As mentioned above, the theories on which this study is based include forms of organizing joint activities developed by L.I. Umansky. The scientist identified three main types of joint activities: Umansky L.I. Psychology of organizational activities of schoolchildren. - "Enlightenment", 1980.:
* Collaborative-interacting;
* Joint-individual;
* Joint-sequential.
In a jointly-interacting form of organizing joint activities, all members of the work group perform the same common work, while there is no division of responsibilities between team members - all participants are identical in their role in the work process. An example of this type of cooperative activity is the carrying of a large number of bricks or building blocks by a group of workers on a stretcher, when each of the loaders contributed to the overall result by exerting effort in lifting and carrying the stretcher. In this case, they all perform the same work with common efforts and are able to accomplish more work than each of them alone. It is important to note that with this method of organizing work, only the overall result is assessed, and in the case of moving heavy loads, only the fact of moving the required total amount of cargo will be important.
In the joint-individual type of organization of joint activities, all participants are engaged in identical activities and, in fact, perform the same work, however, unlike the joint-interacting type, the contribution of each person is evaluated. The same work of moving a large number of bricks, discussed above as an example of the joint-interacting type, can also be organized using the joint-individual type. In this case, the labor process will look like this: each of the loaders will be given freedom to choose the number of bricks carried in one trip and the number of these trips, however, the final reward will become personalized and will directly depend on the total number of bricks moved by each worker.
The joint-sequential type of organization of activity is most easily represented in the form of a conveyor belt, when the object of work activity passes from one employee to the next. If we consider the process of carrying bricks, it turns out that it can also be organized using a joint-sequential type. To do this, it will be necessary to arrange the loaders one after another so that they form one chain, and the bricks are passed sequentially from one worker to another, moving from the starting point to the required location. However, it is worth noting that in real life the joint-sequential form is used with some complication, namely in combination with the principle of division of labor, when, when moving to the next link in the chain, the object of labor activity undergoes predetermined changes in such a way that the final stage of the work process reaches the final product is a classic example of a conveyor belt. It is worth noting, however, that the use of this type of organization entails the need for proven technology that strictly describes the stages of activity.
In addition to the above types of P.V. Malinovsky also identified a jointly creative type of joint activity _ Malinovsky P. V. Ideological, theoretical and methodological foundations of organizational and managerial games // Management innovations and gaming practice. - M.: Institute of Sociology of the USSR Academy of Sciences. - 1990. - pp. 75-102., which arises in the process of bringing together several people, for example, to create a common work of art or in the process of solving a complex problem that requires the mental work of several professionals from different fields, such as the creation of innovative products.
All of the listed types are shown schematically in Figure 1.5:
The four listed types of joint activities will form the basis of this study, since they are the substantiated results of many observations and experiments of sociologists studying intragroup interaction. According to numerous observations of scientists, it is these types that largely determine how the interaction between group members will be structured in the process of common activity. In addition, a valuable fact from the point of view of practical management is that, according to the authors of the theory about the forms of organizing joint activities, any group work can be organized by one of the given types. In subsequent parts of the work, an attempt will be made to find a connection between the given forms of organizing joint activities and the previously described types of organizational cultures in accordance with the OCAI concept of Cameron and Quinn, and will also search for a possible explanation for the presence of such a connection, if it is indeed discovered.
The minds of members of collective work must reflect their responsibilities and the way they interact with each other, which depend on the nature of the organization and the type of its activities. Consider the following classification of organizations:
Governmental and non-governmental(the status of a government organization is given by official authorities).
Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-profits define the satisfaction of public needs as their main goal.
Budgetary and non-budgetary. Budgetary organizations base their activities on the funds allocated by the state.
Public and economic. Public organizations base their activities on meeting the needs of members of their society.
Formal and informal. Formal organizations are duly registered societies, partnerships, etc., which act as legal and non-legal entities.
As a special type of organization we can distinguish socio-economic organizations. A socio-economic organization is characterized by the presence of social and economic ties between workers.
Social connections include:
interpersonal, everyday relationships;
relationships across management levels;
relations with members of public organizations.
Economic ties include:
financial incentives and responsibility;
living standards, benefits and privileges.
Organizations can also be classified according to the way they work together.
O.I. Zotova (1987) distinguishes between the external and internal structure of the brigade.
