Rodionova Irina Alekseevna

teacher of special disciplines
highest qualification category
OGBPOU "Kostroma Polytechnic College"

Annotation: the article deals with the issues of professional development of a specialist in the system of free software through educational excursions to production organizations. Provides information about the study tour, its functions and methodology. The effectiveness of excursions for the educational process, their role in shaping the motivation of future specialists is shown.

The professional development of a person is a system of social properties that allows public life a person to function not only in a collective, but also in an individual form. Becoming is usually understood as a set of techniques and methods of social influence on an individual, with the aim of creating in him a system of certain relations, value orientations, beliefs, and cultivating professionally significant qualities. Predicting himself in the future, the student forms himself. The professional development of a student is a holistic, dynamically unfolding process in time from the formation of professional intentions to the full realization of oneself in professional activity. College education is associated with the period when a person embarked on the path of commitment to the profession, and masters it in the process of professional and cognitive activity.
In order to unite educational process in a college with a real professional life, we actively use thematic excursions in the learning process. This form of education allows to develop the cognitive abilities of students (attention, perception, observation, thinking, imagination), to show the features of the acquired profession. Excursions have a strong impact on the emotional sphere of the future specialist.
Study tours are a form of organization of training that allows you to make observations, as well as study various objects, phenomena and processes in vivo. Provided curricula excursions are obligatory and are held within the framework of the study time allotted for the study of a particular subject. Like other organizational forms of education, excursions implement didactic principles (scientific nature, connection of learning with life, visualization, etc.), contribute to the consideration of the studied phenomena in their interconnection and interdependence, the formation of cognitive interests, collectivistic relations and other personality traits, prepare students for practical activities and professional orientation.
The connection of excursions with the previous and subsequent presentation educational material, illustrated with visual aids, gives an idea of practical use knowledge in production. During the excursion to the production, students get acquainted with the enterprises, which forms vivid images and contributes to a stronger assimilation of the scientific foundations of production, which students did not have the opportunity to observe directly. Therefore, the relevance of excursions as a means of shaping future specialists is beyond doubt.
The teacher independently decides which objects to attend, which learning topics consider how often to conduct excursions, whether to involve students in the preparation and analysis of the case, whether to use different methods. Thus, the teacher determines the place of various organizational forms learning activities, including excursions, in the formation of the general and professional competencies of the student.
We assumed that the leading professional competencies will be successfully formed if the excursion as a type of educational activity is carried out purposefully and systematically, and makes up at least 10-15% of the study time, if the social partners representing production, describing production processes, focus on the prospects professional growth, the importance of the profession, will additionally provide an increase in students' motivation.
The word "excursion" comes from the Latin "excursion". This word entered the Russian language in the 19th century. and originally meant "running out, military raid", then - "sally, trip". Later, this word was modified according to the type of names to "iya" (excursion). An excursion is a specific educational activity transferred to an enterprise, construction sites, exhibitions, etc. in accordance with a specific educational or educational goal. Like a lesson, it involves a special organization of interaction between the teacher and students.
A study tour is an organizational form of training that allows you to study various objects, phenomena and processes based on their observation in natural conditions, this is a training session in production conditions with the aim of observing and studying various objects and phenomena of reality by students. So, the tour is a visual process human knowledge of the surrounding world, built on pre-selected objects located in natural conditions or located in the premises of enterprises, laboratories, research institutes, etc.
When considering the concept of "essence of excursion" it is necessary to keep in mind the conditionality of the excursion process by objective requirements. Each excursion represents a special process of activity, the essence of which is determined by specific patterns (thematic, purposefulness, visibility, emotionality, activity, etc.). The excursion acts as something complete, integral, having its own specific functions and features, a kind of individual methodology. To a large extent, it has been enriched in content, forms of conduct and methods of presenting the material and is characterized as an integral part of educational process, educational and cultural work.
One of the objectives of the excursion is to develop students' attitude to the topic of the excursion, to the material of the excursion in general, and to give it their own assessment. To give an assessment means to get an idea of ​​​​something, to determine the meaning, character, role of something, to recognize someone's merits, positive qualities. Evaluation of an excursion is the conclusions of students, to which the teacher and guide (specialist) leads him.
In a brief form, the essence of the excursion can be defined as follows: the excursion is the sum of knowledge communicated to a group of people in a specific form, and a certain system of actions for their transfer.
One of the functions of the excursion is the function of broadening one's horizons. Each excursion contributes to the expansion of a person's horizons. Quite often, an excursion concretizes students' knowledge, helping them to see what they knew from written sources. The function of forming a student's professional interests is also a function of an excursion. The task of the tour is to convey knowledge to the audience and arouse people's interest in a particular field of knowledge.
The tour has its own characteristics in the organization and methodology. Its signs speak of similarities with other forms or emphasize its fundamental difference from them. The excursion is a purposeful, visual process of cognition. This process takes place using pre-selected objects that are in production and takes place under the guidance of a qualified specialist-guide in accordance with a predetermined topic. So, a wide range of display objects, multifaceted topics, the development of a methodology for conducting excursions, and the professional skills of guides allow excursions to perform certain functions , each of which plays an important role in the upbringing and education of the student. But the effectiveness of this form of conducting educational and extracurricular activities will only be if each excursion is carefully planned and methodically developed and built. Therefore, the organizers of such classes need to know the methodology for conducting excursions.
The technique got its name from the Greek word “method”, which literally means: “the path to something”, as well as the path of research or knowledge; theory; teaching. Methodology in the broad sense of the word is a set of methods for expediently carrying out this or that work, solving a problem, achieving a goal, and in a narrower sense, it is a set of specific methodological methods for conducting lectures, conversations, excursions on a specific topic and for a specific group. Any technique is the ability to perform certain work in strict accordance with the most optimal rules, recommendations and ensure its high efficiency. In practice, this is the sum of certain skills and abilities to carry out work: develop a new excursion, prepare for the next excursion, conduct a tour using the recommended technology, consolidate the knowledge gained by students.
The method of conducting excursions is aimed at helping students to more easily learn theoretical material. This is done with the help of methodological techniques, which are divided into two groups - demonstration techniques and storytelling techniques.
Display on excursions is a multifaceted process of extracting visual information from objects, processes, during which students' actions are performed in a certain sequence, with a specific goal. A feature of the show is the ability to detect, reveal this or that quality of the observed object, the ability to make explicit, obvious what is imperceptible at first glance at the object. The effectiveness of visualization depends on the organization of the display of objects, their correct observation by students. A person on an excursion learns to look and see, observe and study correctly. This is the purpose of the show. Showing in the tour is a two-way process that combines: the leader's active actions aimed at revealing the essence of sensually perceived objects; vigorous activity students.
The guide's story performs two tasks: comments, explains, complements what he saw; reconstructs, restores what the student cannot see at the moment. The story is a sounding individual text of the guide, performed by him in compliance with the requirements of oral public speech and representing a sample of monologue speech. The main requirements for the story: thematic, specificity, persuasiveness, accessibility of presentation, completeness of judgments, connection with the show, scientific character. The following can be distinguished as the main features of the story:

1. The dependence of the story on the speed of movement of the group. The story is subject to the rhythm of the movement of students, the route of the excursion.
2. The subordination of the story to the show. The guide's story cannot be abstracted from the display objects that are located on the route. The content of the story is subordinated to the task of observing objects. The story accompanies the display of objects, complements and explains what students see, and is aimed at visually recreating the picture.
3. The use of visual evidence in the story. The peculiarity of the story is that it lacks oral evidence. Their role is played by visuals. This is achieved through a figurative story, skillful display, demonstration of visual materials.
4. The targeting of the story, that is, the binding to the objects observed by students. The targeted character of the story lies in the fact that, when telling the guide, he means a specific construction object, architectural and construction department, etc.
5. Concreteness of the excursion story. Concreteness is not only the formulation of the topic, but also the facts themselves, the interpretation. The concretization of the material in the excursion is an expression of thought, a presentation of a certain position in a more precise, concrete form.

The method of conducting excursions in a broad sense is a system of tasks and requirements, methods and techniques of showing and telling in the course of studying the topics of excursions, which are very different in their goals. The methodology for conducting a specific excursion is the program of the guide's action in demonstrating objects, organizing their observation by tourists, using certain methodological methods of showing and telling.

