A small school museum and a great love for the motherland. Purpose, tasks, prerequisites for creating a school museum Purpose of creating a museum in a school

1. Introduction

This project is of great importance in the education and formation of the personality of students, the education of a Citizen and a Patriot. The project will be implemented by the Tatar Gymnasium No. 1.

The project is necessary for our society as a whole. The school museum of the history of the native land is designed for children. Children are the future of our society. If we want to raise worthy citizens, patriots of the fatherland, we must instill in our children the spiritual and moral core. Today it is clearer than ever that without instilling patriotism in the younger generation, neither in the economy, nor in culture, nor in education, we will not be able to confidently move forward. From an early age, a person begins to realize himself as a particle of his family, his nation, his homeland. The school museum makes a worthy contribution to the education of students' patriotism and helps to instill in our children a sense of dignity and pride, responsibility and hope, reveals the true values ​​of the family, nation and motherland.

A child, a teenager who will know the history of his village, city, life of his ancestors, architectural monuments, will never commit an act of vandalism either in relation to this object or in relation to others. He will just know their value.

2. The main goals of the project:

1. Preservation of historical memory and heritage;

The development of interest in history, the deepening of knowledge of history and the formation of civil-patriotic feelings and beliefs on specific historical material, the assertion of the significance of such values ​​as: a) love and respect for the native city, for the native settlement; b) careful attitude to the fruits of labor, the experience of previous generations; c) to increase the historical heritage, the preservation of historical memory.

Citizen education.

2. The use of heritage material and traditions in working with difficult teenagers, involving them in the active work of the museum.

3. Organization of the exchange of experience with representatives of other regions in order to unite people, despite administrative boundaries and social barriers.

4. A new understanding of the historical heritage and its return to cultural circulation.

5. Education in students of the desire to master deep knowledge, high moral qualities in the process of studying the history and culture of their native land.

3. The main tasks of the program-project:

1. Through the local history material studied with students, to communicate with the environment, foster patriotic feelings, love for the Motherland, for their native city, for their region.

2. On a specific material close to schoolchildren, develop in them:

interest in historical knowledge;

interest in studying and preserving their own culture and language, as well as the people living nearby;

a sense of respect, tolerance towards other people, the formation of clear ideas about the inseparable from the historical fate of the people of the native land with the history of their country.

To involve students in socially useful work, to develop the activities of children in the protection of memorable places, historical and cultural monuments of their native land. And also to organize patronage over the graves of respected fellow countrymen, heroes of war and labor.

In order to instill respect for the feat of elders, veterans, to conduct a “Chronicle of the events of our days”; collect memories, information; write the history of his native land, gymnasium, his class.

To stimulate interest in the history of their region, reading local history literature, organize competitions, quizzes, olympiads, hikes, excursions. To conduct solemn events on the basis of the school museum dedicated to the Day of Defenders of the Fatherland, Victory Day and other memorable events in the history of our Motherland.

The result of the project should be positive for everyone. The preservation of the heritage and its use in the upbringing and formation of the personality of the younger generation will lead to an improvement in the quality of the social environment. Knowledge of history, the past of the people, the native land will increase the resilience, competitiveness of the individual. The project serves to unite, rally people around a high noble goal - to preserve the past, the present for future descendants, plays a huge role in shaping peace and harmony among people of different nationalities, strengthens friendship between peoples.

4. Work experience and opportunities for a network project.

The school has extensive experience in this area. For more than twenty years, a circle of young historians has been working at the gymnasium. Over the years, contact has been established with museums, archives, scientific institutions.

In particular, great help was given to us by the scientific workers of the state-su-darst-ven-no-go museum of the republic ki, Ins-ti-tu-ta languages, li-te-ra-tu-ry and is-to-rii them. G.Ib-ra-gi-mo-va, fi-li-a-la NII nat. schools, would there be pro-ve-de-we ex-courses in is-to-ri-ches-kim places there of the city-ro-da and res-pub-li-ki, or-ga-ni- zo-va-ny te-ma-ti-ches-kie vstr-re-chi with the participation of Ok-tyabrsk re-vo-lu-tion, ve-te-ra-na-mi howl -we and labor. Na-la-di-whether pe-re-pis-ku with the mu-ze-i-mi of other cities, for example, Moscow-you, Ki-e-va, Ul-i- novs-ka, Che-la-bins-ka, Le-ning-ra-da, Tash-ken-ta, in re-zul-ta-te such a time-nose-that-ron-ney ra-bo- you on-ko-drank-sya-bo-ga-ty ma-te-ri-al, among-something-to-ku-men-you about the first teacher of school V. Bakh-ti-ya-ro-ve, (he was the owl-re-men-no-comm G.Tu-kaya, participated in the publishing house "Is-lah", do-ku- men-you about you-starting-no-kah school-ly we-not pro-fes-so-ra Uni-ver-si-te-ta Friendship-to-ro-dov G.S. -not (in the primary grades, he studied with us), about G. Gi-ma-dut-di-no-ve, about someone the film "Resurrection-den" was created -naya le-gen-da ”, about the poet-te-front-to-vi-ke M. Sad-ri and other for-me-cha-tel-nyh launch-no-kah.