External structure may be a purely external form of association of workers.
Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.
Team of low level of development represents a group as an association of individuals (there is no role and status pressure, and group norms of behavior have not been developed).
Mid-level team has signs of an external and internal organizational structure, but there are often no connections between them, and there may be contradictions.
Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.
The effectiveness of joint work is determined not so much by the quality of interpersonal relationships of team members and the ability to directly interact during the work process, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.
9.3. Group psychology
A group, uniting a particular number of people, does not represent their simple sum. In a group, qualitatively special phenomena always arise, which are called “group effects.” They characterize the group as a whole. Such effects, for example, are group mood, psychological climate in the group, collective will, group norms of behavior, etc.
Group- a collection of people, acting not as a sum of individuals, but as an integral association; it reflects the social nature of the society of which it is a part.
There are large and small associations of people. This division is based on the characteristics of contacts between their members. In large groups (a nation, a demonstration, members of a particular sports society), contact between all the people who make them up is not necessary. In small groups (crew, sports team, family), each member of the group personally knows all the other members and can come into contact with them. All group members communicate directly with each other. In large and small groups, organized (official, formal) and unorganized (informal) groups are distinguished. They differ in how they arise. Organized groups are formed to implement certain social goals, their existence is confirmed by official documents. Unorganized groups (friends, playmates, crowds, queues) arise spontaneously, as if by themselves. No one specially creates them, no one officially manages them. The reason for their appearance is common needs, interests, views, sympathies, and often simply the conditions of the meeting that arose by chance.
Small organized group– the immediate social environment, the primary microenvironment that influences a person.
Social and psychological characteristics of a small organized group: the presence of a common goal, joint activities, organizational structure, communication, group norms, business and personal relationships.
Target . Goals differ in social meaning (socially significant, group, personal) and in relation to perspective (prospective, immediate, specific). Socially significant goals are those whose achievement is beneficial to the whole society; group and personal goals are related to the interests of one group of people or one person. A twofold connection is possible between socially insignificant goals, on the one hand, and group or personal goals, on the other: personal or group goals correspond to public interests (for example, winning personal-team competitions); group or personal goals are contrary to the interests of society; they are antisocial. Long-term goals are related to the future, specific goals are short-term, built for a month, week, day. The presence in a group of promising, socially significant goals, accepted by its members and perceived by them as their own, is favorable for the development of the group.
Cooperative activity . The main reason for the development of a small organized group and its effective functioning is joint activity aimed at achieving goals. Joint activity is common work, training, etc., in which mutual actions and mutual dependence of the participating persons take place. Joint activities can be interrelated and unrelated. In interconnected activities, the actions of one participant are impossible without simultaneous or previous actions of other group members. This is the activity of the airplane crew, the surgeon and his assistants during the operation, and the singers in the choir. With interrelated activities, each group member contributes to achieving a common goal, acting individually. This is typical, for example, for a study group or work team. Joint activity teaches group members to take into account the individual characteristics of other labor participants, provide them with assistance, and obey common requirements.
Organizational structure of the group. A small organized group is characterized by a certain structure, that is, a stable set of connections and relationships between its members. The structure is divided into external (formal) and internal (informal) substructures.
External substructure determined by orders, instructions, installations, regulations, staffing and other official documents. It includes the official leaders of the group. By order of command, for example, in sports teams, the coach and his deputies occupy leadership positions. Associated with this substructure is the exercise of formal management of the group.
Internal substructure arises within the group itself. It is born as if by itself, spontaneously and often puts forward a leader. A leader is a member of the group who is not included in the staffing schedule and is not appointed. He unofficially leads the other members of the group. So, along with the official leader in the work group (team), there may be a very authoritative worker, whose influence on the behavior of workers is greater than the influence of the foreman. Associations of group members usually arise around the leader. A group can have several leaders and several factions.
External and internal substructures can complement the group for its life and fruitful activities. Discrepancies between substructures are also possible. This entails the emergence of disagreements, even conflicts and, naturally, has an adverse effect on group life as a whole.
Communication. Interaction in a small organized group is always carried out through direct communication between its members. Questions, requests, conversations, discussions, debates - all these are different forms of communication. It is an indispensable condition for the existence and development of a small group. It is in communication that various information is exchanged and an agreement arises between group members.
