Teaching NVP in the lessons of obzh. New approaches to teaching basic military training. I consider pre-conscription training relevant
Speaking at a press conference on the administrative reform of his department, the head of the Ministry of Emergency Situations, at the request of UG, commented on the sensational bill adopted by the State Duma in the first reading. At one time, the NVP in the school curriculum was replaced by the Fundamentals of Life Safety. And the most direct participation in the development and development of this course was taken by specialists from the Ministry of Emergency Situations. Now, with the “light” hand of the deputies, high school students may again have to assemble and disassemble the Kalashnikov assault rifle in class. How does the ministry feel about this prospect?
Over the past few years, we have created a serious base for teaching life safety. Textbooks for schools and universities have been published. I am absolutely convinced that this subject is necessary and important, - says Sergey Kuzhugetovich. - Everyone should know how to behave in emergency situations in order to save, if not others, then at least their own life.
I never interfere in the affairs of my colleagues, but if they believe that the NVP really needs to be introduced into school curriculum, then this must be done very carefully and carefully. And it should be such initial military training, which is needed now, in modern conditions, and not the one that was 10-15 years ago.
Speaking about the administrative reform, Sergei Shoigu noted that five years ago, due to insufficient funding, the ministry began to enlarge its divisions. The reduction affected both the civil defense troops and the central office of the Ministry of Emergency Situations. The saved funds were used to purchase equipment and raise salaries for employees, which made it possible to attract specialists to work in the ministry high level. Today, 371 thousand people work in his state. But this is not all civil defense forces. To these must be added 68 thousand teachers of schools and universities, as well as 7.5 thousand volunteer rescuers from student groups.
Moreover, the Ministry of Emergency Situations is not sitting idly by waiting natural Disasters and do everything possible to minimize possible damage. For example, before the 2003 flood, thousands of people worked to strengthen dams, check bridges, and move anthrax graves.
It was not a surprise for the rescuers and the current earthquake in the Altai Republic. However, it surprised them with its scale. According to the forecasts of the Ministry of Emergency Situations, the strength of the tremors should not have exceeded 4 points on the Richter scale. Based on the theory of probability, Sergei Shoigu believes, what happened in Altai can only happen once every two thousand years.
As it turned out, the schools and hospitals destroyed by the earthquake were built from materials that, in principle, cannot be used in seismically active zones. Now new ones will be built in their place. This process will be taken under control by the Ministry of Emergency Situations, Gosstroy, the Ministry of Education and the Ministry of Health.
Fill out an application on our website
To apply for the production of a document, you will need to fill out the order form on our website or download the questionnaire (located in the header of the site), fill it out and send the completed one to us by e-mail: [email protected] Please be very careful when filling out the order form. If there are any questions during registration, please do not fill out these lines in the form. Our managers will call you back and help you to do it by phone.
Contact the manager to clarify all the details
Having received from you an application for the production of a document, our manager contacts you, checks the correctness of filling in all the specified data in the questionnaire and clarifies all the details of your order. He also gives full qualified advice on all issues that arise when placing an order.
Making a "dummy" document for approval
Within a few days (usually about 1-2 days, depending on the quality of the form you choose), we make the so-called "model" of your diploma, certificate or any other document. This will be a fully completed document in electronic form, with all your data, grades in subjects, the topic of the thesis or final work, etc. At this stage, you must check all the completed data and approve the "layout" for the production of the original document. If you want to make any adjustments (improve or worsen grades in subjects, change the title of the thesis or final work, etc.). You speak this over the phone to the manager leading you or write to e-mail all your wishes or changes.
Full readiness of the document
After the approval of the "layout", the complete readiness of the document usually takes 2-4 days for real forms of the Goznak factory and 1-2 days for forms on a printed copy. When your document is completely ready, we will take a photo, video, or under an ultraviolet lamp (relevant for real Goznak factory forms), so that you can clearly see the complete readiness and authenticity of your document remotely. Next, we begin to negotiate a suitable delivery method for you.
Document Delivery
In a number of large cities in Russia, we have representatives of our company who will deliver the finished document to a place convenient for you and you can check it again in a calm atmosphere and make sure of its quality. After that make payment. This option is also good because the courier of our company, to meet with the client, can take a lamp with ultraviolet radiation, so that you can once again be fully convinced of the originality and quality of your document (when ordering this GOENAK form). A good printing house has never been passed off as a real Goznak. to cities and settlements, in which there are no our representative offices, we send the document using courier services cash on delivery (DHL, Pony Express, EMS). Payment occurs upon receipt of the document in hand.