In progress vocational training students of the specialty "Construction and operation of buildings and structures" in Kostroma polytechnic college educational excursions to industry-specific enterprises in the city of Kostroma are organized and conducted. The goals of these events are:

• the formation of a sustainable interest in their future profession;
• formation of professional and personal qualities, positive motives for self-realization and self-improvement with an orientation towards future professional activity;
• familiarity with the work of planning activities structural divisions enterprises during construction and installation works, current maintenance and reconstruction of construction sites;
• obtaining additional knowledge in the field of development of architectural and construction drawings and a project for the production of works using information technologies;
• training of a qualified specialist of the appropriate level, competitive in the labor market, competent, responsible, able to work effectively in his specialty at the level of state standards.

For each excursion, a methodological map is drawn up, which reflects the stops, the object of the show, the time and the main content of the information. After the completion of the educational excursion, the results are summed up, and reflection is organized by various methods: self-assessment, INSERT, questionnaires. During the survey, it turned out that students learned about the work of design organizations, how projects are developed from start to finish, highly appreciated automated design and the opportunity to study the program for making drawings, decided to get higher education and engage in design work in the future. Students give high marks to educational excursions, they themselves suggest topics for the next events, choosing objects of study.

The results of each study tour were analyzed by teachers, as well as teachers together with students. Discussion of the results, analysis of the questionnaires allow us to conclude that students see the practical significance of excursions in mastering the specialty. They show interest in continuing to get acquainted with real production, and are also ready to participate in the development of topics for future excursions, which indicates a successful professional development future professionals.

Monitoring of the process and results carried out as part of the excursion project showed that excursions really concretize existing professional knowledge, contribute to the formation of new ones, show the demand for professional skills, which ultimately contributes to the formation of general and professional competencies, increases interest in the specialty being mastered, increases motivation to learning.

Analysis of work experience showed that the use in the educational process active forms conducting classes (excursions) contributes to the development of the educational component of the educational process, the formation and development of general and professional competencies of students. Alternating extracurricular work with theoretical knowledge allows you to achieve high results in the development of the main professional educational program in accordance with the Federal State Educational Standard, provides more effective independent work of students.

Sources:

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5. Bukatov, V. M. How to prepare for an excursion: three completely unexpected tips / Vyacheslav Mikhailovich Bukatov // Public Education, 2010. - N 3. - P. 184, 216, 230.
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7. Forms of organization of the learning process: traditions and innovations [Electronic resource] / Access mode: http://works.tarefer.ru/64/100140/index.html.
8. Tour guidance [Electronic resource] / Ways to improve excursion methodology Access mode: http://www.kmvline.ru/lib/exkursoveden/25.php .
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10. Electronic Library // Books on Pedagogy and Psychology [Electronic resource]. - Other forms of organization of training Access mode: http://www.detskiysad.ru/ped/ped176.html .
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Sample questions for the exam in the discipline "Tour guide"

for 3rd year students of the specialty "Organization Management".

essence of the tour.

Excursion as an activity and a form of communication.

Excursion signs.

Excursion features.

Classification of excursions.

Subject and content of excursions.

Show on tour.

The story on the tour.

Technology for preparing a new excursion.

Excursion methodology. Classification of methodical methods.

Methodical methods of display.

Methodological methods of the story.

Special methods. Acceptance of demonstration of visual aids. The assimilation of methodological techniques by the guide.

Excursion technology.

Mandatory documentation on the topic.

Guide skill. Ways to improve tour guide skills.

Tour guide speech. Extraverbal means of communication .

Question 1. The essence of the tour.

ESSENCE OF THE EXCURSION

The word "excursion" comes from the Latin "excursio". This word entered the Russian language in the 19th century. and originally meant "running out, military raid", then - "sally, trip." Later, this word was modified according to the type of names to “iya” (excursion + iya).

The very concept of "essence" is a set of aspects and relationships that have properties taken and considered in their natural interdependence. Essence- this is the internal content of the object, expressed in the unity of all the diverse and contradictory forms of its being.

When considering the concept of "essence of the excursion", it is necessary to keep in mind the conditionality of the excursion process by objective requirements. Each excursion represents a special process of activity, the essence of which is determined by specific patterns (thematic, purposefulness, visibility, emotionality, activity, etc.). For the first time, the regularity of excursions was mentioned at a scientific conference held in 1978.

The main excursion department of the Central Council for Tourism and Excursions of the All-Union Central Council of Trade Unions and the Central Research Laboratory for Tourism and Excursions (TsNILTE). The excursion process and the tasks facing the excursion can be expressed in the following form:

During the excursion process, the guide helps the tourists to see the objects on the basis of which the topic is revealed (first task) to hear the necessary information about these objects (second task) to feel the greatness of the feat, the significance of the historical event (third task), master the practical skills of independent observation and analysis of excursion objects (fourth task). In solving the last problem, a large place is occupied by the formation ability to see.

The ability to see as an aesthetic perception comes down to the ability to perceive architectural masses, colors, lines of all kinds, groupings of masses, colors, lines and their complexes in terms of perspective, light, air, angle of view.

The ability to see as a historical perception is as follows: Firstly, one must be able to find typical features and features of a historical and cultural nature in an excursion object; Secondly, one must be able to determine the layers in the excursion object, made by time, and its evolution; Thirdly, one must be able to find historical facts in monumental and museum-historical monuments - a task that always requires great knowledge and skills.

The material of the excursion, the professional skill of the guide in his presentation enable the tourists to analyze and draw the necessary conclusions. These skills in the course of showing and telling the tourists are instilled by the guide. At the same time, the authors of the excursion act as active assistants to the guide. The well-known theorist, critic and teacher A. V. Bakushinsky spoke about this: “The methodological development of the material, due to the purpose, all the tasks and the plan of the excursion, should be aimed at awakening the independence of perception and assessments.”

One of the objectives of the tour- develop among the tourists an attitude to the topic of the excursion, the activities of historical figures, events, facts, in general, to the material of the excursion and give it their assessment.

To give an assessment means to form an idea about someone, something, to determine the value, character, role of someone or something, to recognize someone's merits, positive qualities.

The assessment of the excursion is the conclusions of the excursionist, to which the guide brings him.

The attitude to the excursion should be understood as: a certain view of the sightseer on the historical period to which the excursion is dedicated; perception of any action; understanding of the specific situation in which the writer, sculptor (artist) was, creating his work.

In this process, an important role is played by the material of the excursion, its presentation by the guide, the "angle of view" on the event and its assessment by the guide, as well as the guide's conviction that he is right. The main thing in this process is the problem of understanding. Most sightseers perceive the point of view of the guide, which becomes the basis for understanding the material and developing an attitude towards the subject of the show and story.

Excursion- a methodically thought-out display of places of interest, historical and cultural monuments, which is based on an analysis of the objects that are in front of the sightseers, as well as a skillful story about the events associated with them. However, it would be wrong to reduce the essence of the concept of “excursion” to this alone.

Consider several formulations of the term "excursion", which have been published in various publications over the past 70 years. The first one looks like this: Excursion- there is a walk that sets as its task the study of a certain topic on specific material accessible to contemplation ”(M. P. Antsiferov, 1923)

Describing the place of excursion activities in extracurricular work with children, the excursionist L. Barkhash believed that excursion- This visual method obtaining certain knowledge, education through visits to certain objects (museum, factory, collective farm, etc.) on a predetermined topic with a special leader (guide).

Here is also one of the latest definitions published: “ Excursion- a special form of educational and extracurricular work, in which the joint activity of the teacher-guide and the schoolchildren-tourists led by him in the process of studying the phenomena of reality observed in natural conditions (factory, collective farm, monuments of history and culture, memorable places, nature, etc.) or in specially created collection repositories (museum, exhibition). These are the opinions of scientists-excursionists.

Consider the interpretation of the term "excursion", given in various dictionaries and encyclopedias. The earliest (1882) interpretation of this term is given by

V. Dal: “ Excursion- tunneling, walking, going out to search for something, to collect herbs, etc.” In the Small Soviet Encyclopedia (1931, vol. 10, p. 195), the term is revealed as follows: “ Excursion- collective visits to any locality, industrial enterprises, state farms, museums, etc., mainly for scientific or educational purposes.

A detailed explanation of the term "excursion" is given by the Great Soviet Encyclopedia (1933, vol. 63, p. 316): "one of the types of mass cultural, educational, propaganda and educational work aimed at expanding and deepening the knowledge of the younger generation ..." .

IN explanatory dictionary Russian language (under the guidance of L. N. Ushakov, 1940) the word " excursion” is explained as “a collective trip or walk for a scientific, educational or recreational purpose.”

The Small Soviet Encyclopedia (1960, vol. 10, p. 770) says that "an excursion is a collective trip or trip to places of interest with a scientific, general educational or cultural and educational purpose."