In professional activities, communication is usually of a businesslike, pre-thought-out and organized nature. It depends on the complexity of the tasks being solved and the rules of the activity, the number of people participating in it, and the degree of their preparedness. Personal communication is free contacts between people that allow you to satisfy a person’s need for communication.
Group norms . Norms are rules that are established, approved and accepted as a standard of behavior in a group . Group norms are determined by the norms of society, its moral principles. Each specific group has its own additions to the general rules, determined by the peculiarities of the life and activities of this community.
Business relationship – manifestation of formal substructure. They are formed on the basis of the distribution and performance of official duties and arise in the process of activity. This is a “relationship of responsible dependence,” as the outstanding teacher A. S. Makarenko called them. Business relationships include not only relationships between management and subordination, but also business relationships between equal members of the group.
Personal relationships The informal substructure of the group is based on likes, dislikes or indifference between group members, on the needs of people for emotional contacts. These relationships are found in friendship, affection, and comradely contacts between some members of the group and in hostility and hostility between others.
Depending on the nature of the joint activity and the degree of internal unity in its implementation, the following levels of group development can be distinguished:
1. Association. People are united by a common goal, but not everyone accepts it equally; the group’s activities are carried out, although the actions of its members are disunited. The group constantly needs the intervention of the leader. Personal relationships are established quite quickly, but in the form of friendly companies, they are not determined by business.
2. Cooperation. The unity of actions of group members is more clearly expressed, there are common views on its basic values. The group has a truly and successfully functioning organized structure. Personal relationships and communication are of a business nature and are subordinated to the achievement of common goals. However, at this level, the direction of the group’s activity is not yet very significant, and therefore it is possible that both its positive movement – towards the collective, and negative – towards the corporation.
3. Team. A characteristic feature of the team is cohesion. It manifests itself in the fact that all the thoughts, feelings and efforts of its members are united by the desire to achieve a common goal. Group norms and values are implemented in practical actions when performing joint activities. Business relationships are as coherent and clear as possible, ensuring interaction between all group members. Each member of the group feels like a part of it, is satisfied with his position in the group, and is ready to sacrifice himself for the common interests of the cause.
4. Corporation. The group is characterized by organizational cohesion, clear interaction, but is closed, isolated from other groups, its activities are aimed at narrow group goals. In corporations there is no consistency of purpose with the goals and objectives of society. Group goals can even be antisocial (for example, in religious sects).
Research project
Features of organizing joint activities in speech development lessons
Primary school teacher:
Minenko Natalya Pavlovna
I qualification category
MKOU "Lobanikhinskaya Secondary School"
year 2014
Project content
1. Research plan
2. Appeal to your own experience
3. Round table of teachers
4. Contents of the research work
5. Observing children in class
6. Theoretical foundations
8. Reflections
1. Research plan:
Introspection
Teachers' round table
Lesson outline
Analysis of methodological literature;
Reflection.
Referring to your own experience
Professional activities of a person are increasingly becoming joint in nature, teamwork, already at school, we develop this skill.So I decided to explore O Features of organizing joint activities in a speech development lesson.
Teachers' round table
Features of organizing joint activities in speech development lessons.
Purpose: to identify teachers’ attitudes towards pit features organizing joint activities in the classroomspeech development in primary school, improving the level of pedagogical skills of teachers in the field of organizing joint activities.
Tasks:
Improving the theoretical, methodological and professional skills of school teachers.
Exchange of experience of teachers on effective methods, techniques and technologies for organizing joint activities of students.
Plan.
1. Self-analysis of teachers.
2. From work experience. Methods and techniques for organizing joint activities in the classroom.
3. Discussion of the list of general educational skills of students: “FOR” and “AGAINST”
4. Memo for the teacher “On organizing joint activities in the classroom.”
Solution:
Continue working on the problem
Develop a lesson outline for speech development in order to substantiate the need for organizing joint activities in teaching practice.
The responses received, as well as our commentary on them, are presented in Table 1.
Analysis of the teachers' round table conversation
Question
Answers
A comment
1.What kind of work do you do in class every day?
Set up for work, check what they did at home, whether they prepared for this lesson, check the written assignment and call several students to do an oral check.
