Target elective course: professional self-determination of primary school students.

Tasks:

• To form professionally-oriented skills of primary school students in the professions of local historian, geologist, pilot, sailor, topographer, surveyor, etc.
• To expand the horizons of students in the educational field "geography".
• Give information and practical advice orienteering without the use of instruments, without a map, with a map and a compass; on heavenly bodies; in a variety of conditions.
• To promote the choice of the profile of study at the senior level of education.
• To carry out a comprehensive career guidance work of an educational institution.

The elective geography course "We Orient ourselves in Any Situation" was developed for 9th grade students, refers to " network "over-subject vocational guidance courses, is focused on preparing the student of the main school for situations of choosing the direction of further education, contributes to the expansion of the worldview of students. The course is propaedeutic and performs the role of practice-oriented assistance in acquiring personal experience in choosing a profession, training profile, own content of education, assessing one's educational potential from the point of view of an educational perspective. The elective course is designed for a small number of hours (12 hours), which allows students to try themselves in various activities throughout the year, in accordance with the profiles offered by a particular school and “ resource centers"on the basis of the Vocational School and the secondary school, as well as to use the personnel potential of the "resource centers".
The elective course “We Orient ourselves in Any Situation” is relevant within the framework of pre-profile education, as it carries a career-oriented load. The development of this elective course reflects the social order for the development of pre-profile education of students in our country, reflected in the regulatory documents of the Ministry of Education of the Russian Federation: "The concept of development of education for the period up to 2010", "The concept of profile education of students". Orientation skills are necessary for a wide range of professions and for any person in everyday life, especially those who are in an extreme situation. People of a wide variety of professions: geodesists, geographers, topographers, geologists, local historians, tourists, hunters, and, not to mention the military personnel of the army and navy, may find themselves in such conditions when the ability to try on the terrain, find the right direction without a compass and a map can be very great importance. Orientation on the ground is greatly facilitated by sports. Students acquire very important useful skills that they need not only in everyday life, work, hiking, but also to protect the Motherland. Loss of orientation can sometimes lead to serious consequences. The elective course is designed to help students prepare for the exam in geography.

Requirements for the level of education of students required to study this elective course:

Students should know: concepts: horizon, azimuth;

Students should be able to: determine the sides of the horizon and azimuth.

This elective course can be conducted by teachers of geography, teachers of additional education, teachers of primary, secondary and higher professional education.
To achieve the set goals, it is necessary to use the following teaching methods: problematic, search, dialogue, game, project.
The program provides for training sessions in different form: lectures, practical exercises, defense of essays, which helps to increase the educational and cognitive motivation of students and the desire to show independence and the desire to show independence and initiative.
Teaching aids: cards with tasks, tables: “Orientation on the ground by instruments”, “Orientation by local features”, Horizon expansion with height”, overhead projector, “Azimuth” slide, handout illustrative material for the initial course of geography, “Starry sky” map , an electronic textbook on the initial course of geography.

Planned results:

It is assumed that upon completion of the study of this elective course, students will be able to determine their location without using a compass and a map by celestial bodies, by wind, by memory, by signals, buildings, clocks, using living landmarks (by sunflowers, berries, anthills, lichens, etc.). .d.).

Educational and thematic plan.

No. p / p	Topics, sections	Number of hours
		Total	lectures	practical		seminar	excursion
1	Introduction
2	compasses
3	Azimuth
4	Landmark types
5	Orientation without a compass and a map in the forest, steppe, settlements
6	Special cases of orientation
7	Determining the sides of the horizon
8	Orientation on the ground
9
10	Orientation by wind, sun, local signs, celestial bodies
11	Offset. Project protection.
	Total

