Creating programs for elective courses - principles and practice

(using the example of the educational complex "Business English for Schools" / "Business English for Schools")

In 2002, the Ministry of Education of the Russian Federation adopted the “Concept of specialized training at the senior level of general education” (approved by order of the Ministry of Education of the Russian Federation No. 2783 dated July 18, 2002). In accordance with the Concept, schools have the opportunity to better take into account the needs of students and more effectively prepare them for a future profession or to continue their studies at universities. At the same time, school teachers faced the problem of developing elective courses for students. In this article we will consider the practical aspects of developing and designing a program for an elective course, issues of its examination and approval.

First of all, it is necessary to clarify what exactly is meant by an elective course. The Concept provides the following definition: “Elective courses are mandatory elective courses for students that are part of the profile of study at the senior level of school. Elective courses are implemented through the school component of the curriculum... The number of elective courses offered as part of the profile should "be excessive compared to the number of courses that a student must choose. There is no unified state exam for elective courses. Moreover, the approximate ratio of the volumes of basic general education, specialized general education subjects and elective courses is determined by the proportion 50:30:20."

Elective courses have the following advantages: they make it possible to focus learning on the real interests of schoolchildren, allow them to maintain a high level of language training, give the school administration freedom in planning the workload (as a rule, elective courses are taught in the afternoon), give the teacher the opportunity to improve their qualifications and expand field of work, and also allow students to choose from a variety of areas for in-depth study. As part of teaching English, elective courses can be used for intensive development of communicative competence, for pre-professional preparation, as well as for in-depth study of the subject in order to better prepare for passing the exam. You should understand the difference between elective courses, which are part of pre-professional training (that is, they can be introduced in the 9th grade) and can be short-term, and elective courses, which are part of specialized training and are longer (up to 72 hours). So, the elective course is taught in grades 10-11 of secondary school, is included in specialized training and its volume can be up to 72 teaching hours. Thus, a course lasting 70-72 hours with one academic hour per week allocated for it can be taught in the 10th and 11th grades, and with two hours allocated for it per week it can be completed in one academic year. Modern textbooks for elective courses, such as “Business English for School” / “Business English for Schools” and “English for Natural Mathematics” / “English for Science”, are designed for 70 hours of classroom lessons, and more two hours can be used to assess the educational achievements of schoolchildren as part of an elective course. However, the presence of a high-quality, modern educational and methodological set for an elective course does not eliminate the problem of developing a curriculum.

Regardless of whether the course is planned to be taught as a modular or linear course, the course curriculum should include the following components:

title page;

explanatory note;

course content - thematic plan;

bibliography.

Title page contains: the name of the educational institution, information about where, when and by whom the program was approved, the name of the elective course, the class for which the program is designed, the full name and position of the author of the program, the name of the city (locality) and the year the program was developed. It should be noted that the location of the title page elements is often determined by the instructional and methodological letter of the education department in each specific region.

In a number of cities and regions, for example in St. Petersburg, it is recommended to indicate on the title page the full names of the experts who reviewed the course program.

Explanatory note should include:

abstract, justification for the need for the course;

an explanation of the place and role of the course in the educational process (with an explanation of what skills are being developed, what interdisciplinary connections this course includes);

purpose of the course;

course objectives;

planned result;

types and forms of control.

The need for the proposed course may be justified by the needs of students identified through a survey or other research. The purpose of the course, as noted above, may be the development of individual components of communicative competence or their combination, in-depth study of a subject to prepare for an exam, or support training in a major subject. The objectives of the course arise from its objectives - these are the specific steps that need to be taken to achieve the goal of the course.

Planned result- this is a listing of what students will be able to do as a result of completing the course. For example, if one of the objectives of the course was to teach how to write business letters, then as a result of completing the course, students will learn to write business letters in accordance with the requirements of business etiquette.

Note that, in accordance with the Concept, it is possible to use various types of control, namely self-control, language portfolio, project, practical assignment, etc.

Guidelines contain a description of the methodological principles underlying the course, and may also list the main techniques and pedagogical technologies recommended for use within the framework of this course.

Course content- thematic plan - includes a list of topics with their abstract description, the number of hours allocated to each topic, indicating the number of practical and theoretical hours, as well as forms for summing up the topics, if they are provided for by the program and structure of the course.

In chapter "Bibliography" all teaching materials, teaching aids, audio materials and Internet resources that will be used as part of this elective course are listed.

Here's an example of a title page:

_____________________________________________________________________________

I have developed and are implementing programs for elective courses and elective courses. The author's program for the course "From the engine to the muffler - chemistry is everywhere" is the holder of a 1st degree diploma in the competition of Work Programs on the portal "Network of Creative Teachers" in the "Elective Course" nomination.