CREATIVE WORK:
The use of technical means in the integrated lessons of life safety and physical education in a secondary school.
I've done the work:
Fazleev Marat Manafovich,
teacher-organizer of life safety,
MBOU "Lekarevskaya secondary school"
Yelabuga, 2013
Introduction ……………………………………………………………..2
Goals and objectives of preparing young men for military service. 3
Technical means used in integrated life safety lessons and physical culture..……………………………………...4
Conclusion………………………………………………………........6
Annex 1, Annex 2 ……………………………………… 7
Bibliographic list………………………………….…..... 10
Introduction.
Our tasks in preparing young people for military service and military-patriotic education are clearly defined in the law of the Russian Federation “On military duty and military service» as amended in 1998. At one time, in all schools, the issues of preparing young people for service in the army and the organization of military patriotic education much attention was paid, which allowed by the time of the abolition of the NVP, in educational institutions district to create one of the best educational and material bases of the NVP. But, unfortunately, as elsewhere, on the wave of pseudo-democracy and cheap populism of individual politicians and public figures, the institution of preparing young people for military service and military-patriotic education was destroyed in the country. Under the slogan of the struggle for the demilitarization of the school, the NVP was practically abolished. But, as time has shown, our state gained absolutely nothing from this, and the country lost only in the first Chechen war more dead than in 10 years of the Afghan war.
One of the important tasks of the state is the military-patriotic education of young people, which is based on the preparation of young people of the country for service in the Armed Forces of the Russian Federation, the education of love for the army, the formation of a high sense of pride in belonging to Russia, constant readiness to defend the Motherland. School graduates, future defenders of the Motherland, must be highly educated, physically developed young people with high moral principles. This is what the national doctrine of education in the Russian Federation aims at, approved by federal law, which is fundamental government document. It defines the goals of education and training, ways to achieve them through public policy in the field of education, the expected results of the development of the education system for the period up to 2025.
Given the current situation, the country's leadership is taking drastic measures to improve the situation.
In March 1998, a new version of the Law of the Russian Federation “On Military Duty and Military Service” was adopted, which introduces in the country a mandatory and voluntary system for preparing young people for military service, military-patriotic education, as well as medical and recreational work, without which it is impossible to raise a healthy generations of Russia.
Decree of the Government of the Russian Federation No. 1441 of December 31, 1999, signed by Vladimir Putin, was adopted. It is called "On approval of the Regulations on the preparation of citizens of the Russian Federation for military service."
The school should not raise the question: to prepare or not to prepare young people for military service in general and vocational education. It is quite obvious that the shorter the term of service, the more difficult the service itself, the better the pre-army preparedness for it should be for the pre-conscript.
Improving physical qualities, instilling skills and abilities in handling weapons, will allow, by the time the young man is called up for service, to give confidence, faith in his strength, his capabilities. Thanks to the integrated classes in the lessons of life safety and physical culture, extracurricular work in sections and circles using technical means, students acquire the skills of accurate shooting, endurance, discipline, and the growth of sportsmanship. All these qualities are necessary while serving in the ranks. armed forces. I consider the manufacture of various devices to improve the quality of shooting from an air rifle with my own hands to be especially effective and useful for young men of pre-conscription age. For example, a biathlon target made by school students increased interest in shooting classes, especially in combination with cross-country skiing.
A device for learning the rules of aiming allows you to acquire strong aiming skills in a short time at the initial stage of learning to shoot.
I consider pre-conscription training relevant
young men to serve in the army. I am deeply convinced that military-technical, sports training, preparing citizens to fulfill their constitutional duty is the most important direction in educating the growing youth. , future defenders of the Fatherland.
2. Technical means used in the integrated lessons of life safety and physical education.
Shooting training of students is based on general provisions methods of other types of sports shooting. However, in integrated lessons, it has its own specific features, namely: firing after intensive skiing or cross-country skiing in conditions of increased blood pressure and high emotional arousal. Now in shooting training, high demands are placed on the scientific and methodological support of the training process, the actual data of which create the prerequisites for managing the training of an athlete.