1. Introduction: The essence of orienteering. The use of orientation by people of different professions. Ancient roots of orientation.
2. compasses: Compass assignment. Types of compasses. Measurement directional angle compass. Compass rules.
3. Azimuth: The concept of azimuth. The use of azimuth for orientation on the ground. Determining the azimuth on the map, on the given azimuths, on the ground.
4. Landmark types: point, line, areal. Landmark orientation.
5. Orientation without a compass and a map in the forest, steppe, settlements: orientation along the bark of trees, forest clearings, lichens, anthills, mushrooms, berries, grass, ravines and gullies, in settlements by buildings.
6. Special cases of orientation Key words: living landmarks, memory orientation, artificial landmarks, wind.
7. Determining the sides of the horizon(laboratory-practical lesson): horizon. Definition of the sides of the horizon. Determining the sides of the horizon according to local features.
8. Orientation on the ground(laboratory-practical lesson): Determining the sides of the horizon by compass. Procedure for using the compass. Determination of the azimuth in the direction of the main and intermediate sides of the horizon. Walking in azimuth.
9. Image on drawing directions(laboratory-practical lesson): Image of directions on the terrain plan. Determination of the standing point.
10. Orientation by wind, sun, local signs, celestial bodies ( laboratory-practical lesson): Traces of wind on trees and other objects. Determination of the sides of the horizon by the sun. Orientation along the square of trees, along forest clearings, along lichens, anthills, etc.
11. Offset. Project protection: Protection of the project in the form of essays, abstracts.

List of practical works:

Practical work No. 1

Topic: Compasses.

Basis content of training information: Compasses. Type of compasses. Angle measurement. Ray. Circle. Right angle. Protractor. Triangle.

Basic skills and abilities: skills and abilities to work with a compass, determine directions using a compass.

Application of the skills and abilities of working with a compass in practical and professional activities.

I. Fixing the rules for using the compass.

1. Put the compass on a horizontal surface (or palm)
2. The pointer must be stationary.

II. Completing tasks.

1. Using a compass, determine:
a) in which direction the windows of your class are facing
b) the direction in which the classroom door is
c) in what direction is the class table located from the window
d) the direction in which your house is located

III. Practice with cards.

Practical work No. 2

Topic: Azimuth.

Compass. Angle measurement. Ray. Protractor. Azimuth.

Basic skills and abilities: skills and abilities to determine azimuths.

Expected learning outcomes: application of knowledge on the determination of azimuths in practical and professional activities.

Description of practical work:

The work is done in the classroom.

I. Rules for using the compass

1. Orient the compass.
2. Point the sight at the object.
3. Produce an azimuth report (i.e. determine the degree distance from 0 0 to the sighted object clockwise.

II. Task: determine the azimuths in the direction of the main and intermediate sides of the horizon.

III. Task: determine the azimuths in the direction of the main and intermediate sides of the horizon.

1. Determine the azimuth of the direction to the south.
2. What is the azimuth of the southeast direction.
3. What direction corresponds to azimuth 3150?
4. What direction corresponds to azimuth 3600?
5. Determine the bearing of the class's left door frame.
6. Determine the azimuth of the window binding to their right, located near the teacher's table.
7. Determine the azimuth of the directions to the last desks of the first, second and third rows.

Practical work No. 3

Topic: determination of the sides of the horizon.

The main content of educational information: Horizon. Definition of the sides of the horizon. Determining the sides of the horizon by plants.

Basic skills and abilities: skills and abilities to determine the sides of the horizon in various ways.

Expected learning outcomes: application of knowledge to determine the sides of the horizon in practical and professional activities.

Description of practical work:

Fulfillment of the task on the ground.

1. Answer the questions:

- What is the horizon?
What is the horizon to the north? South? East? West?.
Which side of the horizon is hilly and which side is flat?
- What is orientation?

II. Using a compass, determine the sides of the horizon (remember the technique of working with a compass)

1. Orient the compass.
2. Determination of directions to objects

III. Determine the azimuths of the horizon sides and the horizon side by azimuth.

Azimuth	sides of the horizon	Azimuth	sides of the horizon
	South	0 about
	Northwest	270 about
	Southeast	45 about
	East	220 about

Practical work No. 4

Topic: The image of the direction in the drawing.

The main content of educational information: The image of the direction on the terrain plan. Determination of the standing point.

Basic skills and abilities: skills and abilities to determine the direction on the terrain plan and depict different directions on the drawing.

Expected learning outcomes: application of knowledge to determine directions according to the plan in practical and professional activities.

Description of practical work:

The work is done in the classroom.

I. Preparation for practical work

1. Draw an arrow "N-S" on a piece of paper in the upper left corner.
2. In the center of the sheet, put a dot, which will be the pole.