Download:

Preview:

Literature for students

1. Polina Volovik “Collection of problems in inorganic chemistry”, Moscow “Iris Press”, 1999.
2. O.S. Gabrielyan, P.V. Reshetov, I.G. Ostroumov “Problems in chemistry and methods for solving them”, Moscow, “Drofa”, 2004.
3. Khomchenko G.P., Khomchenko I.G. “Problems in chemistry” Moscow, “Higher School”, 1997.
4. Khomchenko G.P., Khomchenko I.G. “Collection of problems and exercises in chemistry for high school”, Moscow, “New Wave”, 2002.
5. Internet site:www.newwave.msk.ru

Preview:

Municipal autonomous educational institution

Secondary school No. 7

Elective course program

“Solving problems and exercises in organic chemistry”

Grade 10

Compiled by chemistry teacher I.E. Wackengut.

Based on the chemistry program

Ministry of the Russian Federation for complete secondary school

Kogalym

year 2013

Explanatory note

(Order of the Ministry of Education of Russia “On approval of the federal component of state standards of primary general, basic general and secondary (complete) general education” dated October 6, 2009 No. 373 and the program of disciplines of the basic educational program of primary general education. The elective course “Solving problems and exercises in organic chemistry” is intended for 10th grade students studying the basic course of organic chemistry. The ability to solve calculation problems is one of the indicators of the level of development of schoolchildren’s chemical thinking and the depth of their assimilation of theoretical material. The program is heavily loaded with theoretical material, on the one hand, and the small number of curriculum hours for studying organic chemistry, on the other hand, does not allow systematic consideration of quantitative patterns and consolidation of acquired knowledge. The content of this course includes solving problems and exercises of both basic level and advanced problems in organic chemistry. The course is subject-oriented and lasts 34 hours. The content of the course will help students of class 10 to gain real world problem solving experience.

Objective of the elective course:expansion, deepening and consolidation of students’ knowledge in the course of organic chemistry.

Course objectives:

• promote conscious assimilation of program material;
• formation of skills and abilities to competently and rationally solve standard problems, as well as tasks of an increased level of complexity;
• developing skills and abilities to solve chains of transformations that illustrate the relationships between different classes and groups of organic substances.

The program material is designed for 1 teaching hour per week in 10th grade.

must:

conduct an independent search for chemical information using various sources (popular science publications, computer databases, Internet resources), use computer technologies to process and transmit chemical information and present it in various forms; use acquired knowledge in practical activities and everyday life; critical assessment of the reliability of chemical information received

Know:

• formulations of the theories studied and their significance;
• the meaning of the concepts: isomerism, homology, hybridization of electronic orbitals, amount of substance, mole, molar mass, molar volume, mass (volume fraction) of a component in a mixture, solution concentration and methods of expressing it, yield of reaction product, solubility of substances;
• the practical significance of the calculations made, the scope of their application;

After completing this course, students should be able to:

• draw up structural formulas of organic substances, their isomers and homologues;

• solve problems to find the molecular formula of a substance;

• analyze the condition of the problem and, based on the analysis, compose a brief record of its content, using generally accepted symbols of physical quantities and chemical formulas;
• draw up algorithms for solving problems and solve problems using them;
• draw up a plan for the experimental solution of computational and practical problems;
• correctly formulate the solution to the problem.

After completing this course, students will be able to solve problems in basic organic chemistry, as well as some problems of an increased level of complexity in accordance with the program requirements for a graduate of a secondary school.

Teaching methods:

Forms of work:

Forms of control knowledge, skills and abilities:

provides for control and independent work, tests, control of the number of solved problems, protection of copyright problems.

Rating "5":

Rating "4":

Rating "3":

Rating "2":

Rating "1":

Educational and thematic plan

1. www.newwave.msk.ru

Literature for students

1. Gabrielyan O.S. and others. Chemistry 10th grade. Profile level - M.: Bustard, 2011.
2. NOT. Kuzmenko, .
3. Khomchenko G.P., Khomchenko I.G. Collection of problems in chemistry for those entering universities - Moscow: New Wave, 2002.
4. www.newwave.msk.ru
5. Unified collection of digital educational resources

2013

Municipal budgetary educational institution

"Secondary school No. 7"

Explanatory note

The main idea of ​​the program and its validity.The program is compiled in accordance with the requirements of the federal component of the state standard of general education in chemistry (Order of the Ministry of Education of Russia “On approval of the federal component of state standards of primary general, basic general and secondary (complete) general education” dated October 6, 2009 No. 373 and the program of disciplines of the basic educational program of primary general education. The course “Solving problems and exercises in the course of general chemistry in the 11th grade” is intended to orient 11th grade students to the natural sciences profile of education. This course seems especially relevant, since with a small number of hours allocated to studying chemistry, it expands the opportunity to consolidate and improve the knowledge and skills of students in the general chemistry course. Allows you to solve a large number of subject-typical and specific problems, implement logical techniques based on the material of tasks in the subject, introduces methods for solving non-standard problems and problems of increased complexity.

Objective of the elective course:expanding and consolidating students’ knowledge in the general chemistry course, developing the skills of competent and rational problem solving.

Tasks:

• promote deep and conscious assimilation of program material, eliminating gaps in knowledge during the high school course;
• provide students with the opportunity to realize chemical and mathematical abilities;
• develop cognitive interests and abilities to independently obtain knowledge, choose the most convenient method of calculation
• consolidate and deepen the ability to analyze and solve calculation problems;
• create conditions for preparing students for exams in any form, including the Unified State Examination.