The Great Soviet Encyclopedia (1978, vol. 29, p. 63) gives the following definition: “ Excursion- visits to places of interest (monuments of culture, museums, enterprises, terrain, etc.), the form and method of acquiring knowledge. It is carried out, as a rule, collectively under the guidance of a specialist guide. Other interpretations of a later time are not original and do not add anything to the previously made characteristics.

Some discrepancies can be found in the above definitions of excursion. They are not accidental and do not give grounds for conclusions about the existence of opposing points of view on the excursion. Each wording is related to the functioning of the excursion in a certain period of time. Hence - differences in the formulation of goals, objectives and forms of excursions, characteristic of a particular time. As the years go by, the tasks become more difficult. Other goals are set before excursions, the forms of their conduct are changing. At the same time, the features of the excursion, its differences from other forms of cultural and educational work, manifest themselves more clearly. And at the same time, one cannot ignore the attempts of individual scientists to limit the excursion to narrower limits.

In some dictionaries, for example, in the Concise Pedagogical Dictionary (1989, pp. 300-310) and teaching aids, the excursion is considered as one of the forms of visual education, teaching and educational work. At the same time, the importance of only one of the sides is emphasized, namely, that the excursions transfer the learning process to the environment of observing objects (objects) that are in the environment or exhibited in the museum.

Some excursionists, considering the essence of the excursion, refer to it such concepts as composition, plot and plot.

Composition - building, connecting, drawing up individual parts into a whole. This term is associated with the concepts of "structure" and "construction".

Plot- an event or several events related to each other.

plot- a chain of events about which the work narrates. In the presentation of the plot, composition, plot, development of action, climax, denouement are distinguished.

climax- a point, the moment of the highest tension in the development of the plot action.

The tour, being the work of specific authors, is built taking into account the requirements for literary work and has its own plot, which is subject to all excursion material. A sightseeing tour in terms of its tasks and form of conduct is more complex than travel information or an instructor's conversation on a hiking trip. A thematic tour, compared to a city sightseeing tour, is more complex in its structure, content, and methodology.

The path of development of the excursion goes along the line of changing its essence. Initially, the excursion was a walk, pursuing practical tasks, for example, the search for medicinal herbs. Then she faced scientific tasks, such as identifying exhibits for the local history museum. The search for new forms of self-education put forward a general educational goal before excursions. Striving to improve educational work, to make it more effective, turned the excursion into one of the types of cultural and educational work.

At present, the excursion acts as something complete, integral, having its own specific functions and features, a kind of individual methodology. To a large extent, it has been enriched in content, forms of conduct and methods of presenting the material and is characterized as an integral part of the ideological-educational and cultural-mass work. The goals, objectives and forms of excursions are shown in the table.

So, the tour is a visual process of human cognition of the world around, built on pre-selected objects that are in natural conditions or located in the premises of enterprises, laboratories, research institutes, etc.

The display of objects takes place under the guidance of a qualified specialist - a guide. The process of perception of objects by sightseers is subordinated to the task of revealing a certain topic. The guide conveys to the audience a vision of the object, an assessment of the memorable place, an understanding of the historical event associated with this object. He is not indifferent to what the excursionist will see, how he will understand and perceive what he has seen and heard. With his explanations, he leads the tourists to the necessary conclusions and assessments, thereby achieving the desired effectiveness of the event.

In a brief form, the essence of the excursion can be defined as follows: the excursion is the sum of knowledge communicated to a group of people in a specific form, and a certain system of actions for their transfer.

The article discusses the role of interactive and active forms of work with students in the field of study " International relationships» in order to form and develop their competencies in accordance with the Federal State Educational Standard of Higher Professional Education on the example of integrating excursion activities into the educational process. One of these forms of work with youth, which allows you to enrich, diversify, make more interactive and even active educational programs, according to the author, is an excursion. Excursion activities contribute to the versatile development of the individual due to the variety of activities in which students are involved in them. The author also notes that due to the specifics of this form of work, all the information offered to students is practice-oriented. The excursion performs educational, educational and developmental functions of learning, however, in specific conditions and under certain circumstances, one of them may come to the fore.

1. Vartanov A.V. From teaching foreign languages ​​to teaching foreign languages ​​and cultures // Inostr. languages ​​at school. - 2003. - No. 2.

2. Zimnyaya I.A. Psychology of teaching foreign languages ​​at school. – M.: Enlightenment, 1991.

4. Federal State educational standard higher professional education in the direction of training 031900 "International Relations" (qualification (degree) "Bachelor") [Electronic resource]. – Access mode: http://www. base.garant.ru

5. Chernov L.I. Formation of the integrative linguo-socio-cultural competence of the student through the visualization of educational material in the classroom English language// Language and communication in the context of culture: Sat. scientific articles on the results of materials of the 9th Intern. scientific-practical. conf. May 21–22, 2015. - Ryazan: RIPD Pervopechatnik LLC, 2015. - P. 156-163.

Currently Russian education undergoes many changes. For higher education these are primarily transformations associated with the transition to a two-level system. In the curricula of all areas of training, without exception, there is a reduction in classroom hours in favor of independent work. At the same time, the importance extracurricular activities which should harmoniously complement the curriculum and be a means of forming and developing the competencies of future professionals defined in federal state standards higher professional education.

One of such forms of work with youth, which allows enriching, diversifying, making educational programs more interactive and even active, is an excursion. Of all the variety of wordings of the term "excursion", we will focus on the one that most fully reflects the educational potential of this form of work. An excursion is a process of visual knowledge of the surrounding world, features of nature, modern and historical situations, elements of everyday life, etc., which allows you to arouse interest in academic disciplines, concretize existing knowledge and give new ones.

Excursion activities contribute to the versatile development of the individual due to the variety of activities in which, in this case, students are involved.

First of all, as noted earlier, during the excursions, students acting as passive participants receive new knowledge and enrich the existing ones. It is important to note that due to the specifics of this form of work, all the information offered to students is practice-oriented. In addition, excursions contribute to the creation of interdisciplinary links, helping students to comprehensively cover the content of education, to see the relationship between the subjects being studied. We should not forget about the special role of excursion activities in shaping the emotional sphere of students, namely, the development of a sense of beauty, the joy of learning, the desire to be useful to society, etc.

Taking into account the growing popularity of the principle of mutual learning, which is currently most clearly manifested in the implementation of the tutor support program for undergraduate students, senior students can become active participants in excursions, planning and developing them, which is a kind of project activities. The development of excursion programs requires extensive preliminary preparation, starting with the search for a relevant topic and the selection of relevant information, which involves working with sources in libraries and the Internet, ending with a creative approach to presenting the collected material and providing feedback. Conducting excursions is no less time-consuming process that requires knowledge of psychology and leadership qualities from the host, which makes it easy to understand the audience, be able to quickly establish contact with the group, and maintain the attention of the tourists throughout the event.

Let's consider how excursions contribute to the formation of general cultural competencies of students in the field of study "International Relations": the passive participation of students in excursion activities contributes to the formation of the following general cultural competencies according to the Federal State Educational Standards of Higher Professional Education in the field of study 031900 "International Relations" (qualification (degree) "Bachelor"): aspiration to self-development, improving one's qualifications and skills (OK-6), the ability to critically assess one's strengths and weaknesses, outline ways and choose means of developing strengths and eliminating shortcomings (OK-7), the ability to analyze socially significant problems and processes (OK-10) , the ability to understand and analyze worldview, socially and personally significant philosophical problems (OK-17), awareness of the role of humanistic values ​​for the preservation and development of modern civilization (OK-19), readiness to accept moral obligations in relation to nature, society, other people and oneself (OK-20), readiness and desire to improve society on the principles of humanism, freedom and democracy (OK-25), desire for continuous self-learning and self-development (OK-28), attitude towards the development of creative thinking , professional initiative, initiation of positive changes (OK-30).

Active participation is aimed at the formation of the following competencies: the ability to logically correctly, reasonably and clearly build oral and written speech (OK-2), readiness for cooperation with colleagues, work in a team (OK-3), the ability to find organizational and managerial solutions in non-standard situations and willingness to bear responsibility for them (OK-4), skills in using the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems, the desire to find practical application of their scientifically based conclusions, observations and experience gained as a result of cognitive professional activities in the field of world politics and international relations (GC-9), possession of the main methods, methods and means of obtaining, storing, processing information, skills in working with a computer as a means of managing information (GC-13), the ability to work with information in global computer networks (GC-14), concern for the quality of work results (GC-29), possession of the ethics of interpersonal relationships and emotional self-regulation (GC-31), readiness to take responsibility and show leadership qualities (GC-32).