As the volume of the school's educational course grows, it becomes more and more difficult for the teacher to achieve deep and lasting knowledge from students.
2. What changes in the work of a teacher, how do his functions change in connection with the introduction of joint activities?
The teacher coordinates and directs. Rarely used, requires preliminary preparation. It is easier to plan the activities of a teacher than a student.
The activity of each student changes, and as a result, the activity of a professional educator and teacher changes radically.
3.What difficulties does the teacher encounter when organizing joint activities in the classroom?
The biggest difficulty is coordinating the options proposed by the children.
Teachers are afraid to deviate from their planned plan.
4.What difficulties do students encounter when organizing joint activities in the classroom?
Can't work independently
Can't express their thoughts out loud
They don't know how to negotiate.
These difficulties arise due to the fact that the teacher does not pay the necessary attention to this type of activity.
Contents of the research work
An analysis of the Round Table conversation proved the need for organizing joint activities in primary schools. This work requires thorough teacher training in order to aged quality of observation in individual children, taking a more balanced approach lis solutions, more effectively identifying lis errors and their causes, more reliable implementation lis psychomotor functions during group brainstorming There were design and technical tasks, etc.
Thus, the work done allows us to formulate a hypothesis.
Hypothesis: joint activities contribute to the development of students' speech. (Experiment: ind.-group. group.-ind.)
Subject: "Features of organizing joint activities in a speech development lesson".
Goal: to clarify the content of joint activities
Objectives: clarify the content of joint activities; analyze methodological literature on this issue; analyze teaching materials on speech development.
Lesson outline (Appendix 3)
Theoretical basis
Cooperative activity - an organized system of activity of interacting individuals, aimed at the expedient production (reproduction) of objects of material and spiritual culture.(Activity = activity)
The concept of “Activity” was introduced into use in Russian psychological science by S. L. Rubinstein. Subsequently, developing and detailing his theory built on this principle, S. L. Rubinstein identified a number of characteristic features that define activity in his understanding: "...1) this is always the activity of a subject (i.e., a person, not an animal or a machine), more precisely, subjects carrying out joint activities; 2) activity is the interaction of a subject with an object, that is, it is necessarily objective and meaningful; 3) she is always creative and 4) independent".
The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized.Connected speech- the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontyev, S.L. Rubinstein, F.A. Sokhin and others).
Develop children's speech- means systematically working on its content, consistency, teaching children how to construct sentences, thoughtfully choosing the appropriate word, and constantly working on the competent formulation of thoughts.
During lessons, it can be difficult for a child to answer a question, to correctly and consistently convey the content of a text, to construct a sentence, and even more so to compose a text on a given topic. What causes these difficulties?
Ideas about the semantic side of a word are not developed;
The skills of selecting words and the accuracy of their use have not been developed;
The ability to construct sentences, establish semantic connections, the ability to reveal the topic and main idea of a statement, and to title a story have not been developed;
Monologue speech is not developed.
A person’s professional activity is increasingly becoming collaborative in nature, teamwork, and already at school we develop this skill.
The main features of joint activities are the presence, in addition to individual ones, of common goals and motives of work, the division of tasks and the content of the labor process into functionally related, interdependent components of a single activity (combining individual activities), strict coordination, coordination of individual activities and the need to manage joint activities, the presence of a single spatial -temporary functioning of participants in this activity, etc.
There are various types of joint activities.L.I. Umansky identifies three of its models:
Models of joint activities:
1 model.
The group has a common task, but each group member does his part of the overall work independently of each other. This contact group model is conventionally designated as joint-individual; it is typical both for some types of manual labor and for modern high-tech industries. Participants in such groups are characterized by high initiative, result orientation and individual achievements.
Model 2.
The general task of joint activity is carried out sequentially by each member of the group (joint-sequential activity), which is typical for conveyor, continuous production. Members of an organization with this type of activity are characterized by high technological discipline, strict adherence to instructions, and business dependence of productivity and quality of work on the results of the activities of other group members.
Model 3.
The general task is carried out with direct, simultaneous interaction of group members with each other (joint-interacting activity). It is typical for many types of work, during group discussions, and in team sports games. Members of such groups are characterized by a high orientation towards collective goals, norms and values, commitment to the group and the authority of the leader.