On the basis of the gymnasium, seminars are annually held for representatives of the region, the city of the republic on the topics: “Moral education of students in the process of teaching the history of their native land”, “Patriotic education of the younger generation”. An open lesson for students of the Tatar National Gymnasium in Saratov, given by the director of the Tatar Gymnasium No. 1 in Kazan, Shamseeva GG, in March 2002, served as the beginning of a positive experience in the exchange of educational and upbringing technologies. The huge role of studying the history of the native land in the upbringing and formation of personality was emphasized at the VI-Moscow International Exhibition-Forum "School - 2002". VI-Moscow international exhibition-forum "School - 2002".

All the above facts indicate the presence of the experience of the gymnasium and the possibility of a network project, namely a project aimed at preserving the historical heritage and the formation and education of a moral personality - a Citizen.

There are regions with which a network project is possible: Saratov, Samara, Bashkortostan, Perm

5. Justification of the need for the project.

The project is necessary for the upbringing of the spiritual, moral, civic and ideological qualities of a person, which are manifested in love for the Motherland, for one's home, in the desire and ability to preserve and increase the best traditions, values ​​of one's people, one's national culture, one's land. The project is necessary to preserve the historical heritage for posterity, to involve representatives from the so-called category of “difficult teenagers” in active search (research) activities in order to return them to normal, it is necessary for the development of the creative beginnings of the individual, for the exchange of experience, and the establishment of contacts between regions , where ethnic communities live, is necessary for a new understanding of the historical heritage and return to cultural circulation.

Goals and objectives of the project.

The main goal of the project is the education and formation of the personality of students with the help of the museum of the history of their native land.

The main tasks to be solved during the project implementation:

1. Preservation of historical memory and heritage.

2. Creation of a museum.

3. Determining the direction of the museum.

4. Replenishment and renewal of the museum's expositions.

5. The development of students' interest in history, research, scientific and educational activities.

6. Development of self-government in the course of the project.

7. Establishing contact with archives, museums, research centers, involving scientists, parents of students, and the public in the project.

8. Access to the regional level: organization of experience exchange, seminars.

9. Involvement of the media in the coverage of the project.

Description of the project: strategy and mechanism for achieving the set goals.

Basic Strategies:

1. Creation or updating of the museum's search group.

2. The study of local history literature.

3. Collection of materials and restoration of exhibits.

4. Creation of expositions, sections of the museum.

5. Interior design of the museum.

6. Establishment of the museum's council and asset.

7. Organization of search, research, excursion, propaganda work.

8. Organization of a group of guides.

9. Opening of the "Young Historian" circle.

10. Introduction of the operation "Search", "Veteran", "Best Find".

11. Issue of the newspaper "Nakhodka".

12. Holding the competition "Inexhaustible spring"

13. Creation of a film chronicle of the project.

14. Conducting seminars, conferences, promotions, competitions.

To implement the project "Museum of the History of the Native Land" in the education and formation of the personality of students, firstly, it is necessary to have an object. In this case, the object is the local history school museum (available in the Tatar gymnasium No. 1 in Kazan and the museum of history and ethnography of the Saratov Tatars - in Saratov). If there is no museum in the region, it is necessary to start creating it. For this, it is necessary to study local history literature, establish contacts with museums, archives, and scientific institutions. It is necessary to create a search group from among the students, organize excursions around their native land. The creation of a museum is a long historical process that requires a systematic scientific approach. More than 20 years in the Tatar gymnasium No. 1, a ra-bo-ta-et circle of young is-to-ri-kov. On the days of the preparation of the 50th anniversary of the school, on the basis of is-to-ri-che-ko-go, the circle began to work ra-bo-ta according to ku ma-te-ri-a-lov according to the history of the school. The emergence and development of the school is closely connected with the past and us-that-I-schi No-in-Ta-tars-coy-bo -dy, poet-to-mu, one-new-re-men-but there was a study of is-to-ri mik-ro-ra-yo-na. Ra-bo-tu na-cha-li with the study of kra-e-ved-che-coy-te-ra-tu-ry, including me-mu-ar-noy. Behind that, there was a us-ta-nov-len contact with the mu-ze-i-mi, ar-khi-va-mi, scientific-we-mi tutor-de-ni-i-mi.