The OBZh organizers who work with young shooters understand that they are faced with a difficult task - to develop in young men the skill of stable effective shooting. Therefore, it is necessary to lay the foundations of shooting training even in the initial period of training. Because of how the basis of shooting training is laid at the initial and subsequent stages of training, there will be a general result of training.
When aiming, beginners usually make a blunder: they strive to accurately bring the front sight under the "apple" of the target and do not follow the alignment of the top of the front sight with respect to the shoulders of the ridge of the sight. An indispensable condition for correct aiming is mutual arrangement sighting devices, in which the "smooth front sight" will be maintained. When aiming, you should always install only a flat front sight.
A beginner at the moment of aiming most often makes such mistakes. The top of the front sight is located above the edges of the sight slot - hits will be higher. Even a small deflection of the front sight in the sight slot gives a significant movement of the midpoint of impact (MP), i.e. some central point, around which holes are located on the scattering area. And if the top of the front sight is located below the edges of the sight slot, the STP will move down. If the top of the front sight, being at the level of the edges of the sight slot, is located closer to its right or left edge, the STP will move to the right or left.
1. A technical tool for acquiring the ability to set a “smooth front sight” (Appendix No. 1) allows you to teach a student how to aim correctly in a short time. The air rifle is installed in the machine, and the fixture is attached to the stop at a distance of 8-10 meters. One student is located at the rifle, the other moves the target on the sighting device on command. After pressing the trigger, a light is lit with the result of aiming. In this device design from 10( max) to 5(min ). After several attempts, the students change places, then the next pair starts the exercise. The teacher, depending on the result, makes corrections, notes inaccuracies in aiming, achieving solid knowledge and skills in this exercise.
2. The technical tool "biathlon" (Appendix No. 2) is used in the integrated lessons of life safety and physical education, in extracurricular activities, circles of a military-patriotic orientation. This product is of great interest to the students, easy to make (made by the students themselves), portable, used both indoors and on the ski track, cross-country track. Shooting is carried out from 8-10 meters at 6 targets located on the "biathlon" device. The target is the size of a #8 air rifle target. When it hits the target, the target automatically closes and disappears on the white background of the device. Ease of use, clarity, safety, make this device a very effective tool for teaching air rifle shooting. Photos and a prefabricated drawing of the "biathlon" device are attached in Appendix No. 2.
3.Conclusion.
If graduates master the basic skills of military service obtained at school, then service in the army will be easier for them, and commanders will not have to start training fighters from the basics. Consequently, the Russian army will effectively organize the training of military personnel. Graduates must have practical skills - in shooting, carry out internal service, perform combat techniques, live in the field, participate in tactical exercises. Carrying out preparatory work with pre-conscripts, in the teaching staff of the school, in conversations with parents, I emphasize and convince that it is necessary to prepare for military service and it cannot be canceled. And in the foreseeable future, service will be carried out not so much by contract as by conscription, and therefore it is necessary to decide how to ensure that our guys are prepared for military service.
Students are interested in military service. Pupils of our school serve with honor in the army, choose the professions of the military and employees of the Ministry of Internal Affairs.
I believe that the work of the school, in preparation for military service, requires further improvement, deepening in all areas, the main result of which, the graduate of the school is morally and physically prepared, a reliable future defender of the Motherland!
4. BIBLIOGRAPHICAL LIST.
1. Vasnev V.A., Chinyonny S.A. Fundamentals of preparation for military service: Book. for the teacher. - M. Enlightenment, 2002.2. Latchuk V.N., Lukyanova V.R., Mironov S.K. Didactic materials. !0-11 cells - M .: Publishing house of NTs ENAS, 2001 - 160 p.3. Bulletin of military information. - Agency "Voeninform" of the Ministry of Defense of the Russian Federation and the Russian news agency "Novosti". - 2005 - No. 1-12. Military doctrine Russian Federation// Bulletin of military information. - 2004. - No. 5.4. Military psychology and pedagogy: Proc. allowance / Ed. Colonel General V.F. Kulakov. - M .: Perfection, 1998.5. Military encyclopedic dictionary. - M .: Military publishing house, 2003.6. Shooting training methods. - M .: Military publishing house, 2007.
Application No. 1
Device "smooth front sight"
Application No. 2
Shooting training device "Biathlon"
Shooting from a prone position in the gym
Shooting from a kneeling position
Shooting from a “standing” position in biathlon classes at integrated life safety and physical education lessons.