The program material is designed for 1 teaching hour per week in 11th grade.

This program is exemplary and can be used as the basis for an elective course in chemistry or as supplementary material to a basic chemistry textbook, allowing for a more in-depth and meaningful study of theoretical issues.

Principles of program construction.The content of the program is divided into topics, each of which includes questions of different levels of complexity and types of student activities.

The result of mastering the content and studying educational material.

As a result of studying this course, students shouldknow/understand the most important chemical concepts, basic laws of chemistry, basic theories of chemistry, the most important substances and materials.Have knowledge, be able toapply them, think, navigate in a problem situation.

After completing this course, students should know:

• formulations of the studied laws, their meaning and application to explain various phenomena and processes;
• the meaning of the main concepts being studied;
• algorithms for solving basic types of problems;

After completing this course, students should be able to:

• compose electronic formulas of atoms of chemical elements;
• characterize a chemical element and its compounds based on their position in the periodic table D.I. Mendeleev;
• write equations of chemical reactions that reflect the properties of substances;

analyze the conditions of the problem and, based on the analysis, create algorithms for solving problems and solve problems using them;

• draw up a plan for the experimental solution of computational and practical problems.

In accordance with the requirements for the level of training of graduates as a result

student studying chemistry at a basic level must:

conduct an independent search for chemical information using various sources (popular science publications, computer databases, Internet resources), use computer technologies to process and transmit chemical information and present it in various forms; use acquired knowledge in practical activities and everyday life; critically assessing the reliability of chemical information coming from various sources.

Teaching methods:search, partially search.

Forms of work: frontal, individual, group, steam room.

A system for assessing the results of students mastering the content of the program.

Control of knowledge, skills and abilities involves conducting inspections and tests. To receive a positive grade for the course, the student must attend at least 75% of classes and complete final tests and tests on each topic of the course.The assessment takes into account the number and nature of errors (significant or insignificant).

Significant errors are associated with insufficient depth and awareness of the answer (for example, the student incorrectly indicated the main features of concepts, phenomena, characteristic properties of substances, incorrectly formulated a law, rule, etc., or the student was unable to apply theoretical knowledge to explain and predict phenomena, establish causality -consequences, comparison and classification of phenomena, etc.).

Minor errors are determined by the incompleteness of the answer (for example, omission of some uncharacteristic fact when describing a substance or process). These include slips of the tongue, mistakes made due to inattention (for example, for two or more reaction equations in full ionic form, one mistake was made in the designation of the ion charge).

Rating "5":

There are no errors in logical reasoning and solution, the problem is solved in a rational way.

Rating "4":

There are no significant errors in logical reasoning and decision, but the problem was solved in an irrational way or no more than two insignificant errors were made.

Rating "3":

There are no significant errors in logical reasoning, but there is a significant error in mathematical calculations.

Rating "2":

There are significant errors in logical reasoning and decision.

Rating "1":

Lack of response to the task.

Educational and thematic plan

	Subject	Qty hours	Activities	Types of control
			Solving calculation problems	Current control
	Solutions. Mass fraction of a substance in solution. Molar concentration. Crystal hydrates.		Solving calculation problems	Current control
			Solving calculation problems	Test
			Doing Chemical Equations Exercises	Solving the control equation
	Reactions confirming the relationship between various classes of inorganic substances		Doing exercises	Test task
	Reactions confirming the relationship between hydrocarbons and oxygen-containing organic compounds		Doing exercises	Control chain of transformations

Total: 34 hours

1. Problems on the basic laws of chemistry. Finding a chemical formula.

Calculations using a chemical formula. Derivation of formulas based on mass fractions of elements. Deriving formulas from the mass fractions of elements and data to find the true molar mass (density, gas volume or relative density). Deriving formulas for combustion products. Derivation of formulas of organic substances using general formulas. Derivation of formulas based on the known mass fraction of an element in a substance. Deriving formulas from reaction equations in general form if data for two substances is known. Deriving formulas for reaction equations in general form using the law of conservation of mass.

1. Solutions.

Mass fraction of a substance in solution. Actions on solutions. Molar concentration. Crystal hydrates.

1. Calculations using chemical equations.

Calculations: mass, volume, amount of substance of the reaction products, if one of the substances is given in excess (has impurities), if one of the substances is given in the form of a solution with a certain mass fraction of the dissolved substance. Calculations using reaction equations. Problems involving mixtures of substances. Determining the composition of the reaction product (tasks on the “type” of salt). Finding the mass fraction of one of the reaction products using the material balance equation. Finding the mass of one of the starting substances using the material balance equation.

1. Oxidation-reduction reactions.

Oxidation and reduction. Oxidizing agents and reducing agents. Electronic balance method. Half-reaction method (electronic – ion balance). Oxidation-reduction reactions involving organic substances. Classification of ORR: intramolecular oxidation and reduction, disproportionation, autoxidation and self-healing reactions. The influence of the environment on the nature of redox reactions.