Secondly, there must be people who could lead this business. In Kazan, the head of the museum is a teacher of the highest category, Honored Teacher of the Russian Federation Shamsutdinova Gulchira Khafizovna, scientific consultant - Doctor of Historical Sciences, Professor R.G. Fakhrutdinov. The project also involves subject teachers, class teachers, students and parents, and a psychologist. Thus, there are both object and subject of the project.

Thirdly, it is necessary to arouse interest in the object. This is achieved in various ways: it can be a lesson in a school museum, or a visit to any other museum, acquaintance with some interesting exhibit (household item, photograph, book, etc.). A short story about him. At history lessons, at class hours, work is being done to study the past of the native people, to familiarize students with national culture and traditions, and to form national identity. Acquaintance with the history of the native land can be started from September 1 in the school museum, you can conduct a "Lesson of the Citizen" in order to educate patriotism.

Further, search work is organized to collect material for the museum. The search group consists of representatives of all classes. On the basis of the found materials, the head, coordinator and scientific consultant of the museum outline the main directions of the museum's activities. For the purpose of management, scientific planning of the work of the museum, activation of the creative abilities of students, delegation of authority between members of the search group, the Museum Council is created or updated. The Museum Council consists of two representatives from each class, the chairman of the Museum Council and his deputies are elected, the Museum Council plans all the work of the museum: search, research, excursion, propaganda. The Council meeting is held once a month. The Council is divided into sections: search, exposition, mass work, accounting and storage sections.

It should be noted that at all stages of the creation and renewal of the museum of the native land, the education and formation of the personality of students takes place. Fired up by the common idea to get to know the native land, a children's team is being created and united on the basis of the development of student self-government (search group, Museum Council, Museum Assets). The museum stimulates the positive behavior of students, orients them towards a normal lifestyle. There is a constant rethinking of values ​​and the definition of one's place, one's "I", the place of one's family in the chain of historical events. The museum brings students closer to their parents, strengthens families. The museum creates conditions for the creative self-realization of each student. Active, interesting search work serves as an obstacle to the involvement of students in street groups.

There is a collection of materials, restoration of exhibits, a strict record of what was found is kept. Along with search work, research, excursion, propaganda work is organized. Students are active participants in all these processes. They are spiritually enriched, creatively develop - they go through the stage of personality formation. Scientific coordinators (the head of the museum and scientific consultant), together with teachers and class teachers, monitor the work of students, help with advice, direct them in the right direction.

Project Implementation Work Plan.

Specific expected results. The result of the project should be positive for everyone. The preservation of the heritage and its use in the upbringing and formation of the personality of the younger generation will lead to an improvement in the quality of the social environment. Knowledge of history, the past of the people, the native land will increase the resilience, competitiveness of the individual. The project serves to unite, rally people around a high noble goal - to preserve the past, the present for future descendants, plays a huge role in shaping peace and harmony among people of different nationalities, strengthens friendship between peoples.

In the Gymnasium, positive results have been achieved in the education and formation of the personality of students with the help of the museum of the history of their native land. There will be the preservation of historical memory and heritage, the creation of a museum, the replenishment and renewal of the museum's expositions, the development of students' interest in history, research, scientific and educational activities, the development of self-government in the process of the project, establishing contact with archives, museums, research centers, attracting project of scientists, parents of students, the public, strengthening the close relationship between the gymnasium and parents.

Mechanism for evaluating results.

The results of the project will be monitored by class teachers, teachers, a psychologist, research supervisors, coordinators, parents, and a project leader. Data on the work done, the level of activity of students, changes in personal qualities, attitudes towards the surrounding reality, history, etc. will be recorded and entered into the computer. The results of the project will be discussed at meetings of the pedagogical council, at parent meetings.

Further development of the project

The project will continue and cover an increasing number of students. The initiator of the project will become the basic coordinating museum, working to involve new regions in the education and formation of personality on the basis of the native land museum.

How to create a school museum

Dear colleagues.

So, how our museum was created. In February, I was hired at MOU-Lyceum N 60 as a teacher of history and social studies. For the first time in my working days, I proposed to the administration of the Lyceum to create a school museum. Nobody had to be convinced. The director of the lyceum supported the idea and promised all possible assistance in all matters related to the creation of the museum. Now a few words about the reason for the creation of the museum. I often heard from colleagues during this period (fortunately not from historians) that the fashion for museums has now gone, like some kind of craze. I think it makes no sense to comment on this statement in this audience. I will say one thing, if I were the Minister of Education, I would order the mandatory opening of a museum in every educational institution, just like every school has a gym, laboratories in chemistry and physics classrooms.