Patriotic education of schoolchildren by all available means is one of the main tasks of the teacher. Physical and aesthetic development, preparation for the defense of the Fatherland is the main thing in the classroom and in extracurricular activities of the teacher-organizer of life safety.
Download:
Preview:
Report at a seminar for OBZh teachers on the topic: “Fundamentals of military training in OBZh lessons at school”
Everything can motherland: and to drink from her bright springs, and feed her bread, and surprise with the beauty of flowering gardens, she just cannot protect herself, and the one who drinks her water, eats her bread and admires her beauty must do this.
A.V. Suvorov.
The problem of patriotic education of youth and instilling the basics of military training is more relevant than ever. In the conditions of the loss by our society of the traditional Russian patriotic consciousness, widespread indifference, cynicism, aggressiveness and the decline in the prestige of military service, a complex of inferiority and inferiority of the nation is formed. A significant part of young people do not have a positive motivation for conscientious military service. Many of the young men perceive it as an unpleasant inevitability and a thankless duty that should be performed only in order to avoid criminal liability. Involvement in the defense of the Motherland, pride in belonging to the Armed Forces, military honor and dignity - these concepts are losing their significance in the eyes of young people. Therefore, the urgency of solving the most acute problems of educating patriotism is obvious, as the basis for consolidating society and strengthening the state. A taskpatriotic educationthe younger generation is among the priorities today. But it is one thing to declare it publicly and quite another to comprehend it and take concrete steps.
Many school disciplines deal with questions morality . However, the subject of life safety can significantly improve moral education in school. Another question: how to do it and what is needed for this? After all, in the real textbooks of the Fundamentals of Life Safety there is practically nothing on the topic of moral education, and in order to educate patriotic citizens who are able to be defenders of their Fatherland, it is necessary to purposefully and effectively influence the student precisely in the field of secondary education, i.e. at school.
The most important aspects arepsychological preparation and obtaining certain skills of military service: adolescents who have completed a course of study find it much easier mutual language with peers and elders, are able to make a decision in a difficult situation. This is especially important when they join the army. The young men do not experience panic fear of army life and, upon arrival at the unit, calmly perform their duties.
Any system of teacher's work consists of clearly defined goals and objectives of education and their implementation. This helps to form a creative person who is ready to serve the Fatherland in the military and civilian fields, and, through interaction with various structures, to create an open educational space.
Teaching young people about life safety is meaningless without the formation of moral values and patriotic consciousness. In this way,I see the purpose of teaching life safety at school primarily in the preparation of physically and morally developed young people who could adapt in a rapidly changing world.
We highlight four main areas of our work:
- patriotic education;
- military training;
- physical development;
- aesthetic development.
These directions cannot but arouse the keen interest of students, since they equip them with vital knowledge, they give a lot in moral and physical terms.
Implementation patriotic directionthrough extracurricular activities where students get acquainted with the history of the state symbols of the country, city, region. Meetings are organized with war and labor veterans, workers power structures get acquainted with the life of military units.
Military training- this is the study of military affairs (combat and shooting training), military sports competitions, excursions to military units, summer military field practice.In the "Fundamentals of military service and life safety" classes, students get acquainted with the specifics of military labor, prepare to fulfill the duties of a soldier, learn the features of military service, and cultivate the qualities necessary for the defender of the Motherland. They get acquainted and learn the techniques of drill training and the implementation of exercises in applied physical training. The study of the military oath helps to reveal the most important requirements for the moral and combat qualities of a warrior, to show what the highest duty a warrior takes upon himself, taking the oath and joining the ranks of the defenders of the Motherland. Firearms training provides an opportunity to show the superiority of our small arms before foreign.
To our great regret, last years there were no five-day training camps, which, in my opinion, are one of the most effective forms of familiarizing students with the basics of military service. Studying the issues of performing the initial firing exercise, familiarization with the accommodation and life of military personnel, with the organization of daily duty and guard duty, as well as with weapons and military equipment part is carried out during the five-day training camp at the end of the tenth year of study. Thus, field exercises serve as a test of practical skills and allow students to assess their preparation for the defense of the Motherland.
Physical developmentis aimed at forming a strong belief that human health is the property of the state and is carried out through extra-curricular activities dedicated to physical culture and sports, the organization of sports competitions.
Development of communication skills, the education of a culture of behavior and communication, a culture of leisure, students receive through the organization of evenings of rest, visits to the theater and museums of the city of Volsk.