1. Reactions confirming the relationship between various classes of inorganic substances.

Chemical properties of the most important classes of inorganic substances: acid-base interactions, exchange interactions, redox reactions. Genetic relationship between classes of substances. Qualitative reactions of inorganic compounds and changes accompanying chemical transformations.

1. Reactions confirming the relationship between hydrocarbons and oxygen-containing organic compounds.

Chemical properties of the most important classes of organic substances. Methods for obtaining organic substances. Specific properties of some specific substances. Relationships between different classes and groups of substances.

Literature for teachers

Literature for students

1. Gabrielyan O.S. and others. Chemistry 11th grade. Profile level - M.: Bustard, 2011.
2. Gabrielyan O.S. and others. Chemistry 10th grade. Profile level - M.: Bustard, 2010.
3. Gabrielyan O.S. and others. Chemistry 9th grade. – M.: Bustard, 2011.

1. NOT. Kuzmenko, . Beginnings of chemistry - M.: Exam. Onyx 21st century, 2001.
2. http://kontren.narod.ru/ege/ege_b.htm
3. http://www.fipi.ru/view/sections/228/docs/660.html

The modernization of Russian education has introduced a new type of differentiation of education into our schools - elective courses. Elective course (from lat. electus– selective) is a compulsory course of the student’s choice.

In 2002, the Concept of specialized training at the senior level of general education was adopted, approved by the Ministry of Education of the Russian Federation, where the concept of specialized training first appeared.

IN regulatory framework regulating the development specialized training in secondary schools of the Russian Federation, includes the following documents:

• Federal Basic Curriculum 2004;
• The concept of modernization of Russian education for the period until 2010 at the senior level of secondary school, providing for specialized training;
• Order of the Government of the Russian Federation of December 29, 2001 No. 1756-r “On approval of the Concept for the modernization of Russian education for the period until 2010 at the senior level of secondary school, providing for specialized training”;
• Order of the Ministry of Education of Russia dated September 30, 2002, No. 970-13 “On approval of the schedule for introducing specialized training at the senior level of general education”;
• Recommendations of the Ministry of Education of the Russian Federation on the organization of pre-vocational training for primary school students as part of an experiment on the introduction of specialized training.

The Russian Federation has developed the following regulatory base by elective courses:

• Elective courses in specialized education (Appendix to the information letter of the Department of General and Preschool Education);
• Organization of pre-professional training for primary school students (From the attachment to the letter of the Ministry of Defense of the Russian Federation);
• Recommendations for organizing specialized training based on students’ individual curricula (Appendix to the letter from the Department of General and Preschool Education).

The model of a general education institution with specialized training at the senior level provides for the possibility of various combinations of academic subjects, which will provide a flexible system of specialized training. This system should include the following types of educational subjects:

• basic general education,
• profile,
• elective.

Elective subjects (elective courses) are compulsory courses chosen by students that are part of the profile of study at the senior level of school.

Elective courses have a very wide range of functions and tasks:

• provide an increased level of mastery of one of the specialized academic subjects, its section;
• serve the development of related academic subjects on an interdisciplinary basis (for example, “Mathematical Statistics”, “Computer Graphics”, “Art History”);
• provide a higher level of mastery of one (or several) of the basic academic subjects (for example, an elective in the Russian language “Creating texts of different functional and semantic types, styles and genres”);
• serve to develop skills and methods of activity to solve practically significant problems;
• ensure continuity of career guidance work;
• serve to understand the possibilities and ways of realizing the chosen life path;
• contribute to the satisfaction of cognitive interests, solving vital problems (for example, electives “Psychological foundations of family relationships”, “Ecology of nutrition”, “Fundamentals of public speaking”, “Psychological foundations of communication”, “Know yourself”);
• contribute to the acquisition by schoolchildren of educational results for successful advancement in the labor market (for example, electives “Office Management”, “Fundamentals of Accounting”, “Business English”, Software in various types of professional activities”).

The new type of employer requires a person capable of making responsible choices. To solve this problem, the student, already at school, must have the opportunity to choose and then bear responsibility for the decisions made.

The student will be placed in a situation of responsible choice only if the school does not mechanically “add” hours of elective courses to core subjects or to the study of popular subjects today - foreign languages ​​and computer science. You can simply add one hour a week to computer science and ICT, or you can offer information technology class students studying computer science and ICT at a specialized level to choose between the elective courses “Information Technology Hardware. Computer Maintenance” and “Website Creation Technology”. Moreover - “either-or”. We must choose, and, therefore, refuse something.

If the key idea of ​​specialized training is the idea of ​​a significant increase in opportunities choice, then the student must be prepared for such a choice. The importance of such preparation determines the serious importance of pre-professional training in basic school.

In schools of the Russian Federation, pre-vocational training should be introduced at the second stage of education in the 9th grade. Elective courses are introduced into the school curriculum at the expense of the hours of the academic subject “Technology”, the main function of which is career guidance; in specialized education, elective courses are aimed at solving this problem.