II. Completing tasks

1. Draw a direction from the point to the north, west, southwest, east, northeast.
2. Set a point and draw a direction from it corresponding to azimuths 90 o, 180 o, 0 o, 270 o, 135 o.
3. Put three points side by side in the direction from west to east and draw lines from each of them to the north, northwest, southwest.

III. Complete the task on the cards.

Practical work No. 5

Topic: Location orientation.

The main content of educational information: Compass. sides of the horizon. Azimuth. Azimuth determination. Walking in azimuth.

Basic skills and abilities: skills and abilities of determining the sides of the horizon and orientation on the ground.

Expected learning outcomes: the ability to apply knowledge of determining the sides of the horizon by compass, to move in azimuth on the ground in practical and professional activities.

Description of practical work:

Practical work on orientation and determination of azimuths of directions are carried out in the school yard, and then during excursions.
Walking in azimuths is a very exciting and useful kind of work. It is easy for students to master. In order to quickly acquire the ability and skill of walking in azimuths, you should remember the sequence of actions.
The teacher writes this on the blackboard as a memo:

1. Orient the compass.
2. Determine the azimuth of the direction to the standing point No. 1.
3. Measure his distance in steps.
4. Move to the standing point.
5. Orient the compass.
6. Determine the azimuth of the direction to the station number 2, etc.
7. Remember: when moving from one standing point to another, always start by orienting the compass.

Walking in azimuths should begin in the conditions of the school yard, gradually complicating the tasks.
At the beginning, you can invite students to walk from the standing point 10-15 steps along the azimuth of 360 o, 90 o, 270 o, etc. Then the tasks become more difficult. For example: after walking 20 steps along the azimuth of 315 o, turn at an angle of 90 o and go 10 steps. Determine the bearing of this direction. In each individual case, the teacher checks the knowledge of the instructions for walking in azimuth.

Practical work No. 6

Topic: local orientation.

The main content of educational information: Determination of the sides of the horizon by the Sun, clocks, tree bark, anthills, lichens, etc.

Basic skills and abilities: skills and abilities to determine the sides of the horizon in various ways.

Expected learning outcomes: application of knowledge to determine the sides of the horizon on local grounds in practical and professional activities.

Description of practical work:

Practical work is carried out on the ground.

1. Determine the sides of the horizon on the ground according to local features.
2. Prepare a story using one of the ways to find the sides of the horizon.

Interdisciplinary connections

Intersubject communication with other educational ones is carried out: with history (history of the ancient world), physics (magnetic field, compass), mathematics (concepts: angle, ray, triangle, right angle, circle, units of measurement, protractor), biology (section "Plants and animals” topic “Seasonal changes”), astronomy (constellations), literature (writing a mini essay).

List of training materials:

Literature for the teacher:

1. Aksakalova G.P. Educational and training materials for preparing for the exam. Geography M, Intellect Center, 2005
2. Gerasimva T.P. Toolkit in geography: 6th grade. M.: Enlightenment, 1998
3. Kuprin A.M. On the ground on the map. Moscow: Nedra, 1982
4. Ladilova N.N. Didactic material in physical geography: 6th grade. M .: Education, - 1998
5. Maksimov N.A. Handout for the initial course of physical geography. A guide for the teacher. M .: Education, - 1984
6. Roshchin A.N. Location orientation. Kyiv, "VISHA SCHOOL" - 1982
7. Sirotin V.I. Practical work in geography. M.: ARTI, - 2003
8. Yurkov P.M. Didactic material on physical geography. M .: Education, - 1990
9. Elkin G.N. physical geography: 6th grade. Method. Benefit. St. Petersburg. "parity", - 2002

Literature for students:

1. Gerasimova T.P. Starting Course Geography: Grade 6. Moscow: Bustard, 2004
2. Kuprin A.M. On the ground and on the map. Moscow: Nedra, 1982
3. Sukhov V.P. physical geography: 6th grade. M .: Education, - 2004
4. Roshchin A.N. Location orientation. Kyiv, "VISHA SCHOOL", - 1982

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Sometimes situations happen to us in which we partially or completely lose control over ourselves. And in this case this is not about our emotional outbursts, but about cases when someone tries to invade our consciousness and establish their own rules there.

website collected popular techniques psychological impact so that you can distinguish them, be aware of them and never fall under the harmful influence of rude manipulators.