Due to its specificity military service belongs to the category of the most dangerous professions. It requires a person to be socio-psychologically prepared to act in an extreme situation, characterized by a risk to life and health, a lack of time to make a decision, and great physical and psychological stress.
The current situation in the field of pre-conscription training of youth is characterized by a number of negative factors. The main ones include the following: a decrease in indicators of health status and physical development most of the conscripts, a weak system of preparation for military service, insufficient volumes of sports training, lack of a single coordinated programmilitary-patriotic education,insufficient development of military applied and technical sports.
Education on the fighting traditions of the people and the Armed Forces.
1. Measures to perpetuate the memory of the fallen in the struggle for the independence of our Motherland: - Watch of memory on Victory Day; - installation on the wall of the school of memorial plaques to the soldiers who died in Afghanistan.
2. Conducting excursions, lessons of Courage, meetings with veterans of the Great Patriotic and local wars. Congratulations and performance with concerts in front of war and labor veterans. We have established close cooperation with the public organization “Combat Brotherhood”, which is actively operating in Volsk.
3. Celebration of anniversaries, participation in various city events, holding exhibitions, quizzes, competitions, watching videos.
4. Carrying out competitions of a drill review, a military-patriotic song, shooting sports tournaments, as well as other festive events (concerts) dedicated to great holidays.
Military sports games.
The Applied Fire Sports movement exists for a noble cause. Children are engaged in useful work, involve other schoolchildren in it, learn to help themselves and their neighbor in trouble, get acquainted with the work of rescuers, without whom, there would be no place to wait for help in an emergency.
Next year we plan to revive the military sports game Zarnitsa.Military sports game "Zarnitsa»: - they are strong, brave, dexterous, skillful. Such activities help the formation of children: - moral and physical qualities; - this is an introduction to military service; - the ability to save life, health (one's own and other people's) is acquired; - promotion of a safe lifestyle and a safe type of personality; - finding optimal solutions to overcome emergencies; - systemic communication with adults on an equal footing compensates for the lack of communication between generations; - faith in yourself, in a friend, faith in the biggest, strongest, most beloved, most dear team, which is called Russia.
Communication between school and military teams.
Excursions to the museums of VVUT and the Aeronautical Center. Communication with contract servicemen and cadets, graduates of the 16th school (yesterday's schoolchildren), whom the guys know from the school bench, gives a good result. Often there is a rethinking of their behavior at school.
CONCLUSION
In conclusion, I would like to say that our work, the work of the entire teaching staff of the school on military-patriotic education, requires further improvement, deepening in all areas, the main result of which, the graduate of the school is a patriot, a reliable future defender of the Motherland! Profession - to defend the Motherland will forever remain socially significant for all generations of Russians, full of high, noble meaning.
Melnitsky Vladimir Sergeevich
Educational institution: KGKP "Electrotechnical College"
Brief job description:
Publication date: 2019-12-09
Methodology for conducting non-traditional lessons on NVP and life safety Melnitsky Vladimir Sergeevich KGKP "Electrotechnical College" One of the most important tasks in the work of a teacher who builds his activities in accordance with the requirements of developmental education is to increase the effectiveness of teaching methods and intensify the learning process. The solution of this problem is facilitated by the widespread use of non-traditional lessons in teaching, as well as the improvement of the methodology for their application in the educational process. A lot of non-traditional forms of conducting lessons have already been created, but in my opinion the following non-traditional lessons are the most suitable for NVP and OBZH subjects: video lesson, lesson-court, lesson-competition, lesson-game.
Methodology for conducting non-traditional lessons on NVP and life safety
Main part
Most of all in the classroom NVP and OBZh I use video lessons, or partial use of video clips in almost every lesson.
The most important pedagogical features of the use of video in teaching are the following:
1 Demonstration of the studied objects and phenomena in dynamics is the most valuable feature.
2 Demonstration of rapidly developing processes that are not available for direct observation (flight of bullets, shells) and slowly occurring phenomena that require a long time for observation.
3 Showing microprocesses and micro-objects that are not accessible with microscopes and telescopes (the process of fusion of Deuterium and Tritium nuclei in a hydrogen bomb, microorganisms in biological weapons.)
4 The study of invisible phenomena: It vividly and fascinatingly shows the hidden, deep processes that take place both in inanimate nature and in living organisms.