The curriculum for the direction of training "International Relations" provides for the study of two foreign languages. Interactive forms of work with students during classroom sessions in order to discuss the results of a listened or conducted excursion can be an interesting addition. compulsory programs for these disciplines (Appendix 1). In this case, along with general cultural (OK - 2, 3, 6, 13, 14, 17, 28, 30), international students also form some professional competencies:

Knowledge and active knowledge of foreign languages, the ability to use foreign languages ​​to solve professional issues (PC-3);

Willingness and ability to conduct dialogue, negotiations on foreign language within the level of tasks set (PC-5).

Summing up all of the above, it should be noted that the excursion performs educational, educational and developmental functions of learning, however, in specific conditions and under certain circumstances, one of them may come to the fore. So, in the example we have considered of integrating excursion activities into the educational process aimed at preparing bachelors in the field of study "International Relations", it is an important component of the educational process, forming and developing in students the competencies required by the Federal State Educational Standard of Higher Professional Education.

Annex 1

THE REGION FINE ARTS MUSEUM

The aim of the lesson is to accustom you to the artistic heritage of Russia and Ryazan, in particular, conducting a virtual tour of the region Fine Arts Museum.

1. Pronunciation drill. Pronounce the following words and word combinations with proper sounds and stress. Translate the given words and word combinations from English into Russian.

2. Read the text about the history and collection of the region Fine Arts Museum. Translate it from English into Russian.

The region Fine Arts Museum, one of the Russia's treasure-houses of fine art, is among the sights of modern Ryazan. The birth of the museum is connected with the name of our countryman, a famous engraver Ivan Petrovich Pozhalostin (1837- 1909), professor of St. Petersburg Academy of Arts. In 1913 representatives of native intelligentsia, among which a particular merit belongs to the self-taught painters A.A. Kiselev-Kamsky and V.P. Sokolov, organized "The Society of the Ryazan Art-Historical Museum named after I.P. Pozhalostin". The first exhibition of the museum collection was opened in 1915. It numbered a little more than 50 works presented by I. Pozhalostin, Moscow and local artists. Among famous masters, whose names are also connected with the Ryazan land, are graphic P.M. Boklevsky, painters A.E. Arkhipov and F.A. Malyavin, sculptor A.S. Golubkina. In the twenties the museum collection was filled up by the collections of the mayor I.S. Antonov, the Baryatinskys, the Gagarins, the Golitsins, the works from the State Museum Funds, which distributed the masterpieces from the capital museums to province ones. In the sixties expeditions of the museum gathered some works of old Russian and folk art. Today a constantly increasing collection includes more than 10 thousand of original works of native and West-European masters of the XV-XX centuries belonging to different kinds and genres of art.

The museum building itself is also a work of art, it is a monument of architecture of Russian classicism of the end of the XVIII century of the school of a prominent architect Matvey Kazakov. This palace of merchant G.V. Ryumin was later presented to the city to place there a noble boarding school.

The exposition of Russian art represents various kinds of works of art from old Russian icons to the works of masters of the beginning of the XX century. The suite of spacious halls leads from the portraits of the XVIII century to the canvases by V. Tropinin and A. Venetsianov, the landscapes by I.Aivazovsky, A. Savrasov, I. Levitan, the portraits by V. Petrov and I. Repin , the sculptures by S. Konionkov. The exposition of Soviet art includes prominent works of 1920-1980s including works of Ryazan painters. The museum contains the collection of paintings, drawings, engravings and applied art productions of the masters of Western Europe of the XVI-XX centuries including unique canvases by Venetians J.Krozato and F. Gvardi, Dutchmen Ya.Peynas and brothers van Ostade, a French classic S. Vouet.

In the halls of decorative applied art they exhibit furniture, ceramics, glass, porcelain of different plants of the XVIII-XX centuries. A colorful world of folk art comes to life in the works of art trades masters including works by Ryazan masters: Skopin ceramics, Mikhaylov lace, Sapozhok weaving, Kadom embroidery.

Various exhibitions add to the constant exposition. Works from the collection of the Ryazan Art Museum were shown at exhibitions in many countries of the world.

3. Review the text in assignment. 2. Names of many Russian and European craftsmen are mentioned in the text. What do you know about them? Make shorts reports about all the people mentioned. Follow the given plan to arrange your speech.

a) What is his/her name?

b) When and where was he/she born?

c) What family was he/she born into? What was the social status of his/her family?

d) What education did he/she get?

e) When did his/her first creative experience take place? Was it successful?

f) Was he/she appreciated by his contemporaries?

g) What were the most famous works of his/hers (illustrate your answer with pictures)?

h) What were his/her works characterized with?

i) What did he/she contribute to the world art?

4. Tell your fellow students about your last visit to the region Fine Arts Museum. The given below questions may help you arrange your speech.

a) When did you last go to the region Fine Arts Museum?

b) Was it a permanent or temporary exposure?

c) What artists exhibited?

d) What did you learn about the artists (use the plan given in assignment 3)?

e) Did you like the exposition? Why/why not? What works of art presented there did you like most of all?

f) What artists do you want to see in the museum? Why?

The study was carried out with the financial support of the Russian Humanitarian Foundation within the framework of the scientific project No. 15-06-10316.

Reviewers:

Liferov A.P., Doctor of Pedagogical Sciences, Professor, Professor of the Russian State University named after S.A. Yesenin, Ryazan;

Kostikova L.P., Doctor of Pedagogical Sciences, Associate Professor, Professor of the Russian State University named after S.A. Yesenin, Ryazan.

Bibliographic link

The means and forms of aesthetic education are very diverse - ranging from the subjects of the natural-mathematical cycle at school and ending with "shoe laces." Aesthetically educates literally everything, the whole reality around us. Excursion is also an important source of aesthetic experience for children.

Excursions, with proper preparation and conduct, expand the horizons of younger students, teach them to see, compare, generalize, which forms the basis for the development of creative imagination and abilities. In the process of targeted observations and excursions, the teacher draws the attention of children not only to the essential features of a particular phenomenon, but also to the beauty of well-coordinated work that transforms nature, to the nobility of relationships between people built on mutual assistance, camaraderie and care for each other.

Excursion - a methodically thought-out display of places of interest, historical and cultural monuments, which is based on an analysis of the objects that are in front of the eyes of the tourists, as well as a skillful story about the events associated with them. However, it would be wrong to reduce the essence of the concept of "excursion" to this alone.

Consider several formulations of the term "excursion", which have been published in various publications over the past 70 years. The first of them looks like this: "A tour is a walk that sets as its task the study of a certain topic on specific material accessible to contemplation" (M.P. Antsiferov, 1923) / Describing the place of excursion activities in extracurricular work with children, the excursionist L. Barkhash believed that an excursion is a visual method of obtaining certain knowledge, education through visits to certain objects (museum, factory, collective farm, etc.) on a predetermined topic with a special leader (guide) /

Let us also cite one of the latest published definitions: "Excursion is a special form of educational and out-of-class work, in which the joint activity of the teacher-guide and schoolchildren led by him is carried out in the process of studying the phenomena of reality observed in natural conditions (factory, collective farm , historical and cultural monuments, memorable places, nature, etc.) or in specially created collection repositories (museum, exhibition)". These are the opinions of scientists-excursionists.

Consider the interpretation of the term "excursion", given in various dictionaries and encyclopedias. The earliest (1882) interpretation of this term is given by V. Dahl: "Excursion - a walk, going out to search for something, to collect herbs, etc." In the Small Soviet Encyclopedia, the term is disclosed as follows: "Excursion - a collective visit to any locality, industrial enterprises, state farms, museums, etc., mainly for scientific or educational purposes."

A detailed explanation of the term "excursion" is given by the Great Soviet Encyclopedia "one of the types of mass cultural, educational, propaganda and educational work aimed at expanding and deepening the knowledge of the younger generation ...".

In the Explanatory Dictionary of the Russian Language (led by L.N. Ushakov, 1940), the word "excursion" is explained as "a collective trip or walk with a scientific, educational or entertainment purpose."

The Small Soviet Encyclopedia says that "an excursion is a collective trip or trip to places of interest with a scientific, general educational or cultural and educational purpose."

The Great Soviet Encyclopedia gives the following definition: "Excursion - visiting objects of interest in something (cultural monuments, museums, enterprises, terrain, etc.), the form and method of acquiring knowledge. It is usually carried out collectively under the guidance of a specialist - - tour guide. Other interpretations of a later time are not original and do not add anything to the previously made characteristics.