Sensationalism and urgency

The residual communal instinct is to be part of the whole. This technique is often used by hotel booking sites, notifying users in a similar style: “1 room left”, “Same room just booked”, “Now this ad is being viewed by 2 more people.” Never mind, 90% of the time it's a gimmick.

Mixing information and opinion

The main task of a good manipulator is to place the object in an illusory environment, where the object of manipulation will seem like a natural coincidence. For example, if a person needs to be fired, then first he needs to be shown that he is a bad employee. When "everything is bad" - job loss seems natural.

In order not to fall for this trick, take yourself outside the artificially created environment and take a sober look at your level of professionalism.

Activation of stereotypes

As the classic said, "all happy families are alike, each unhappy family is unhappy in its own way." Focusing on stereotypes, we ourselves try to adapt to them unconsciously - the ancient desire for unification is affecting. This is manipulated by all and sundry. When you have the desire to "be like...", stop yourself and become aware of the sources of this feeling.

You don't have to think, you have to believe

The most important thing in the task of the “puppeteer” is to eliminate the awareness of the victim, to deprive him of the ability to ask logical questions according to the principle “you don’t have to think, you have to believe.” It seems to a person that he makes decisions himself, but he falls into a trap. After activating the impact, any installations can be introduced into the consciousness of the victim.

To prevent this from happening, it is worth stopping, exhaling and thinking: “What will happen if I do not achieve these goals?” Dissatisfaction with our own desires, to put it mildly, is depressing, but we are indifferent to the imposed ones.

Dubious Alternative

Playing on a sense of duty and guilt, you can ask a person for a “little favor”, that is, for the most important thing that you needed initially. Often, such a format is built at the angle of usefulness for the victim, then she feels that she not only repays your “debt”, but also remains in a dubious plus.

It is important to soberly understand here that even if someone has done you a favor, a simple “thank you” will be enough. You don't have to pay for every good deed done to you.

Non-trivial vocabulary

When we use specific terminology, we lower the status of the object of manipulation on a subconscious level. The interlocutor experiences a feeling of embarrassment because of his own incompetence. You can deprive him of his confidence completely only by quoting eminent people. Now the manipulator has the opportunity to turn the conversation in a favorable direction for him.

And sorry for the manipulation.

fragmentation method

Its essence lies in the silence of some facts and the bulging of others. To enhance the effect, you can use the filing format "and so on in everything." So a phrase taken out of context from a private fact becomes a systemic one.

Suppose a manicurist accidentally damaged a client's nail at the moment when the latter jerked his hand. He, in turn, wrote an angry review about the master and the salon as a whole, defining the institution as a place with low-quality staff.

The task of this stage is to find out the interests, motives and intentions of the other party and, in turn, to inform about their own intentions and interests. It is necessary to state your vision of the negotiation situation and invite the partner to speak about the general vision of the problem, the circumstances of the negotiation situation, the list of issues under discussion and the principles that could form the basis of the negotiations. By presenting their understanding of the negotiation problem and asking questions, the participants start a conversation aimed at identifying the interests of the parties and disagreements about how to achieve them. Both sides state their understanding of approaches to further discussion. For example, “first you need to agree on the main issues, and then move on to the details” or “first you need to agree on issues on which it is easier to reach an agreement, and leave the more difficult issues for later.” In Game " Railway” (see p. 47) such a common approach might be a mutual desire for the maximum gain of a coalition of two companies.

An important topic is the identification of the range of issues that each of the parties wants to bring to the negotiations, and the formation of a common idea about the content of the negotiation issues. It is also necessary to determine the degree of priority of certain issues submitted for discussion by the other side, and compare with their own priority scale. Such a comparison allows for additional maneuvers in the negotiating field.

The success of the interaction on this stage is determined by the atmosphere of trust, the completeness of listening and the quality of asking questions. The task is to get as much information as possible about the facts that the partner operates, about his point of view on these facts, about the degree of validity of his positions. The partner's point of view, reflecting his own interest, inevitably contains a one-sided, self-centered assessment of controversial issues, but at the same time it is presented as an objective truth. With such a one-sided interpretation, it is difficult for the partner to look at the controversial problem more broadly and go beyond his views on the way to solve it. Therefore, the other side needs to keep the partner's interpretations in focus and fix the difference between the facts presented and the subjective assessments of these facts.