Elective courses must meet the following requirements:

• the student must have a choice (one of one is not a choice);
• the content of elective courses should change at least 2 times a year;
• The content of elective pre-professional training courses should:
• introduce students to the methods of activity necessary for successful mastery of a program of a particular profile and profession (for example: working with texts, analyzing sources, conducting an experiment),
• include material that goes beyond the scope of the school curriculum (for example, various kinds of workshops, etc.).

Elective courses can be divided into 2 types:

1) subject-specific (trial)

For example, “The world of calculation problems in Excel”, “Physics around us”, etc.

The existing analogue of such courses is an elective.

These courses are usually long-term (24-36 hours, 2-3 courses per year).

The main goal of these courses is to prepare students for passing the exam for a specialized class in high school and to deepen their knowledge of the subject.

The main task is to realize interest in the subject.

2) interdisciplinary (orientation) courses

For example: “Experiments in physics, chemistry, biology”, “Working with sources of information”, “Mathematics in architecture”, “Mathematics in economics”, “Geography of human prospects”, etc.

The existing analogue of such courses is a circle, or less often a studio.

Courses of this type are short-term (from 12 hours, 4-5 courses per year).

The main goal is to prepare for choosing a profile.

The task is to provide guidance in the world of professions at the intersection of various subjects within the framework of the natural sciences, socio-economics, physics and mathematics.

Elective courses are designed to ensure variability within the school, parallel, class, that is, individualization and actualization of teaching. Elective courses can and should become a mechanism for implementing this idea.

The approximate curriculum for universal training (non-core training) of basic (full) education also includes elective courses, based on existing conditions and educational requests of students and their parents, for organizing specialized training in individual subjects of the federal component of the basic curriculum.

The number of elective courses offered as part of the profile must be excessive compared to the number of courses that the student is required to choose.

Based on the information letter of the Ministry of Education of the Russian Federation No. 14-51-277/13 dated November 13, 2003 / Annex 1/ about elective courses in the system of specialized education at the senior level of general education, we emphasize that as educational literature on elective courses programs of elective courses, parts of textbooks for preparation for universities, for classes with in-depth study of subjects, as well as textbooks for elective and special courses, for club work, as well as popular science literature, reference publications can be used.

The general educational institution makes decisions and is responsible for the content and conduct of elective courses in the manner determined by the founder.

Taking standard educational programs as a basis, you can independently develop original and modified programs for elective courses.

TO modified programs include programs developed on the basis of already existing exemplary curricula, but making changes and additions to the content of the subject, the sequence of studying topics, the number of hours, the use of organizational forms of training, and others.

Depending on their purpose, there are several types of elective courses:

1. Some of them may be a kind of “superstructure” of specialized courses and provide the most capable schoolchildren with an increased level of study of a particular academic subject. In this case, such an additional specialized course becomes fully in-depth, and the school (class) in which it is studied turns into a traditional special school with in-depth study of individual academic subjects ( subject) /example, “Research of information models using object-oriented programming systems and spreadsheets”/.
2. Other electives should provide interdisciplinary connections and provide an opportunity to study related academic subjects at a specialized level, develop the content of one of the basic courses, the study of which in a given school (class) is carried out at a minimum general educational level ( interdisciplinary). This allows interested schoolchildren to satisfy their cognitive needs and receive additional training, for example, to pass the Unified State Exam in this subject at a specialized level. An example of such elective courses are the following courses:

• "Mathematical Statistics" for schoolchildren who have chosen an economic profile;
• "Computer graphics" for the industrial and technological profile;
• "History of Art" for the humanities;
• “Website creation technology” is universal.

1. (Orientation) is aimed at satisfying the cognitive interests of individual schoolchildren in areas of human activity that seem to go beyond the scope of their chosen profile. For example, the technological profile is “Foreign literature of the 20th century.” Another type of elective courses can be focused on students acquiring educational results for successful advancement in the labor market. Examples of such courses include courses in “Computer Graphics”, “Office Management” or “Business English”, courses in preparation for work in the service sector “Basics of Rational Nutrition” or “Training a Car Driver”, etc.

Elective courses can have both applied and fundamental content. An example of the latter is the course “Mathematical Foundations of Computer Science”, developed in the textbook by E.V. Andreeva, L.L. Bosova, I.N. Falina.

According to the Federal Basic Curriculum of 2004, the study of computer science in grades 10-11 is not mandatory for all students. At the profile level, it is recommended to study computer science in physics, mathematics and information technology classes:

Approximate curricula (weekly) for educational institutions of the Russian Federation of basic and secondary (complete) education:

• Sample curriculum (weekly) for educational institutions of the Russian Federation with Russian as the language of instruction (basic general education) / appendix 2/.
• Approximate curriculum for the physics and mathematics profile / Appendix 3/ .
• Sample curriculum for socio-economic profile / Appendix 4/ .
• Sample curriculum for information technology profile / app5/ .
• Sample curriculum for industrial-technological profile / Appendix 6 / .
• Sample curriculum for universal training (non-core training) / Appendix 7/ .

Two concepts should be distinguished:

• specialized training in computer science;
• general education course in computer science at the profile level.