5. Highlighting when showing the main, typical for a given object and phenomenon, as well as an instant change in the object of consideration, allowing you to compare, compare various phenomena and processes occurring in different places and under different conditions.
6. Showing a model image of processes (using animation).
7.Demonstration of the design features of complex machines and mechanisms (military equipment and weapons), as well as the processes occurring inside them.
8. The most vivid, truthful, emotional reflection of life, showing the interaction of theory with practice on specific documentary examples.
Practical application of video in the lessons of NVP and OBZH.
On the example of one of the video lessons on the course of firearms training, let's consider how video is used in the training process. This lesson was an introductory lesson in the course of firearms training and was supposed to give students general ideas about the basics and rules of shooting. Lesson topic: The phenomenon of a shot. Bullet trajectory and its elements. Lesson goals. To give students an idea of the processes that take place during a shot, to help them master the techniques and rules of shooting, to understand the trajectory of a bullet, its elements, to help instill in students a sense of patriotism, love for the Motherland.
As a rule, when announcing the topic of the course and the topic of the lesson, students of all groups ask the same question: when and from what will they shoot? To which I answer them that before firing a weapon, you need to study the theory of fire training well and pay attention to the importance of the topic
our lesson. Then I ask the students the question: “Which of you thinks that he already knows how to shoot well?” As a rule, most young men think that they shoot very well and if they are given military weapon, then they
hit all targets. During the interview, it turns out that they fired mainly at the shooting range with an air rifle and from a distance of no more than 5 meters. Then I explain to them the difference between shooting from military and sporting weapons. I give an example that in sports the maximum shooting distance is 100 meters, and in the army the close shooting distance is up to 200 meters, the average up to 600 meters - the longest up to 1000 meters, at these distances, under the influence of various reasons, the bullet strongly deviates in different directions and the probability of hitting decreases sharply. As an example, I give the following data: the consumption of cartridges for 1 hit target in WW1 (World War I) was50 thousand rounds, in WW2 (World War II) -200 thousand rounds, in the Vietnam War -400 thousand rounds. These figures usually cause distrust among students, but showing visual aids with these data makes them wonder why there is such a large consumption of ammunition, they ask me to explain what caused it, and using this interest, I proceed to consider concepts such as the phenomenon of a shot ( I give the trajectory of the bullet and its elements for recording).Then I tell you how to make adjustments to the shooting given Atmosphere pressure using the table, I give examples from military history of how air humidity affected sniper shooting, especially when firing through water barriers (rivers, lakes, swamps). I give students to solve several practical problems of determining the trajectory of a bullet when shooting across the Irtysh River at different times of the year and day, at different distances. Students solve problems using tables in visual aids and posters for fire training. Making sure that they are already confident enough to use
tables and solve practical problems on the ballistics of a shot, in order to better assimilate and memorize the educational material, I show an educational film: “The Art of a Sniper”, a video plot from a TV show:
“Serving the Fatherland” about anti-terror sniper competitions, a video clip from the TV show “Army Affairs” about one of the snipers of the Kapchagai airborne assault brigade. In these videos, the questions on fire training studied in the lesson are shown very clearly and methodically correctly, which, on the one hand, leads to an increase in students' interest in studying the theory of fire training, and on the other hand, to a better assimilation of this difficult educational material.
Using the interest of the students after watching the video materials, I organize a discussion of the videos watched, paying attention to the most important points in my opinion, I try to better fix the material they have watched in the memory of the students, and also extend their interest to subsequent classes, involve them in classes on shooting sports.
At the end of the session, I make a short display of the literature and videotapes that I used in preparing for this session. These are A. Potapov's textbook "The Art of the Sniper", the Encyclopedia of Military Art "Snipers", the Manual on SVD, the magazines: "Special Forces", "Soldier of Fortune", "Master Rifle", "Weapon". For those who are interested in this literature, I give the opportunity to work with it at home.
Thus, using the example of this lesson, it can be seen that the CWP teacher compiled and applied a whole range of visual aids, including textbooks, posters, tables, applications, a photo album, magazines, and especially video films, which sharply increased students' interest in the lesson, contributed to a deeper their assimilation of educational material.
On the video lessons on NVP with 1st year groups on the topic "Modern armyKazakhstan”, the students got acquainted with the video review on types and branches of the Armed Forces of the Republic of Kazakhstan, looked at how modern soldiers of Kazakhstan live and what they do.