During the orientation phase, an atmosphere of confidential exchange of information, playing with "open cards", joint activity and common understanding should be maintained. Participants should actively attend and listen fully to each other. Therefore, patience and endurance are required from both sides.

It is important to note that at this stage, the participants are required to give up any intention to expose, challenge, win over to their side, strengthen their position, i.e. the participant in the negotiations must be beyond any bias, since his goal is not to judge, not to evaluate what he heard, but try to understand everything as broadly and deeply as possible.

To do this, you need to ask questions yourself and, most importantly, answer the questions as detailed as possible. When presenting their point of view and answering questions, it is advisable for participants to concentrate on explaining the differences that have arisen in assessments and opinions.

When choosing the type of questions, preference is given to paraphrasing, open, closed, clarifying questions. Each type of question, as a rule, has its own purpose. In table. 8 shows the possible types of questions, their main purpose and examples of use.

A correctly formulated question should not be perceived as an intervention of a coercive or attacking type, but as a manifestation of sincere interest, devoid of the slightest bias. Critical questions are not allowed,

Table 8 Types of questions and the purpose of their use

Question type	Purpose of use
Paraphrasing - in the form of a question, repeat the THOUGHTS OR words of the interlocutor	Feedback, clarification of understanding, request for development of the topic and clarification of motives	“So, you said you saw a new version of our proposals?”
Open - begin with the words "WHAT", "HOW", WHY"	Expressing a benevolent interest in a partner and collecting information	"What is the main task for you?" "Why don't you accept it?"
Closed - begin with the words "WHAT SPECIFICALLY", "KOEDA", "FOOD"	Concretization of the stated answer	"When will it be done?" “On what data is your position based?”
Clarifying - clarify We-statements and impersonal statements, concretize the details	Clarification of details, personal attitude, identification of contradictions	“How did this scheme of calculations come about?” "How do you personally feel about this?" “Who exactly decided this?”
Direct - imply a single answer ("YES" or "NO")	Aggravation of contradiction, interception of the initiative, choice of solutions	"You have already decided?" "Can you answer my question now?"
Alternative - There are multiple answers to choose from	Identification of disagreements, clarification of preference for alternatives	“Do you prefer the first or second option?”
Rhetorical - how usually do not require a response	Increasing interest, involvement	“Would you like to have more profit at a lower cost?”

hinting, ironic, sarcastic, discriminatory, aggressive and manipulative, demonstrating the intention not to collect Additional information about the problem, but to expose, challenge, emphasize the correctness of one's position, cause a negative emotional reaction, such as confusion, etc.

To clarify the position of the partner, one should deepen the topic of the conversation, starting from what has already been said, using the technique of questions such as “paraphrasing” and “redirecting the question”.

Ultimately using active listening and empathy, it is necessary to clarify the differences in views on the problem under discussion (as you see it, as the other side sees it based on their interests) and, finally, to achieve a complete perception and understanding of problematic issues by both sides as a whole. If this direction of communication is maintained, then there is a complete awareness of the participants, new angles of discussion of the problem arise, the problem field of the negotiation situation expands and, accordingly, the field of decision-making. An atmosphere of trust and cooperation is being created as a basis for work at the next stage.

The following errors are most typical for this stage:

• ? important questions are not asked regarding numbers and clarifying details, since the party trusts its egocentric vision of the situation;
• ? the process of asking questions and listening is quickly curtailed after receiving the first positive or negative answer;
• ? dominance of one of the parties in asking questions;
• ? asking questions is translated into a discussion in the event of an unexpected or discouraging answer, and the role of the questioner quickly turns into the role of a polemist or critic;
• ? an attempt to trap questions by manipulating their setting;
• ? collecting information in an atmosphere of confrontation, by asking questions of a critical, sarcastic, aggressive, manipulative nature; in such an atmosphere, the provision of any information or explanation will be perceived as an attempt to justify one's position.

If the interaction takes place in an unhealthy environment, the participants treat each other with distrust, their questions become incorrect, they put the other side in a difficult position, which further increases distrust.

When at this stage an atmosphere of mutual rejection of the goals of the parties arises, and the exchange of views, having barely begun, immediately turns into a discussion or even a dispute, the question should be raised: is it possible to reach an agreement without a minimum of mutually necessary information? And then again emphasize the need for listening in an atmosphere of acceptance by the parties to each other.