• The difference between specialized training in computer science, for example in physics and mathematics and in information technology classes, is carried out mainly through the choice of elective courses and the practical parts of the general course.
• The general education course at the profile level is a unified state standard. Its requirements must be met in any case.

1. The intensive nature of interdisciplinary connections between computer science and other academic subjects, the widespread use of the conceptual apparatus, methods and means inherent in this branch of scientific knowledge in the study of almost all subjects.
2. The importance of studying computer science for the formation of key competencies of a modern school graduate, the acquisition of educational achievements that are in demand in the labor market.
3. The exceptional role of the study of computer science in the formation of a modern scientific picture of the world.
4. The integrating role of computer science in the content of general human education, which allows us to connect the conceptual apparatus of natural, humanitarian and philological educational disciplines.

The proposed organization of training necessitates dividing the class into at least two subgroups. The occupancy of groups is not specified in regulatory documents.

Elective courses have been and are widely used in foreign education. In the Soviet school, the first attempts to introduce elective differentiation were made in the 1960s. “Alternative activities” have not become widespread. Apparently, this is why in modern scientific and methodological literature elective courses are more often compared with electives, which since 1966 have been organized in almost all schools in the country.

Let's try to compare elective and optional courses.

Similarities:

1. Similarity of goals.

• The purpose of optional
classes is “deepening knowledge, developing interests, abilities and inclinations of students, their professional self-determination.”
• Objectives of elective
courses are similar and are only specified depending on the focus of each course.

1. Unites lack of state standards and state final control based on the results of their study. In addition, most authors of elective courses do not recommend using the traditional five-point grading system in the classroom. As you know, it is also not customary to evaluate the knowledge and skills of students in elective classes using traditional grades.
2. Their content can go far beyond the scope of school subjects and should not duplicate them.
3. The similarity is that both electives and electives chosen by the students themselves based on their interests and preferences.

With what differ elective and optional courses?

1. As you know, elective courses are optional educational activities for all students, and elective courses– compulsory educational component for all secondary school students, each student chooses them.
2. Another distinctive feature of optional and elective courses is their different duration.
3. Elective courses are presented in programs designed for the entire academic year (minimum 34 hours). The elective course can be of a wide range of duration (from 6–8 to 72 hours), designed for one to two months, one quarter or one half-year. Thus, elective courses, unlike electives, can be short-term.
4. Elective courses, as a rule, are taken outside the main class schedule and are taught in 7-8 lessons or even on a day free from classes, for example on Saturday during a five-day school week. Elective courses in within the baseline component are included in the schedule of hours and are conducted along with other lessons.
5. Students of the same grade or parallel grade may be offered a single elective in one subject. But, since all students choose elective courses and the duration of the courses varies, their number should be much larger. Regulatory documents and scientific and methodological literature indicate the need to offer excessive number of different elective courses(minimum 2–3 courses in specialized training).

All of the above can be presented in the form of a comparative table.

Elective courses	Elective courses
Similarities
Goal: deepening knowledge, developing interests, abilities and inclinations of students, their professional self-determination
Selected by students based on their own interests
Lack of standards and Unified State Examination
Differences
Selected by only a portion of students	Chosen by each student
Classes are placed outside the time grid in the class schedule (lessons 7–8)	Indicated in the schedule, like other lessons
Not required to attend	Must visit
Duration: minimum 34 hours. Classes are planned for the entire academic year.	Duration from 6–8 to 72 hours, can be designed for 1–2 months, a quarter, a half year
One course per subject may be offered.	An excess number of courses in each subject must be offered relative to the possible choice.

Within the framework of elective courses, student project activities become of great importance. This is the highest form of differentiation of teaching, requiring special training of the student and teacher. In this case, the teacher acts as a leader and consultant, and the student (less often two or three students together) independently prepares and completes the project.

The topics of the projects are determined by the personal preferences of the student and teacher.

Deserves special attention issue of results evaluation student’s work while studying an elective course. It is suggested that traditional grades are not given during course sessions. For example, qualitative summative assessments of student success could be used.

For example:

• “Showed creative independence in the course classes,”
• “Successfully completed the course”
• “Took the course”
• “Attended the course classes.”

The criteria for each assessment must be agreed upon in advance and known to students. The development of a unified grading system for all elective courses at school will make it possible to objectively assess the success of each student. When forming specialized classes, using such a rating system it will be easier to determine the degree of preparedness.

Elective courses are an area of ​​rapid development of new variable content of school subject education. This is a relatively new phenomenon in modern Russian school, so there are a number of unresolved applied issues in their use.