Some discrepancies can be found in the above definitions of excursion. They are not accidental and do not give grounds for conclusions about the existence of opposing points of view on the excursion. Each wording is related to the functioning of the excursion in a certain period of time. Hence - the differences in the formulation of goals, objectives and forms of excursions, characteristic of a particular time. As the years go by, the tasks become more difficult. Other goals are set before excursions, the forms of their conduct are changing. At the same time, the features of the excursion, its differences from other forms of cultural and educational work, manifest themselves more clearly. And at the same time, one cannot ignore the attempts of individual scientists to limit the excursion to narrower limits.

In some dictionaries, for example, in the Concise Pedagogical Dictionary and teaching aids, the excursion is considered as one of the forms of visual education, teaching and educational work. At the same time, the importance of only one of the parties is emphasized, namely, that the excursions transfer the learning process to the environment of observing objects (objects) that are in environment or displayed in a museum.

The excursion, being the work of specific authors, is built taking into account the requirements for a literary work and has its own plot, to which all the excursion material is subject.

Excursion as a form of direct communication involves the relationship and interaction of subjects (guide and sightseers) based on their joint activities. Being a specific form of communication, the excursion enables children to receive a significant amount of information, forms ways of mental activity. Communicating with other participants of the event, the child, through imitation and borrowing, empathy and identification, learns human emotions, feelings, forms of behavior. In the process of communication, the necessary organization and unity of actions of the individuals in the group are achieved, their emotional mutual understanding is carried out, a commonality of feelings, moods, thoughts, and views is formed.

Communication of people on excursions should be attributed to the spiritual and informational type of communication, a combination of two forms of relations between subjects and objects, as well as personal and group relations. Knowledge of the basics of psychology and pedagogy helps the teacher to organize the excursion process correctly. In practice, communication is a communicative phase in the activities of a teacher. Properly organized communication between the guide and sightseers is the basis of such pedagogical process like a tour. The communicative component is an important part of the teacher's professional skills. The effectiveness of the excursion is determined not only by the extensive knowledge of the teacher on the topic, the ability to use the method of presenting this knowledge to the audience, but also by the ability to communicate with children of primary school age, methodologists and other employees of the excursion institution, museum. An important role in communicating with children is played by such qualities as courtesy, the ability to conduct a normal dialogue.

The path of development of the excursion goes along the line of changing its essence. Initially, the excursion was a walk, pursuing practical tasks, for example, the search for medicinal herbs. Then she faced scientific tasks, such as identifying exhibits for the local history museum. The search for new forms of self-education put forward a general educational goal before excursions. The desire to improve educational work, to make it more effective, turned the excursion into one of the types of cultural and educational work.

At present, the excursion acts as something complete, integral, having its own specific functions and features, a kind of individual methodology. To a large extent, it has been enriched in content, forms of conduct and methods of presenting the material and is characterized as an integral part of the ideological-educational and cultural-mass work.

In the last decade, aesthetic education has been seen as a process aimed at developing children's abilities for active creative activity. An entity is defined as purposeful process interaction between the teacher and students in the formation of an emotionally responsive and creatively active personality, capable of perceiving and evaluating beauty in art, nature, the surrounding life, people's behavior and striving for feasible aesthetic and objective activity.

The essence of the aesthetic education of students is to improve the aesthetic culture of the individual. "Task modern education and education, according to E.V. Petushkova, - to form genuine subjects of the culture of the world with a high creative potential in whatever field of activity the pupils realize themselves.

Primary school age is a special age for aesthetic education, where the main role in the life of a student is played by a teacher. Taking advantage of this, skillful teachers are able not only to establish a solid foundation for an aesthetically developed personality, but also through aesthetic education to lay the true worldview of a person, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality develop.

Aesthetic education of junior schoolchildren involves the formation of initial aesthetic ideas and concepts on the basis of sensory assimilation of images, as well as as a result of repeated experiences in the process of aesthetic perception of objects and phenomena of reality and works of art. On this basis, elementary aesthetic knowledge, emotions and feelings are formed in children; needs, interests and inclinations; aesthetic taste and ability for creative activity, aesthetic education.

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Achkasova Galina Leontievna. Literary excursion as a means of forming the aesthetic susceptibility of a schoolchild reader: silt RSL OD 61:85-13 / 1036

Introduction

CHAPTER I. METHODOLOGICAL BASES OF LITERARY AND EXCURSION WORK 20

I. Literary excursion in the system of methods of teaching literature (from the history of the problem) 20

2. Labor beginning in the literary and excursion work of schoolchildren 39

3. Development of aesthetic susceptibility of students in grades 4-6 in literary and excursion work 57

4. Formation of aesthetic perception of reality as a basis literary creativity(grades 7-8) 83

5. Excursion as a means of introducing schoolchildren to the process of the creative activity of the writer (grades 9-10) 107

CHAPTER II. EXCURSION WORK IN THE SYSTEM OF TEACHING LITERATURE 134

I. A complex of excursion forms in the process of studying literary theme 134

2. Creative interpretation of the literary-excursion orientation in the work of the teacher 152

3. Perception of a literary excursion for schoolchildren! 174

4. Interaction of excursion with different systems of teaching literature 184

CONCLUSION. 197

Introduction to work

The education of an aesthetically sensitive, artistically developed reader is the most urgent task not only of the literature course at school, but, in a certain sense, of the entire school pedagogical process, since reading "as labor and creativity" (Asmus, 1968) is one of the foundations of education.

The development of the mass media (film art, television art, etc.) did not diminish, but even higher raised the importance of the book in general, the art book in particular, as a means of shaping the human personality. Literature remains an inexhaustible and indispensable source of spiritual activity, and reader susceptibility now acts as one of the most reliable criteria. creative activity and level of personality development. The Decree of the April (1984) Plenum of the IIK CPSU "On the main directions of the reform of general education and vocational schools" refers to the need for significant improvement art education and aesthetic education of students. The importance of purposefulness and unity in this work is especially emphasized: "It is necessary to develop a sense of beauty, to form high aesthetic tastes, the ability to understand and appreciate works of art, monuments of history and architecture, the beauty and richness of native nature" (Materials of the plenum of the Central Committee of the CPSU, April 10, 1984 , 1984, p.31).

Meanwhile fundamental research reading activity (Soviet reader, 1968; Book and reading in the life of small towns, 1973; Book and reading in the life of the Soviet village, 1978), as well as observations accumulated by many language teachers, show that, along with the growth in the number of cultural

4th, thoughtful readers remain, sometimes aggravated conflicts in the development of schoolchildren as readers.

Between the broadest and ever-growing opportunities for reading and the lack of a student's sustained interest in reading.

Between the possibilities of a school literature course on the formation of a student's personality and a low reading level that does not allow realizing these opportunities. At the same time, the student's reading activity can be high, even stormy, but not aimed at the best works. The choice of books for reading in this case is often random, chaotic, there is no system in reading.

Between the reading activity of the personality and its attitude to reality. The reader can be distinguished by high activity, the presence of a system in reading, the choice of interesting authors. But at the same time, with a book, he "isolates himself" from life, does not correlate what he read with either his own position or with reality in general. Experiencing sharp and stormy experiences in the process of reading,

he remains indifferent and callous to the phenomena of reality.

Despite the difference between these conflicts, a connection can be seen between them. Their common basis is that in all cases the work is not perceived as a vital value, and reading is not recognized as a vital labor. There is a break in the connection between reading and other activities: the system of interactions between the perception of verbal art and the attitude to reality has not been formed.

The problem of interaction between art and reality is studied by many scientists: philosophers (V.F. Asmus, N.M. Afasizhev,

~ 5 -Yu.B.Borev, V.V.Vanslov, M.S.Kagan, I.F.Smolyanlnov, L.N.Stolo

hiv); psychologists (L.S. Vygotsky, P.V. Simonov); literary critics (A.S. Bushmin, D.S. Likhachev, P.M. Medvedev, B.S. Meilakh, M.B. Khrapchenko); teachers (I.F. Goncharov, B.T. Likhachev), etc. We are interested in it in terms of finding such methodological ways that would bring the student closer to the position of the artist.

It can be argued, based on research on aesthetics, on pedagogical experience and the observation that the level of fruitfulness of human activity in the field of knowledge, culture, art, production depends on his ability to see beauty in life and act in accordance with ideas about beauty.

Nowadays there is no doubt that one of the main conditions of an artist's creativity - the aesthetic perception of reality - should also be a condition for creative reading. A full and fruitful perception of a work of art is possible only in accordance with the laws by which it was created, "as a system of stimuli, consciously and deliberately organized in such a way as to evoke an aesthetic reaction" (Vygotsky, 1968, p. 40). Consequently, the task of educating the reader presupposes the formation and development of a certain ability that has the character of a support for his reading and, more broadly, artistic activity, namely, aesthetic susceptibility.