I personally, wherever I worked, in every school, either created a local history corner, or took part in the creation of a museum, or opened circles on numismatics, faleristics. And this is regardless of whether this work was paid or not paid. Often this caused bewilderment among colleagues, they asked why you supposedly need it, some looked askance, some upstart appeared, etc., etc.

The explanation for this is simple. First of all, I love doing this business. Since 1963 I have been fond of numismatics, a little later I became interested in phaleristics and everything related. Coming to any school to work, the first thing I found out was the presence of collectors or simply people who are not indifferent to history in the teacher's student team. Usually, in each class, there are from 2 to 6 such students. Then he created a circle of numismatists. What did it give me as a history teacher?

1. Rapid adaptation based on common interests.
2. Increasing motivation to study history and other studies. items from students, members of the circle. These students, as a rule, became my first assistants in all endeavors.
3. The students were taught the skills of independent work with sources.

1. The creative cognitive activity of students developed.

1. The students gained more in-depth knowledge in a number of subjects. It became possible to influence individual students through the collective (circle).

1. Corporatism is taking shape.
2. The problem of “free time for students was eliminated, and, consequently, it became possible to protect them from addictions.
3. There was a practical development of the basics of marketing.

10. Skills of communication with people of different ages and professions were formed during the “going out” (visiting the city club of numismatists)

As you can see, of the listed numismatic organizations,

phalleristic circles have many positive aspects, but there is one small “but”. This is specificity. Fans of numismatics, phaleristics, as mentioned above, on average in the class from 2 to b. But what about the rest? And here the school museum comes to the rescue. The school museum is designed to promote the formation of patriotism among students, broadening their horizons and educating cognitive interests, abilities to promote the development of socio-political activity of students, mastering the practical skills of search and research work. With the help of the school museum, you can solve the following tasks:

To expand and deepen the knowledge of students in a number of academic subjects;

To develop the organizational skills of students;

Assist teachers in conducting lessons;

Influence the formation of the worldview and beliefs of students.

A museum is a space for practical activities and so on. This list of the possibilities of the museum and its significance can be enumerated further. You know all this very well. Where did I start. Found out from the administrator a question related to the premises. Then he prepared the necessary documentation for the museum:

Order on the establishment of the museum;

Regulations on the school museum;

Books of registration of museum exhibits (main and auxiliary fund);

Book of minutes of the meeting of the Museum Council;

Review book.

In parallel, the Council of the Museum was selected from among the students involved in collecting coins, badges, stamps, who love history.

I didn't have a question about the profile of the museum. Only local history. Any other is a narrow specialization. The local history museum can be used with great benefit and return throughout the study of the entire course of history.

During the following year, active work was underway to prepare the premises, collect exhibitors, manufacture showcases and tablets. Exactly one year later, on the eve of the 60th anniversary of the Great Victory, the museum was solemnly opened.

I won't go into detail on the exposure sections as they are visible in the presentation. I would now like to dwell on how I personally use the possibilities of the museum in the study of history.

Firstly, every year during the decade of history, scheduled excursions are held for lyceum students. In addition, unscheduled events are held at the request of students, teachers, guests of the lyceum.

Secondly. I regularly use museum exhibits and documents in the course of studying the history of Russia and social studies.

For example, in the 5th, 6th, 10th grades, the theme is “Primitive Society”. I bring exhibits from the section “Our land in antiquity” to the lessons. Topic: “Mongol-Tatar invasion” - arrowheads from the same section.

Thus, you can see that throughout the academic year, the exhibits and documentation of the museum can be used in the work.

Several times I tried to conduct training sessions in the premises of the museum, but later I had to abandon this, because the attention of students is scattered.

I do not stop in my speech about the work of the museum's asset. This is a big topic for a separate discussion. And you, who worked with the asset, have probably already found your own style of work.

My city

- young ecologists - to the city.

Introduction

1.1 Background

historical;

natural science;

picture gallery;

memorial museum;

technological;

ecological .

Museum-exposition (exhibition).

Museum-workshop (studio).

Museum - laboratory.

The museum is a club, the museum is a theater.

The museum is an adaptation center.

The museum is a tour desk.

The museum is a playroom.

museum cafe

Museum - Fair

Acquisition of funds;

stock work;

Creation of the museum exposition;

attractiveness

expressiveness

correspondence with people;

meeting interesting people;

expeditions.