1. Can elective courses solve the problem of professional guidance? It’s no secret that, despite a student’s success in elective courses, the decision to choose a major and a future profession is often made by the students’ parents, and a major class can be chosen based on the desire to be with friends or with their favorite class teacher.
2. How many courses must a student take to successfully complete the specialized training program? And how to take into account that elective courses can have different durations. Apparently, the total number of hours of elective courses that a student is required to attend at each level of study should be specified. Otherwise, a situation cannot be ruled out when an unscrupulous student will choose the required number of the shortest courses that will not be able to provide him with decent preparation. In addition, the question of the optimal duration of various elective courses still remains open.
3. How to organize classes for an elective course that 1-3 students have chosen? There are no regulations limiting the number of students in elective course classes. In school practice, in the conditions of “competitive struggle” of elective courses, without a doubt, teaching hours will be allocated to the most popular electives by students. But in this case, the child’s rights to make personal choices that best suit his interests are violated.
4. How to choose or create the most competitive (among many other subject courses) elective course? This is perhaps the main question.

Teachers still have quite a lot of questions and problems. (More details can be found in the article “On some problems of introducing elective courses” by A. A. ZUBRILIN., Associate Professor of the Mordovian State Pedagogical Institute named after M.E. Evseviev, Candidate of Philosophical Sciences) / Appendix 8 /.

Currently, a sufficient number of examples of the development of elective courses have been proposed for use in computer science and ICT. Knowing the errors and shortcomings of these programs, you can adjust the methodology and build the selected program in such a way as to avoid these errors. Some programs are discussed in the article “Features of elective courses in computer science” by A.A. Kuznetsov / Appendix 9/.

Typical disadvantages when creating and selecting elective course programs:

• Lack of or misunderstanding by teachers of the difference between electives and elective courses.
• Duplication of the main, mandatory content of subject programs.
• Low level of scientific content of the programs.
• Academic forms of teaching and traditional lessons prevail.
• Teachers forget about the possible role of students’ independent activity in the process of mastering course content.
• Inconsistency of material with age capabilities.

Examples of elective course programs from the collection “Elective courses in specialized education: Educational field "Informatics"; Ministry of Defense of the Russian Federation, National Personnel Training Foundation. M, Vita-Press, 2004 (Appendix 10):

1. N.D. Ugrinovich “Research of information models using objective-oriented programming systems and spreadsheets”.
2. A.V. Khutorskoy, A.P. Oreshko “Website creation technology”.
3. L.A. Pledge "Computer graphics".
4. M.Yu. Monakhov, S.L. Solodov, G.E. Monakhova “Learning to design on a computer”.
5. ON THE. Koryakovtseva “Technology for working with network and library resources”.
6. A.V. Kopyltsov “Computer modeling: areas and boundaries of application”.
7. I.G. Semakin, E.K. Henner “Information systems and models”.
8. I.B. Gorbunova, G.G. Belov, A.V. Gorelchenko “Music Computer (New Musician’s Instrument)”.

1. Web design.
2. Computer office work.
3. Information technology hardware. Computer maintenance.
4. How to prepare and defend an abstract.
5. Basics of algorithmization and programming.
6. Getting started with programming (JavaScript).
7. Basics of website building.
8. Introduction to the world of information technology.
9. Technology for creating Web sites.
10. Vector editor.
11. Gif animations.
12. 3D editor.
13. Visual Basic object-oriented programming language.
14. Computer science. Getting started programming in Pascal.
15. Music and music editors.
16. Information technologies in office work.
17. “Information systems and databases.”

Informational resources:

	A. V. Barannikov. Elective courses in specialized training. “First of September”, 2004, February 10, No. 102, pp. 1-2.
	Voronina G. A. Elective courses: creation algorithms, examples of programs. Iris Press, 2006
	Dendeber PAGE. V., Zueva L.V., Ivannikova T.V. etc. 5 for knowledge. Elective 9: Physics. Chemistry. Biology: Elective course designer. M., 2006
	Ermakov D. STR. Elective courses: requirements for development and assessment of learning outcomes. Profile school, 2004, No. 3, pp. 6-11.
	Kuznetsov A.A. Elective courses in computer science. Profile school, 2004, No. 1, pp. 24-29.
	Lerner P. STR. The role of elective courses in specialized education. Profile school, 2004, No. 3, pp. 12-17
	Mukhin M.I., Moshnina R.Sh., Fomenko I.A. Profile training as a strategic direction for modernizing education. Profile training. Questions of theory and practice. M, Pedagogical Academy, 2005, 237 pp.
	Osmolovskaya I.M. Elective differentiation. Organization of differentiated education in a modern secondary school, M, Voronezh, 1998, pp. 76-78
	Pedagogical encyclopedic dictionary. M.: Great Russian Encyclopedia, 2003.
	Under. ed. I.M. Titova. Collection of elective course programs for specialized and pre-professional training. St. Petersburg, SMIO Press, 2006, 264 pp.
	Selevko G.K. Find your way: A textbook for pre-professional training. M, Public Education, Research Institute of School Technologies, 2006.
	Comp. T.V. Chernikova, O.N. Pavlovskaya. Choosing a study profile (elective course for 9th grade students). M, APK and PPRO, 2005
	Comp. T.V. Chernikova. Vocational guidance and specialized training: Educational and methodological materials to help developers of elective courses. M, APK and PPRO, 2005
	Shakhmaev N.M. To the teacher about differentiated learning. M, 1989.
	Elective courses in specialized training: Educational field "Informatics". Ministry of Defense of the Russian Federation; National Training Foundation. M., Vita-Press, 2004, p. 112.
	Elective courses in specialized training. Ministry of Defense of the Russian Federation; National Training Foundation. M, Vita-Press, 2004, 144 pp.
	Elective courses in specialized training: Educational field "Technology". Ministry of Defense of the Russian Federation; National Training Foundation. M, Vita-Press, 2004, 48 pp.
	Elective courses in the system of pre-professional training of students. Lipetsk, 2005
	http://www.klyaksa.net
	http://marathon.1september.ru
	http://www.metod-kopilka.ru
	http://methodist.lbz.ru
	http://school-collection.edu.ru
	http://www.rusedu.ru
	http://www.metod-kopilka.ru
	http://www.uchportal.ru
	http://www.klyaksa.net
	http://gmc.metodist.ru