Two types of organization of joint activities are identified - interconnected and interdependent,which differ in the nature of interaction and interdependence of group members and, in turn, determine the characteristics of such properties as the psychological compatibility of group members.
The nature of joint activity and, in particular, its effectiveness are largely determined by the peculiarities of the relationship between its individual and collective components, which depends mainly on the level of interconnectedness of group members. The following levels of interconnectedness are conventionally distinguished: 1) isolation (physical and social); 2) “conceptual” interconnectedness (need for communication); 3) formal interconnectedness (the silent presence of other people); 4) “mutual influence” (perception and behavior taking into account the opinions and assessments of other group members); 5) effective interconnectedness (through means of implementing work actions); 6) collectivist interconnectedness.
The role of different levels of interconnectedness in joint activity is evidenced, for example, by the fact that in the presence of other peopleProductivity increases in approximately 40% of students and decreases in 25%.When comparing group and individual forms of work, it was found that in a group the quality of observation in individual children increases, decisions are made more balanced, errors and their causes are more effectively identified, mnemonic and psychomotor functions are more reliably carried out during a group “brainstorming”, the solution of design and technical problems is more effective , but individual creativity of especially gifted individuals can exceed group creativity.
A comparative analysis of individual and group performance of activities as a whole shows that the advantages and disadvantages of one or another form of work depend both on the content of a specific educational activity, indicators and criteria for its evaluation, and on the form of joint activity and the individual characteristics of students.
Signs of student group work
The class in this lesson is divided into groups to solve specific educational problems;
each group receives a specific task (either the same or differentiated) and performs it together under the direct guidance of the group leader or teacher;
tasks in the group are carried out in a way that allows the individual contribution of each group member to be taken into account and assessed;
The composition of the group is not permanent; it is selected taking into account that the educational capabilities of each group member can be realized with maximum efficiency.
The size of the groups varies. It ranges from 3-6 people. The composition of the group is not permanent. It varies depending on the content and nature of the work ahead. At the same time, at least half of it should be students who are able to successfully engage in independent work.
Group leaders and their composition may be different for different academic subjects and they are selected on the principle of uniting schoolchildren of different levels of training, extracurricular awareness of a given subject, and compatibility of students, which allows them to mutually complement and compensate for each other’s strengths and weaknesses. There should be no students in the group who are negatively disposed towards each other.
When students work in groups in the classroom, individual assistance to each student who needs it, both from the teacher and student consultants, increases significantly.
The group organization of student work is extremely effective in preparing thematic educational conferences, debates, reports on the topic, additional classes for the whole group that go beyond the curriculum, beyond the lesson. In these conditions, as in the conditions of a lesson, the degree of effectiveness depends, of course, on the very organization of work within the group (unit). Such an organization assumes that all group members actively participate in the work, the weak do not hide behind the stronger ones, and the strong do not suppress the initiative and independence of weaker students. Properly organized group work is a type of collective activity; it can proceed successfully with a clear distribution of work between all group members, mutual verification of the results of each person’s work, full support of the teacher, and his prompt assistance.
Group activity of students in the lesson consists of the following elements:
Components of student group activity.
Preliminary preparation of students to complete a group task, setting educational tasks, brief instructions from the teacher.
Discussion and drawing up a plan for completing a training task in a group, determining ways to solve it (indicative activities), distribution of responsibilities.
Work on completing a training assignment.
Observation of the teacher and adjustment of the work of the group and individual students.
Mutual checking and monitoring of task completion in the group.
Students reporting the results obtained when called by the teacher, general discussion in the class under the guidance of the teacher, additions and corrections, additional information from the teacher and formulation of final conclusions.
Forms of organizing joint educational activities:
A lesson is a form of organizing training with a group of students of the same age, a permanent composition, a lesson on a fixed schedule and with a uniform training program for all. This form presents all components of the educational process: goal, content, means, methods, organization and management activities and all its didactic elements. The essence and purpose of a lesson in the learning process as an integral dynamic system is thus reduced to the collective-individual interaction between the teacher and students, as a result of which students acquire knowledge, skills and abilities, develop their abilities, experience, communication and relationships, as well as improve pedagogical teacher's skill. Thus, the lesson, on the one hand, acts as a form of learning movement as a whole, on the other hand, as a form of organization of learning, predetermined by the basic requirements for the organizational structure of the lesson by the teacher, arising from the laws and principles of teaching.
