptualniy podhod v obespechenii kachestva obrazovaniya po fizicheskoi kulture // Pedagogical Education and Science. – 2008. – No. 8. 4. Krayevsky V.V., Khutorsky A.V. Osnovy obucheniya: Didactica i metodika. Textbook for students of higher educational institutions. – Moscow: Publishing Center "Academy", 2007. 5. Leontiev A.A. Pedagogicheskoe obshenie. – M .: Knowledge, 1979. 6. Leontiev A.N. Deyatelnost. Soznanie. Lichnost. – Moscow: Politizdat, 1979. 7. Mnogokompleksnie snaryadi,prisposobleniya I technicheskie sredstva v fizicheskom voxpitanii. – Minsk, 1979. 8. Soloveichik S. Teaching with enthusiasm. – M., 1971. 9. Skatkin M.N. Sovershenstvovanie processa obucheniya. – M., 1971. жүктеу/скачать 6,57 Mb. Достарыңызбен бөлісу:
|