Applications:

1. Approximate recommendations for the preparation of documentation and the development of proprietary elective courses / Appendix 11 / .
2. Presentation for the speech “Elective courses. Some questions" /

3

Elective course “Practicum on solving problems in mathematics”, 11th grade

This program is aimed at mathematics teachers working in 11th grade. The course program includes theoretical and practical parts and can be implemented on the basis of any educational and methodological complex. The content of the special course program “Workshop for solving problems in mathematics” is intended for 11th grade students studying the subject “mathematics” at a basic level in the amount of 4-5 hours , but having good and high educational motivation, as well as those who want to take the unified state exam in mathematics at the profile level. The program can also be used for 10th grade students.

7

Elective course program in the Russian language “Step by step”, 11th grade

The program is designed for 34 hours per year (1 hour per week), designed for 11th grade students. The elective course is designed to help students repeat and generalize material previously studied, systematize it, deepen existing knowledge, and practice the skills of creating their own written statement.

4

Author's program for an elective course in mathematics grade 9 “OGE excellent”

The main task of teaching mathematics at school is the conscious mastery by students of the system of mathematical knowledge and skills necessary in everyday life. Mastering almost any modern profession requires some knowledge of mathematics. The current task and mission of the school is a certain portrait of the graduate who has high-quality knowledge in the subject and high potential in realizing his goals.

4

Elective course “Preparation for the Unified State Exam in Mathematics”

The purpose of this course: to provide individual and systematic assistance to graduates in systematizing, generalizing and repeating the course of algebra and geometry and preparing for exams. Course objectives: 1) prepare students for exams; 2) give the student the opportunity to analyze and reveal his abilities.

4

Elective course in English for 11th grade

Elective course in English for 11th grade “Language in capable hands...”

Elective course " Speak English if you Speak at all "has a scientific and educational orientation. The program is compiled taking into account the requirements of the Federal State Educational Standard. Within the framework of this project, the communication and social skills of high school students are formed, which are necessary for the successful intellectual development of the individual.

4

Elective mathematics course for grade 9 “Solving word problems”

This course is designed for 9th grade students and is aimed at preparing for the final certification. The course examines the issues of finding solutions to plot problems and the main methods for solving them. The course is aimed at expanding, deepening and systematizing students' knowledge of solving word problems and allows for the implementation of interdisciplinary connections.

1

Work program of the elective course “Preparation for the Unified State Exam in Mathematics”

The elective course program “Preparation for the Unified State Exam in Mathematics (major level)” was developed for 11th grade students based on the demo version of the KIM Unified State Exam 2018 in Mathematics. The program covers an in-depth study of some topics in the subject "Mathematics" necessary to prepare for the Unified State Exam. This program provides systematization of knowledge and skills in the subject “Mathematics”, and also helps to systematize the development of skills in solving Unified State Examination tasks, both with a short answer and with a reasoned solution.

Course "English before school" R.P. Milruda NEW

This manual is intended for children 5-6 years old who are just starting to learn English, both in preschool institutions and independently at home with their parents or older family members. Course "English before school" R.P. Milruda contains many exciting tasks and exercises aimed at the comprehensive development of a child’s personality through the means of a foreign language.

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A fascinating three-level series of manuals for children of primary school age. Contains popular children's songs. Early primary/primary level

Additional education program for primary schoolchildren and preschoolers “The use of rhymes and songs in teaching primary schoolchildren and preschoolers.”

“Formation of listening, reading, writing and speaking skills to prepare junior schoolchildren for final certification in the system of primary general education”

ABC for beginners to learn English (6-7 years old). Designed for 32 teaching hours. Early primary level.

Extracurricular activity program for 1st grade students “Entertaining English”.

A modern colorful illustrated dictionary designed for elementary school students at the Beginner level. Includes: 1500 most frequently used words, bright visual illustrations, various tasks, games, puzzles.

An additional education program for primary schoolchildren using a picture dictionary (based on materials from The Express Picture Dictionary for young learners by Express Publishing).

Language portfolios for teaching materials “English in Focus” (“Spotlight”) for grades 5-9.

Additional educational program "Language portfolio for teaching materials "English in Focus" as an effective means of self-assessment and reflection for primary school students."

A modern grammar course for students of English, consisting of 4 levels from Beginner to Intermediate.

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