The goal of a lesson in a modern school should be specific, indicating the means of achieving it and translating it into specific didactic tasks.
The didactic tasks of the lesson are implemented in real pedagogical reality through educational tasks (tasks for students). This is a discussion of the topic, selection of words, students performing various exercises, drawing up a retelling plan, etc. These tasks reflect the learning activities of students in specific learning situations.
Lesson type:
Lesson - task.
Presentation of educational tasks by the teacher and their implementation by children.
The teacher defines the objectives of the lesson:
Formulation of tasks,
Volume of tasks
Variety of tasks,
Difficulty level of tasks,
Differentiation of tasks.
Using group work to complete learning assignments.
Monitoring the completion of tasks.
Evaluation of completed tasks.
Lesson - problem situation
The teacher and children pose problems and solve them in joint activities.
Organization of joint activities to pose a problem:
Creating a problematic situation
Formulating questions
Development of solution options (versions, hypotheses),
Justifications, argumentation.
Organizing group work to solve problems.
Organization of reflection and evaluation of teamwork.
Evaluation of results and individual achievements.
Lesson - dialogue
Interaction between adults and children in the generation and implementation of educational initiatives.
Manifestation of educational initiatives of participants in joint activities.
Formation of groups to implement initiatives:
Setting goals,
Designing the content and forms of work,
Selecting positions for participation in joint activities
Determining the composition of participants in groups,
Distribution of work in the group,
Collaboration to solve problems.
Interaction between different groups
Presentation of results,
Discussion,
Reflection on the methods and results of work.
Analysis and evaluation of joint activities.
Determining prospects for collaboration.
Used Books:
1. LvovM. R. “Development of speech of younger schoolchildren”, “Enlightenment”, 1985.
2. YakovlevaV. I. “Collection of presentations”, “Enlightenment”, 1972.
3. Chernousova N. S. “Essays in primary grades.” M. “Enlightenment”, 1976.
4. Yesenina S. A. “How to teach your child to write essays”, publishing house “Gramotey”, 2005.
5. Tsukerman G. A. “Introduction to school life.” Tomsk "Peleng", 1996
6. Magazine “Primary School”, No. 5. 2000. , No. 9, 2001
7. Dyachenko V.K. "Collaboration in learning." M "Enlightenment", 1992.
8. Dyachenko V.K. Organizational structure of the educational process. M., 1989.
9. Zotov Yu.B. Organization of a modern lesson / Ed. P.I. Pidkasistogo, M., 1984.
10. Ilyin E. The birth of a lesson. – M., 1986.
11. Maksimova V.N. Interdisciplinary connections in the educational process of modern school. - M., 1987.
Reflection
The success of students’ group work depends primarily on the skill of the teacher, on his ability to distribute his attention in such a way that each group and each individual participant feel the teacher’s care, his interest in their success, and in normal fruitful interpersonal relationships. With all his behavior, the teacher must express interest in the success of both strong and weak students, instill confidence in them in their successes, and show respect for weak students.
The advantages of group organization of students' educational work in the classroom are obvious. The results of students’ joint work are very noticeable both in accustoming them to collective methods of work and in the formation of positive moral qualities of the individual. But this does not mean that this form of organizing educational work is ideal. It cannot be universalized and contrasted with other forms. Each of the considered forms of educational organization solves its own specific educational tasks. They complement each other.
The group form also has a number of disadvantages. Among them, the most significant are: difficulties in recruiting groups and organizing work in them; Students in groups are not always able to independently understand complex educational material and choose the most economical way to study it. As a result, weak students have difficulty mastering the material, while strong students need more difficult, original assignments and tasks. Only in combination with other forms of student learning in the classroom - frontal and individual - does the group form of organizing student work bring the expected positive results. The combination of these forms, the choice of the most optimal options for this combination is determined by the teacher depending on the educational tasks being solved in the lesson, on the educational subject, the specifics of the content, its volume and complexity, on the specifics of the class and individual students, the level of their educational capabilities and, of course, from the style of relations between the teacher and students, the relations of students among themselves, from the “trustful atmosphere that has been established in the class of constant readiness to help each other.