In the scientific literature, the term "aesthetic susceptibility" has been used for a long time and quite widely (V.A. Gerd, 1928; R.F. Brandesov, 1978; D.S. Likhachev, 1984). However, it is used to denote various phenomena associated with the process of aesthetic education, and does not have the limitation in content that is necessary for a scientific concept. We made by

attempt to clarify the content of this concept, taking into account modern works on aesthetic perception (I.F. Goncharov, L.M. Gulyaeva, M.S. Kagan, N.I. Kiyashchenko, B.T. Likhachev, M.F. Ovsyannikov, L .N.Stolo-: _"HIV and others).

Aesthetic susceptibility is understood by us as the ability of a person to comprehend the world according to the laws of beauty, i.e. in accordance with the ideal of harmony and perfection, which is formed socio-historically, mastered and refracted personally. The aesthetic susceptibility of a schoolchild, like his other creative abilities, can be awakened and developed. At the same time, as it seems to us, in relation to other creative abilities, it is basic.

Aesthetic susceptibility, as you know, is not an innate property of an individual (see, for example, N.A. Dmitrieva, N.I. Kiyashchenko, A.G. Kovalev, N.L. Leyzerov, V.P. Shatskaya and others). By nature, a person is endowed only with the makings of such qualities that contribute to the formation of aesthetic susceptibility. To develop these qualities means to create the foundation on which the formation of a person's ability to aesthetic perception of the world takes place.

In science, in the experience of work on aesthetic and artistic education, the most important conditions for the development of those personality traits that contribute to the formation of aesthetic susceptibility have been identified: concrete-sensory knowledge of various life phenomena; perception of the world in the unity of the logical and emotional; constant replenishment and expansion of the experience of life impressions and emotional experiences; the presence of a certain atmosphere in which the emerging personality lives: interest in the surrounding reality, in inner world know-

7 - this reality, benevolence, sincerity, frankness of attitude in the team, of which the student is a member.

In the search for specific ways of forming aesthetic susceptibility, it is important to discover not only new means of work, but the use of traditional ones, taking into account modern conditions, their rethinking, filling with new content.

An excursion can be such a tool.

Pedagogical experience revealed many advantages and features of a literary excursion, thoroughly developed the methodology for its preparation and conduct (meaning the works of N.P. Antsiferov, B.S. Gabo, V.A. Gerd, R.M. Glazkova, Ya.S. Dukhan, G.A. Prokofieva, M.A. Rybnikova, L.S. Skepner and others).

But, in our opinion, the possibilities of a literary excursion are far from being exhausted.

The excursion can be understood as a kind of "creative laboratory", in which the student masters the artist's approach to the world, learns to extract and creatively rebuild the impressions that he receives from living reality. This makes it possible to comprehend the "aesthetic attitude to reality" as the basis of artistic creativity, to understand that life is not copied, but is transformed by the artist in the light of aesthetic and artistic ideals, by the power of his talent, as a result of his hard work. Then the thought of N.V. Gogol will be close to the readers: “My imagination has not yet given me a single wonderful character and has not created a single thing that my look in nature has not noticed somewhere” (1952, v. 8, p.447).

It is also important that schoolchildren at the time of their reading

formations will understand the closest relationship between the book and reality, which A.M. Gorky pointed out: "The writer lives among books, but he can suffocate in them. He must love them very much, because they are the source of life. But even more he must love these very sources If they die or dry up, then the soul of poetry dies..." (Bihali-Merin, 1984, p. 109).

The sooner the reader experiences the world as an area of ​​beauty, the more beneficial it is for his development. It is the impressions of childhood, which A.T. Tvardovsky called the "golden reserve", that become the basis for the development of creative abilities in the future: "I know for sure that if I managed to say at least a word about native nature, so this is because I have been walking behind a plow since childhood, and in my youth I knew how to sow a cornfield myself "(N. Rylenkov, 1966, p. 17).

Tse for our research- to develop a methodology for a literary excursion that would help form the aesthetic susceptibility of schoolchildren-readers - seems to us to be fundamentally new. The problems of aesthetic education of students in connection with the excursion, the researchers touched before. Moreover: the expression "aesthetic education" in connection with the excursion and other types of work in methodological theory and school practice has become habitual. But, as a rule, it is tacitly assumed that this happens by itself, simply due to the fact that students encounter the beauties of nature and works of art. The very process of awakening and developing the ability to perceive the world aesthetically was not considered. To a large extent, this is precisely why, for all the value of a variety of literary and excursion work at school, its aesthetic impact is the least manifested.

Excursion in this regard provides great opportunities, but not as a single, episodic phenomenon, but as a permanent direction in the teacher's work, acquiring the character of a system of aesthetic exploration of reality.

Research hypothesis. It is possible to consider the excursion as the leading and defining beginning in the whole complex of ways of working, based on direct contact with reality and its aesthetic experience: collective and individual observations, walks, visits, meetings, memories, etc.

We assume that schoolchildren at all stages of their development, in relation to a particular age, are able to follow "the path of an artist." This does not mean the reproduction of a creative act, which is impossible in principle, but two interpenetrating processes. "Immersion" with the maximum possible fullness under the given conditions in the atmosphere of the creative activity of an artist and comprehension of reality "according to the laws of beauty."

We proceeded from the fact that with the help of excursions and related forms, it is possible to teach schoolchildren to look at the world through the eyes of a certain author, an artist in general, while feeling in themselves a born artist with their own view of the world.

Of course, the whole process of literary education should contribute to this: the study of the biography of the writer in the context of the era, the analysis of the work, creative works, etc. However, it seems especially effective to bring students closer to the living conditions in which the creative act is carried out, to join the movement of artistic thought. It is assumed that a schoolchild studying literature is able to learn not only where, when and how a work arose, but can, with the help of knowledge, imagination and empathy, feel himself in some

at least a participant in the same creative process. Entering the field of creativity, the student can cross the border between everyday contemplation of reality and its aesthetic comprehension in the light of the ideals of beauty. To follow "the path of the artist", to look at the world through the eyes of an artist - all this requires purposeful and active contemplation, however, it cannot be limited only to contemplation, but needs various types of creative work that has an aesthetic character.

The movement of the growing reader to this level of cognition of reality must take place throughout the entire course of literary education, but at each stage it will have its own peculiarities, which must be determined.

Hypothesis defines object of study- excursion work as an integral part of school literary education and subject of study- the role of a literary excursion in the formation of the aesthetic susceptibility of schoolchildren-readers.

Testing the hypothesis required solving the series tasks;

Learn history and state of the art school literary excursion work in terms of its impact on the development of the aesthetic susceptibility of schoolchildren-readers, to determine the possibilities for the development and improvement of this work.

To develop a methodology for literary excursion work that would allow organizing a systematic, consistent, taking into account the age capabilities and interests of schoolchildren, their assimilation of reality in the light of an aesthetic ideal and familiarizing them with an artistic view of the world.

Check this technique in personal teaching and in practice.

tic of other teachers, to find out its impact on the development of the student-reader.

Our research has been conducted since 1971 and had a phased character.

1st stage (I97I-I978). The work of a dissertation teacher with a student of the same class. For 7 years (from grades 4 to 10) this team has been searching for means that form aesthetic susceptibility as the basis for the development of a school reader.

II stage (I978-I98I). Theoretical understanding of what has been done, experimental verification and adjustment of the developed methodology.

III stage (I98I-I984). Checking the corrected and refined methodology, new options for excursions and, at the same time, transferring the developed methodology to the practice of the school, to the process of teacher training.

Methodology and research methodology. The methodological basis of the study was the provisions of the dialectical-materialistic epistemology, in particular, the Leninist theory of reflection, as well as the statements of the classics of Marxism-Leninism on issues of aesthetics, art, literature, public education.

Of methodological significance for us were the ideas of materialistic aesthetics, psychology, art criticism, literary criticism, related to the siver of aesthetic and artistic perception of reality and artistic creativity, in particular, the idea of ​​the dialectical unity of the subjective and objective in artistic creativity, idea artistic world as a world of reality, translated by the artist in the light of historically; and socially determined and personally

12 -expressed ideals.

The constant guidelines in our study were the theory of activity developed by Soviet psychology (the works of L.S. Vygotsky, A.N. Leontiev), the theory of set by D.N. Uznadze and the theory of dominant by A.A. Ukhtomsky.

During the study, the following methods were used in interaction:

theoretical analysis of publications, materials of experience and experiment;

personal teaching and long-term participant observation;

purposeful study of the experience of teachers;

methodical design (in particular, various types of excursion work);

development and implementation of an experiment (indicative, transformative, control), taking into account its long-term results;

transfer of research results to the work of other teachers.