I use video lessons mainly on the topics of the course: Tactical training and Fire training, when studying the Civil Defense course I often use a lesson-court, when studying the course of the Armed Forces of the Republic of Kazakhstan on guard of the Motherland, a lesson-game.
Here is how the lesson-game is conducted on the topic: "Military ranks and insignia." The platoon is divided into teams. Everyone comes to this lesson in army shirts with shoulder straps of various branches of the military and in ranks from private to major general. Then competitions are held between the teams. For example, they must line up in one line or in a column one at a time according to military ranks, the team that lines up the fastest and does not make mistakes wins. One of the teams sits in the audience, which is entered one by one by the students of the other team. Seated juniors in rank should stand up and give a military salute, seniors in rank remain seated. Teams line up opposite each other and take turns asking questions about military ranks and insignia, receiving points for correct answers. The team with the most points over the entire game wins. Such a lesson, unlike the standard one, allows you to remember several times faster. military ranks and insignia of the Armed Forces of the Republic of Kazakhstan.
On the topic “Nuclear weapons and their damaging factors”, the lesson is conducted in the form of a game: “What? Where? When?"
Team questions in the game “What? Where? When?"
Questions 1 team (1 branch)
1. What was the name of the project to create the first nuclear bomb?
2. What is the power of the nuclear bomb dropped on Hiroshima?
3. How many residents of Hiroshima died in a nuclear explosion and from the consequences caused by it?
4. What are the damaging factors nuclear explosion you know? Name them.
5. Why was Hiroshima chosen as the target of a nuclear strike?
Questions 2 teams (2 division)
1. What was the name of the bomb dropped on Nagasaki?
2. How many people in Nagasaki died in a nuclear explosion?
3. When and where was the first nuclear charge detonated?
4. Why was Nagasaki chosen as the target of a nuclear strike?
5. Name the date of the nuclear bombing of Hiroshima. Questions 3 teams (3 division)
1. What was the name of the bomb dropped on Hiroshima?
2. What countries before the Second World War were on the verge of creating nuclear weapons?
3. What is the name of the scientist who created the first nuclear bomb?
4. Who and why gave the order to use nuclear weapons against civilians?
5. What is the power of the bomb dropped on Nagasaki?
Several times the lesson on this topic took the form of a trial of those who ordered the use of the first nuclear bomb in Hirashima. The students assigned roles: some played the crew of the plane that dropped the nuclear bomb, others the victims of a nuclear explosion, lawyers, judges, policemen. During the trial, it was necessary to identify the perpetrators of inciting a nuclear war and condemn them. The lesson was always emotional, at the end of the lesson, poems composed by the students themselves about Hiroshima were read and paper cranes were launched in memory of those who died in Hiroshima, Nagasaki and at the Semipalatinsk nuclear test site.
By subject Life safety video lessons were conducted with students on the topic “Assessment of the situation during emergencies” where they reviewed special films on survival in extreme conditions and discussed how to act appropriately in emergency situations. In addition, students watched a 12-episode film “Taiga. Survival course”, which they really liked and taught them a lot. The survival school of the hand-to-hand combat master I. Kormushin, his advice on how to resist the bandits, was discussed more than once in the lessons of life safety, and the students expressed regret that we do not have a self-defense section in the college.
Conclusion
From all this, we can conclude: non-traditional lessons on NVP and OBZH arouse the greatest interest in these subjects among students, the methodology for conducting them should be improved year by year with the accumulation of experience in conducting such lessons. All this, ultimately, contributes to an increase in the effectiveness of classes on NVP and life safety.
Teacher NVP Pinigin L.A.
Bibliography:
1. Life safety. Lecture course. Prikhodko N.G. Almaty, 2006 366 p.
2. Big encyclopedia of survival. Ilyichev A.A. Moscow, 2001. 1112 p.
3. First aid guide. Chris McNab. Moscow, 2002. 327 p.
4. Face to face with nature: About human survival in extreme conditions. Moscow, 1989. 348 p.
5. Spetsnaz: Individual training course. Wiseman D. Moscow, 2001. 304 p.
6. Self-defense in the city. Wiseman J. Moscow, 2002. 224 p.
7. Technique of survival in extreme conditions. Stilwell A. Moscow, 2001. 352 p.
8. Textbook NVP. Amanzholov K.R. Almaty, 2006 -384 p.
View Publication Certificate
, , . .