APPLICATION
ANNEX 1
Models
I. Common task, everyone works separately.
II. A common task is performed sequentially by each group member.
III. A common task is performed with the simultaneous interaction of group members.
APPENDIX 2
Memo on organizing joint activities in the classroom:
1) The division into groups is based on psychological compatibility;
2) Number of people from 3 to 6;
3) 50% of the group are able to work independently;
4) Take into account and evaluate the individual contribution of each group member;
5) Listen to children, let them express their thoughts, even if they speak incorrectly.
6) Expect “outstanding success” from your child, then he will believe in himself!
APPENDIX 3
Lesson summary
Goal: To create conditions for organizing joint activities based on the material of writing a fairy tale.
Tasks:
Formation of speech skills:
Understand the topic;
Set the task of utterance;
Select material in accordance with the topic and task;
Build a plot in the development of a theme; improve the created statement
Formation of creative abilities.
Preliminary preparation: during literary reading lessons - dramatization of fairy tales.
3rd grade MBOU Lobanikhinskaya secondary school
During the classes
Defining the topic, setting the KZ
In front of you are cards with images of objects, take one at a time and look at it. Where did you meet them? (In fairy tales)
Take this magical ball, passing it to each other, remember any other magical objects, calling a fairy tale.
What groups can you divide into?
(Dividing the class into groups: fairy tales, tales about animals, everyday tales.)
Group work
Remember and write down the signs of a fairy tale (5 min.)
Who's ready? Present the result of your work. Discussion, compilation of general characteristics. (Children name, teacher writes on the board.)
Beginning, ending
Repeat three times
Hero (his character)
Pursuer
Assistant
Magic item
Guess the topic of the lesson. (Children's answers)
Discussion of the essay topic
The topic is written on the board and in the children’s notebooks. During the discussion, options for revealing the topic are recorded.
Formulate questions to help understand the topic of the essay? (What can a storyteller tell? To whom and what exactly? Why will he tell?)
Fairy tale
To whom? Boys Girls Adults Toys Children
About what? About events About your dreams about actions
For what?Share observations Express your feelings Report a story
Joint discussion of the topic. Signs of a fairy tale (collectively).
Selection of material for writing.
One aspect of the topic development is selected.
What determines the selection of words and figurative expressions? (topic, tasks, types of text created)
What type of text will you create? (T-P)
What parts will the text consist of (Beginning, main part, ending)
Based on the questions, students collect material for the essay and work through its plot.
What will you talk about in the first part? (The boys were playing football near the river, the ball flew into the bushes, the child followed it and ended up in a magical land)
What is the main part about? (The Road Home and Adventure)
How can I finish? (Woke up, looked around...)
Draw the plot of the main part of the fairy tale.
Work in draft.
Editing a draft.
What should you check in the text? How to check your work?
1-2 essays are heard and edited.
Writing essays in a notebook and then evaluating the results.
D/Z
FREEZE…
Magic object from a fairy tale - Glomerulus
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Method of organizing joint activities
Signs of a group subject of labor
The object of study of the psychology of joint labor activity is group subjects of labor - teams, brigades, work collectives, etc.
The group form of work presupposes the formation of a certain integrity (a group subject of labor and its joint activities) and is not a simple mechanical unification of the labor efforts of independently working people, it is a new, complexly organized formation.
Signs of collective work were identified by B.F. Lomov (1972) and supplemented by A.L. Zhuravlev (1987). Zhuravlev considers the following eight components to be the main reasons for identifying a group subject of labor:
1. The presence of common goals for various participants in the labor process.
2. Formation of general labor motivation, which is not limited to individual motives.
3. Division of a single labor process into individual actions and operations and distribution of roles in the group, which leads to the formation of a structure of relationships between group members.
4. Association/jointness of production functions of participants in the labor process as components of a group subject of labor.
5. Strict consistency, coordination of the implementation of distributed and at the same time organizationally united actions of group members in accordance with a pre-planned program.
6. The need to highlight the management function in joint labor activity, aimed at the participants and through them at the subject of labor.
7. The presence of a single final result, common to the work collective and characterized by greater efficiency and quality compared to the individual form of labor organization.