Criteria for aesthetic development

The formation of the aesthetic susceptibility of the student reader required the development of certain criteria for development. This is one of the most difficult issues of methodological research, since the number of various indicators characterizing the aesthetic, artistic, reader's perception is very large, they are interconnected, mobile, and difficult to distinguish.

We took into account what has already been done in this regard by the methodology (works by L.G. Zhabitskaya, V.G. Marantsman, N.D. Moldavskaya

- 13 and others). But due to the peculiarities of our study, which traces the path from the perception of reality to the perception of verbal art, the need arose for a new development and interpretation of the criteria applicable to this study. They were gradually defined, corrected, refined in the course of the study and ultimately took the following form:

1. Aesthetic observation, i.e. replacement ability
tit, select, interpret the phenomena of life with a certain -
aesthetic - position and then be able to correlate these vital
phenomena with a work of art, to understand their relationship,
interdependence. Reader's vigilance should be transferred again to
communication with reality and be able to look at life
"artistic vision". This means that the observation
duration becomes sharper only if it is stimulated
is governed by certain attitudes, aspirations, ideals of a person
ness, if the facts rise to the level of generalizations.

In this process, the role of the imagination is great: conjecture allows you to see the phenomenon more fully, vividly.

Associativity of aesthetic thinking: the ability to see a vital phenomenon, and on the basis of this - a work of art in diverse connections and mediations. At the same time, the development of aesthetic susceptibility implies the "branching" of associations, the transition from local connections to wider and more distant, unexpected ones. Such associativity is enriched by contacts with reality, transferred to the reader's activity, helps to comprehend the internal connections and integrity of the work, its relationship with life.

Comprehension of the specifics of the aesthetic and artistic

Tve., the transition from everyday perception of the phenomena of reality

14 arts to their perception from the point of view of aesthetic ideals and laws of art, comprehension of the special, otherwise irreplaceable role of the "aesthetics of life" and works of art for a person, for society.

4. The personal nature of the aesthetic and artistic deed
in all its manifestations - from observation to one's own
creativity: the interaction of thoughts and feelings., the activity of reaction
tions, in which the unity of the individual and typical
th, "capture" of the whole personality by aesthetic and reader
experience.

One of the important components of the personal nature of activity is the stability of the acquired attitude to life and verbal art, the preservation and enrichment of this attitude in the future.

5. Aesthetic plasticity and dynamism, i.e. ability
rebuild, improve their reactions to the world seen
"through the eyes of an artist", on art, to become more sensitive,
responsive to the beautiful, more active in co-creation and creativity
honor. This ability presupposes the work of self-consciousness, self
education in the field of aesthetic and artistic activities,
applying a learned approach to life and art to other lives
periods, in new areas of activity.

experimental base and The research served as the school of Kursk: No. 16 (the work was conducted by the author of the study); $17 (teacher S.P. Katamadze); W 30 (Honored School Teacher of the RSFSR N.N. Pakhomova); $ 43 (teacher A.R. Erygina). In total, experimental work was carried out in 7 classes (226 students).

theoretical value research we see that

put forward and substantiated a new understanding of the literary excursion work at school as a dynamic complex, interrelated forms, the essence of which is the aesthetic development of reality, the comprehension of an artistic view of the world.

This understanding, which expands existing scientific ideas, makes it possible to make the formation of the aesthetic susceptibility of schoolchildren in the process of cognizing reality one of the permanent aspects of teaching literature.

On the basis of the study, experimentally verified new types of aesthetic contacts with reality (in particular, those that form the aesthetic perception of color, sound, space, time), new types of creative work during the excursion, etc., are proposed. in its footsteps ("journeys" into a fairy tale, into the environment of the existence of folklore, to the pages of writers' manuscripts, etc.).

Practical value The results obtained are determined by the fact that the proposed literary excursion system, due to its versatility and plasticity, turned out to be organic in the work of teachers with different creative personalities, applicable in different conditions and in the study of practically: - all topics of the school literature course.

Basic provisions for defense:

Settled in methodological science and in school practice, the understanding of a literary excursion can be expanded and presented as a system of aesthetic knowledge of reality, as a permanent aspect of the school teaching of literature.

A literary excursion, provided it is broadly understood, becomes an effective means of shaping the aesthetic susceptibility of a schoolchild as the basis of his reading and, more broadly, artistic activity.

Such an understanding of the excursion makes it possible to create and apply a complex of types of work, the essence of which is contact with reality, perceived in the light of aesthetic ideals, familiarization with the laws of the artistic transformation of reality in general, with the process of creative activity of a certain writer or the process of creating a particular work.

3. We include in the literary excursion system
observations, excursions, travel. different in time
duration (from minute observation to many days)
travel), at the place of organization (in the school office,
at home, on the street, in the field, in various parts of the country),
by tasks in each specific case, they have a common
purpose: enrichment of aesthetic experience, formation of chi
Tatel and artistic culture.

The variety of forms and their common focus make it possible to make the work systematic, one way or another combined with all the topics of the school curriculum.

But the point is not in the frequency of the use of these forms, but in their skillful, natural use, taking into account local conditions, the peculiarities of the class, and the individuality of the teacher.

Such a system dramatically expands the possibilities of spiritual communication among schoolchildren, educates the humanistic aspirations of the individual, creates conditions for collective empathy, and at the same time awakens the need for individual self-expression and attention to the experiences of another person.

The condition for the effective use of excursion work in order to form an aesthetic susceptibility is the combination and development various kinds students' activities.

This refers to the need not only for contemplation as an active spiritual process, not only the awakening of associations, the acquisition of knowledge related to art, but also various types of socially useful activities:

promotion and protection of the values ​​of art and nature;

labor that acquires an aesthetic character;

own creativity (writing essays, self-expression in a drawing, the desire to capture the beauty of the world in a photograph, etc.).

6. Paramount for awakening and developing
tiya aesthetic interests and needs, aesthetic
the susceptibility of the individual acquires collective labor,

having a humanistic, socially valuable character.

Such work is stimulated by a moral orientation

advanced literature and helps to comprehend this trend, sharpens benevolent attention to a person, contributes to the comprehension of literature as "artistic human science" and as "artistic self-awareness".

7. Literary and excursion work acquires
of paramount importance in preparing students to comprehend
personal beginning of art, inseparable from its special
fics.

Following "the way of the writer", schoolchildren more organically and more fully perceive him as a person, citizen, artist, and begin to feel their reader's responsibility to him.

8. Forms of organization of the educational process that have ex
course orientation, expand the possibilities of cognition
reality in its manifold connections: the richer
these connections, the more successfully in the mind of the child is created
"a single picture of the world, dialectical interaction is a
of nature and society" (M.M. Bakhtin).

The idea of ​​the world as a whole is a condition for the formation of the aesthetic susceptibility of the individual and allows us to understand many life processes, including literary ones, in their dynamics and complexity.

9. Literary and excursion work, which has become a system
mine, acquires greater educational efficiency:
contributes to the formation of creative, civic
swarm personality capable of self-knowledge and self-education
niyu, sensitive to art, responsive to
to a person endowed with social activity.

Approbated research was held at scientific conferences in Leningrad in 1981, 1982, 1983, 1984, at scientific conferences of the Kursk Pedagogical Institute in 1982, 1983, 1984, at an interuniversity scientific conference in Kursk (1984); in 1982-1984 Special seminars were held on the subject of the research at the Kursk Pedagogical Institute.

The research materials were reflected on the pages of the city and regional periodicals.

Literary excursion in the system of methods of teaching literature (from the history of the problem)

An appeal to the history of the methodology of teaching literature convinces us that the excursion as a form of organization of the educational process has always aroused the interest of teachers and methodologists. The process of development of the excursion business in Russia, including in connection with literary education, has been studied extensively and thoroughly. Separate paragraphs of studies by R.M. Glazkova, T.V. Gogiashvili, special chapters of dissertations by Y.S. Dukhan, V.S. Parygina and others are devoted to this.

Nevertheless, we considered it necessary to once again turn to the history of the development of the excursion method in teaching literature and look at it from the standpoint of our topic: how the issue of the formation of aesthetic susceptibility, the aesthetic development of students in general, was solved in the process of excursions. To do this, we turn to the analysis of two periods of development of this direction in the methodology: the 20s and 60-70s of our century.