In order to avoid rivalry, the participants need high self-control (you need to listen to things that are difficult to agree with without criticism), patience, good disposition, benevolent focus on what is happening, good command of the technique of asking questions. On the one hand, this is not done impromptu, since the wording of the questions must be prepared in advance. But, on the other hand, clarifying what is being said and formulating new questions is not only acceptable, but also desirable. Engaging in active listening in an atmosphere of "confidential conversation" helps to create the best perspective on the negotiation problem.

The orientation stage is crucial for the further course of the negotiations, as it gives the participants the opportunity to bring together all the available information and clarify their own understanding of the negotiation situation. Listening and asking questions allows you to expand (diverge) the problematic field of the discussed negotiation topics and gain a fresh look at the situation. This makes it possible to clarify what options a party has in a given situation and on what issues it needs to show flexibility.

The main communication skills that ensure the effectiveness of interaction at the orientation stage are:

• ? mini-presentation: a statement of one's vision of the situation, interests, points of view, opinions, positions based on facts and arguments understood by the other side;
• ? interpretation of the vision of the problem and the situation of negotiations, which meets the interests of its side as much as possible;
• ? using questions to clarify the interests, motives and priorities of the other party; questions should perform functions such as receiving new information, clarifying the available information, targeting the partner’s thoughts and speech to a specific topic or area, transferring the conversation from one negotiation issue to another.

In conclusion, we list the main results of this stage.

• 1. Understanding the partner's position: obtaining information about the facts that the partner operates, about his point of view on these facts, about the degree of confidence in his positions.
• 2. Clarification of the information received to understand the difference in the interpretations of the negotiating parties.
• 3. Synthesis of the received information into a complete picture, including the vision of both sides.
• 4. Actualization of problems and negotiation issues of interest to the partner.
• 5. Informing partners in negotiations about their intentions and interests.

If you want all your actions to become successful, you need to make lightning-fast decision making a daily routine for you. Of course, making quick decisions means taking risks. Therefore, in order to learn how to learn how to make quick decisions, you must initially stop being afraid. You must be willing to accept responsibility. To do this, remember a few rules, thanks to which you can learn this useful, albeit rather complicated business.

Answer only for yourself

First, always remember that you are not obligated to make decisions in everything and always. Learn to say no if you know it's not in your area of ​​expertise. Of course, a person may be offended, but be sure that he will be even more angry if your decision harms him. Therefore, take on such responsibility only when it concerns you. In addition, in order to make the right and quick decisions, never go against your principles. Often we are tormented by the fact that we begin to try to do things that we do not really want. Your decisions should, as far as possible, correspond to your desires.

Learn to take responsibility

Making decisions quickly means taking responsibility. When deciding something, treat it as if it were your own. Then you will be able to understand much faster what choice to make. You must understand that a lot can depend on your decision. Therefore, put yourself in the situation and then you will quickly understand what you wish or do not wish for yourself.

Don't give in to stress

Never make a decision under stress. If you still have to do this, you need to learn to abstract from the situation. Such a skill is not given immediately. Therefore, try to conduct a kind of "rehearsal". For example, while doing a certain business that you have gone headlong into, try to abruptly switch your attention to making some kind of decision, albeit a petty one. While your head is filled with other thoughts, try to disconnect from them and concentrate on making a decision. Over time, you can learn to quickly switch and not paying attention to stressful situation, to concentrate on what will be most important at the moment.

Check out the necessary information

Even if you are asked to make a decision quickly, this does not mean that you should do it completely without reading information that can help you. Ask your interlocutor to answer those questions that interest you. There is no need to be afraid that the person will think that you are playing for time. After all, you also need to be objective, and this becomes impossible when you have to make decisions from scratch.

Do not be afraid

Never be afraid to make decisions. Of course, a lot depends on you and you do not want your choice to lead to negative consequences. However, if you allow fear to take hold of you, the decision is unlikely to be correct and objective. No wonder they say that fear has big eyes. In this state, you will begin to hyperbolize everything, think through many options that will be dictated by your fear and, most likely, you will come to the wrong conclusions. So never let yourself be intimidated during a quick decision. The best choice can only be made by relying on a cold mind and a sober head. If you can control yourself and do not succumb to the influence of external factors, your fast decision is sure to be correct.