8. Unity (linking) of the spatio-temporal functioning of participants in joint activities
B.F. Lomov considered the presence of a common work goal among group members as a key feature of joint professional activity. The group unites as a new organizational entity and exists in this capacity as long as the group members maintain a common goal of activity.
The minds of members of collective work must reflect their responsibilities and the way they interact with each other, which depend on the nature of the organization and the type of its activities. Consider the following classification of organizations:
1. Governmental and non-governmental(the status of a government organization is given by official authorities).
2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-profits define the satisfaction of public needs as their main goal.
3. Budgetary and non-budgetary. Budgetary organizations base their activities on the funds allocated by the state.
4. Public and economic. Public organizations base their activities on meeting the needs of members of their society.
5. Formal and informal. Formal organizations are duly registered societies, partnerships, etc., which act as legal and non-legal entities.
As a special type of organization we can distinguish socio-economic organizations. A socio-economic organization is characterized by the presence of social and economic ties between workers.
Social connections include:
· interpersonal, everyday relationships;
· relationships across management levels;
· relations with members of public organizations.
Economic ties include:
· financial incentives and responsibility;
· living standards, benefits and privileges.
Organizations can also be classified according to the way they work together.
O.I. Zotova (1987) distinguishes between the external and internal structure of the brigade.
External structure may be a purely external form of association of workers.
Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.
Team of low level of development represents a group as an association of individuals (there is no role and status pressure, and group norms of behavior have not been developed).
Mid-level team has signs of an external and internal organizational structure, but there are often no connections between them, and there are contradictions.
Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.
The effectiveness of joint work is determined not so much by the quality of interpersonal relationships of team members and the ability to directly interact during the work process, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.
Types of teams differ in the composition of workers according to their specialty and skill level. There are “end-to-end”, “specialized”, “replacement”, and “complex” teams. O.I. Zotova (1987) distinguished the external structure of the brigade and the internal structure. The external structure could be a purely external form of union of workers. The internal structure reflected the brigade as a single informal organism, a team that could be developed at different levels. Thus, a team of a low level of development is a group as a sum of individual individuals (there is no role and status division, and group norms of behavior have not been developed). A team of average level of development has signs of an external and internal organizational structure, but there are often no connections between them, and there may be contradictions. A team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members (Zotova O.I., 1987).
How are the quantitative composition of the team, the level of its development as a team and the effectiveness of joint work related? For a long time it was recognized that a group of people working together should be between 7-15 people; this corresponded to the size of informal small groups studied in school and student groups. In production organizations this principle has not always been adequate. O.I. Zotova compared indicators of the level of development of teams of a production organization formed on different grounds: specialized and complex.
Specialized brigade “C” consisted of 12 people, all of its members were representatives of the same profession and worked individually. The team had good friendly relations, but these relations did not affect labor efficiency; everyone actually worked for themselves, and when determining the monthly wage, disputes arose over the principle of using the labor participation coefficient.
The integrated brigade “K” united workers of different profiles, their wages depended on the production of the final product, in which the contribution of all participants was realized. A different form of remuneration and a method of organizing joint labor activity created the basis for a real, rather than formal, union of workers into a collective. Therefore, despite the fact that the composition of brigade “K” was significantly higher (previously considered optimal) - 44 people, and some of the brigade members worked geographically in another area, and they did not directly have the opportunity to communicate frequently, the combined efforts of all brigade members for the final the result led to an increase in labor productivity by 32% (Zotova O.I., 1987, p. 63).
So, the effectiveness of joint work in this case turned out to be determined not so much by the warmth of interpersonal relationships of team members and the opportunity to directly interact in the process of work, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal . This example may illustrate the fact that interpersonal relationships of participants in a group subject of labor do not always significantly influence labor efficiency.
Features of interpersonal relationships in a group are designated by the term “socio-psychological climate.” It can be assumed, firstly, that the socio-psychological climate turns out to be the most important determinant of the effectiveness of group work in those cases where the degree of cooperation in the work process itself is high. Secondly, interpersonal relationships and the socio-psychological climate significantly influence the results of joint work if group work is closely related to everyday life, for example, in teams or teams of workers living in group isolation. Such teams include expeditions of winterers at polar stations, crews of submarines, sea surface ships, crews of space stations (Lebedev V.I., 2001).
To assess the parameters of the socio-psychological climate, the sociometry method is used.
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