These are the periods of the greatest interest of the school and science - to the educational excursion in general and literary - in particular. It is advisable to see how the orientation of excursions towards the aesthetic education of schoolchildren-readers was manifested precisely at the moments of the highest rise in excursion activity. These upsurges undoubtedly arose in an atmosphere of intense methodological and pedagogical quests. -21-20s. Huge changes are taking place in the country, including in the field of education. The issue of mandatory primary education. An intensive search for ways and methods of teaching begins, allowing the school to solve the problems facing it. It was necessary, taking into account the positive experience of the pre-revolutionary education system, to get rid of scholasticism from enlightenment, to bring the school closer to life.

The end of the 60s, the beginning of the 70s was a time of no less important transformations in the field of education. A problem of historical importance is being solved - secondary education is being carried out. The search for new, more effective ways of teaching and educating the younger generation continues even more intensively. All this serves as a preparation for the reform of the general education and vocational school, carried out since the 80s.

Let us dwell on the analysis of the two stages we have named. The 1920s was a time of rapid development of excursions as a form of cognition of reality. There is a practical development of specific excursions and theoretical understanding of the experience gained empirically. There is also some hyperbolization of ideas about excursions. MANY recognize excursion as a kind of universal form of education, which belongs to the future. The idea is expressed that the time will come, "when a necessary element of a properly delivered education will be trip around the world"(Grevs, 1923, p. 1). Recognizing the paradoxical nature of this statement, some teachers see in it the moment of truth. I.M. Grevs, considering the excursion "an inspired journey of a person into the world," writes: . After all, in a journey, in fact, the whole person merges with the wide world, and they richly interact with each other. Travel is one of the greatest factors in the development of culture "(1923, p. 1). A.A. Yaroshevsky writes that on the threshold of that new era, which "fabulously brings together for a person different countries world, in the development of excursion practice, signs of the coming revolution in the plans of school work begin to appear" (1921, p. 28).

During this period, the journal "Excursion Business" (1922-1923) was created, and many collections were published. In 1921, a scientific-research excursion institute was organized in Petrograd, the Excursion Bulletin became its special body. The first issue of this edition (1922) defines the task of the institute: "... a comprehensive study of excursion studies in all areas of the life of nature and human culture, both in the field of theoretical, fundamental, and practical, in the desired depth and completeness, in the types of creation whole educational system"(1922, p.Z).

A complex of excursion forms in the process of studying a literary theme

An excursion aimed at shaping the aesthetic susceptibility of a schoolchild reader and understood broadly as a way of organizing "aesthetic contact" with reality can and should have the character of a system. This will increase the effectiveness of all work on the formation of creativity in the student-reader.

Speaking about the system, we will keep in mind the inclusion of excursion work in the educational process in its diverse manifestations: in the activities of the teacher, in the activities of the student, the class team, in the implementation of the main tasks of literary education, defined by the school curriculum.

The purpose of this section is to identify possible options and patterns of inclusion of excursion forms of work in the system of studying one topic of the school literature course. We will try to do this on the material of the 8th grade topic "A.S. Pushkin".

On the eve of its study, an excursion was made to Pushkin's places: Mikhailovskoye, Trigorskoye, Petrovskoye. The program of excursions included visiting Pskov, Svyatogorsky monastery, a monastery in Pechory.

By the eighth grade, students are widely familiar with the work of A.S. Pushkin. Nevertheless, the upcoming excursion requires preparation. Which one?

In search of an answer to this question, we thought about what is better during the tour: meeting with the unusual, unknown or recognizing the familiar and close. We came to the conclusion that in this case, "recognition" of what is already known will give a greater effect. Located among the plains and hills, the Pushkinsky Reserve in many ways resembles the Central Russian strip: the same trees, meadows, hills, copses, which do not amaze with the unusual architecture and richness of the decoration of the house. There is nothing that could strike a person who is not ready for a meeting. This means that if the students imagine in advance the places where they will go, this will not interfere with the excursion impressions, but, perhaps, will strengthen them. That is why in preparation period we considered it necessary to familiarize schoolchildren with the geography of Pushkin's places, with episodes of the poet's life in the Mikhailovsky period, with works written at that time.

A wide variety of methods and techniques were used at this stage of the work: conversation, storytelling, reading memoirs, expressive reading works of the poet, etc. A correspondence tour "Invitation to Mikhailovskoye" was held. With the help of photographs, the eighth-graders saw the linden alley in Mikhailovsky Park, the nanny's house, Onegin's Chskamya, the house of P.A. Hannibal in Petrovsky, the Sorot River and much, much more. Domovoy", "V.V. Engelhardt", "Village", "I visited again" and others. In addition to photographs that convey with actual accuracy the landscape of Pushkin's places, the interior of Pushkin's house, we used a series of drawings by the artist B. Shcherbakov depicting Mikhailovskoye It was important for us to show how the paintings depicted in the photographs are transformed, transformed in the mind of the artist.

Such a general attitude - to prepare eighth-graders for the perception of the Pushkin Reserve as a place of acquaintance, closeness - justified itself.

The upcoming excursion (we have already paid attention to this) is always one of the incentives for the work of schoolchildren during the period of preparation for the trip. She is able to play significant role in the reassessment of the motives for the knowledge of this or that artist, in the formation of a steady interest in his work, a personal attitude to the life of a poet, writer, his works. To show what happened in the classroom, consider the impact of the field trip on one particular student.

Oleg B. is a boy who grew up without a father. Mother is a conductor on long-distance trains. The teenager was often left to his own devices for weeks at a time. At the same time - complete material security (the mother believed that this was precisely what her parental duties consisted of). Oleg was drawn to what is prestigious. At home, outside of school - to luxury in everyday life, in clothes. In the classroom, it is prestigious to be knowledgeable. It was this that sometimes prompted him to memorize an extracurricular poem, to read a book, the knowledge of which can be shown off in the classroom.

Creative interpretation of the literary-excursion orientation in the work of the teacher

Excursion, understood broadly, which is a complex of forms with a single focus, can receive different interpretation, being realized in the individual creative manner of different teachers.

A study of the work experience of a number of teachers in the city of Kursk confirmed the correctness of this assumption. Our observations allow us to say that the main thing in using the excursion is not a quantitative indicator, but its organic, natural inclusion in the system of teaching literature, which is basically determined by the program, but concretized in the original style of a particular teacher, "captured" by her personality ( if we use the expression of V. G. Belinsky).

We will try to show the personal nature of the excursion work by analyzing the experience of the teacher Alla Romanovna Erygina (school B 43 in Kursk). She has been a teacher for 28 years. Every year its graduates become students of the Faculty of Russian Language and Literature of the Kursk Pedagogical Institute. More than 40 of her students followed in the footsteps of their beloved teacher - they became philologists, about 20 people became professional actors.

A.R. Erygina has been a participant in our study for five years. At the same time, her experience, with which we have long been familiar, served as one of the sources of research. A.R. Erygpna, accepting the main idea of ​​our work - the idea of ​​developing the aesthetic susceptibility of schoolchildren with the help of diverse excursion forms, implements it in her own way.

What defines features methodological system this teacher? A passionate love for literature is complemented by a deep knowledge of theatre, music, and painting. Possessing acting talent, being a passionate, lively person, Alla Romanovna infects with her love for art, for life, everyone who enters into communication with her. The commonwealth of literature, music, painting in her lessons is organic and natural.

In the practice of Alla Romanovna, excursions in the usual, traditional sense are episodic in nature, while an excursion in a broad sense is like aesthetic communication with various aspects of reality, with different types art - takes on unusual and interesting forms. She believes that there is nothing in the surrounding life that could not be forced to "work" for the development of the reader's personality as an artist. After all, creative imagination, which is an indispensable condition for the development of the reader, is manifested in the richness and "mobility" of the imagination, in the ease of forming associations that are based on auditory, visual, and olfactory representations. The excursions organized by Alla Romanovna serve to transform acute sensory sensitivity into a synthetic property of the personality - artistic responsiveness.

Starting from the fourth grade, Alla Romanovna's students talk not only about literature, but also about music, theater, and painting. Or rather, about literature in its connections with music, theater, and painting. The teacher believes that the student's aesthetic sensitivity to color, sound will develop his ability to understand a work of art, where color and sound are always present, even if there is no direct indication of them.

Very organically, an interesting form of work was born, which Alla Romanovna called "florist". Let's state its essence. The perception of literature, as, indeed, of any kind of art, should take place in the unity of the logical and emotional. It is less difficult to identify the level of logical perception than emotional. Self-expression in the word contributes to the formation and identification of both. Speaking aloud his own thoughts, trying to convey his inner state in words, a person thereby sharpens his thought, becomes more definite and accurate in sensation. How to help a student express his emotional state? In search of ways to resolve this issue, Alla Romanovna came to the "color book".