Excursion;

Consultation;

Scientific readings;

Meetings with interesting people;

holidays;

Concerts;

Contests, quizzes;

Historical games, etc. .

Museum exposition

Thematic exposition

Systematic exposure

Monographic exposition

Ensemble exposition

3.

2. 4. Conclusion

Applications

Appendix 1

dated 12.03.03

№ 28-51-181/16

General provisions

Basic concepts

Museum exposition;

Museum functions

Appendix 2

Carrying out on the basis of the museum . 1 time per quarter.

1.

2. (September October), excursions for middle management (December, February b) and senior management (April May).

3. 1 time per quarter.

4. Design development "The world through the eyes of the eighty". 1 time per month

Project participants:

Objective of the project:

Project objectives:

Project description:

“There is such a profession - to defend the Motherland”

The purpose of the lesson:

Lesson objectives:

During the classes:

"Defender of the Fatherland Day".

Newspaper Pravda

1922 . January 27

Preservation of historical and cultural heritage by organizing the work of school museums

Head of the School Museum MBOU Irkutsk Secondary School No. 80: Ivanova Elena Yurievna

Since 1997, the IUK "Museum of the History of the City of Irkutsk" has been holding an annual scientific and practical conference " My city”, in which schoolchildren-local historians of the Irkutsk region take part.

The following sections are held within the framework of the conference:
- problems of studying and popularizing the cultural and historical heritage of the city of Irkutsk;

Problems of study and popularization of monuments of culture and history of Irkutsk;
- problems of studying and popularizing the national cultures of the Angara region;
- problems of studying and popularizing the literary heritage of the Angara region
- young ecologists - to the city.

Every year more than 100 schoolchildren from the cities of Irkutsk, Shelekhov, Angarsk, settlements of the Irkutsk-Selo region take part in the conference.

1. It is very important, when talking about the history of the Little Motherland, to talk about “The history of my family in the history of my city”, “The history of my house”, “The history of the street”, “The history of my suburb”, “The history of the school”. The history of the school can be told in the form of expositions in the exhibition halls of the school museum.

2. Extracts from the essay "School museum as a form of educational work":

Introduction

At present, interest in local history has increased, i.e. complex study of the native land in various aspects: natural-geographical, cultural, historical. Many teachers in their classroom and extracurricular activities are increasingly turning to the problem of using local history material in order to form knowledge, skills and value orientations, develop creative abilities, and cultivate respect for the culture and history of their native land. Academician D.S. Likhachev said: “If a person does not like to look at least occasionally at old photographs of his parents, does not appreciate the memory of them ... - then he does not love them. If a person does not like old streets, even if they are inferior, then he does not have love for his city. If a person is indifferent to the monuments of the history of his country, he is, as a rule, indifferent to his country."

Understanding the enormous possibilities of education and "education in history" led to the realization of the active participation of the teachers themselves and their pupils in local history research. The subject of local history research is extensive: the history of the family, family traditions, the history of streets, villages, villages, churchyards, temples, enterprises, institutions. How to preserve this unique material for contemporaries and posterity, how to use the result of search activity to form knowledge, skills, value orientations, how to develop the creative abilities of students on the basis of it, to instill in them respect for the culture and history of their native land? We believe that a school museum is a worthy place for storing, using, popularizing, exhibiting, studying the results of search and local history activities. The idea of ​​creating a museum comes in the process of long-term local history work, when the accumulated material requires registration, systematization, placement. How to organize the work of the museum? Museum as a form of educational work. The joint activity of pupils and educators in creating a school museum is clothed in certain organizational forms, which in pedagogy are designated as forms of educational work.

1. Museum of an educational institution as a bright phenomenon of national culture and education

1.1 Background

The concept of "museum" was introduced into the cultural life of mankind by the ancient Greeks. The origins of this concept must be sought in the phenomenon of collecting. Already at the dawn of its history, mankind collected and sought to preserve all kinds of objects: literary and scientific texts, zoological and botanical herbariums, art paintings, natural rarities, the remains of ancient animals. Museums appeared in Russia in the era of Peter I. Opening the first Russian museum in 1917, he set the goal: "I want people to watch and learn."

By the end of the 18th century, public expositions were created in Russia in order to educate the majority of visitors. At the end of the 19th century, about 150 museums with public expositions were created in Russia for the purpose of education (museum of technology, crafts, instruments). In Russia, there is actually a museum-educational tradition. The new visual method of teaching within the walls of the museum is warmly supported by K.D. Ushinsky, N.A. Korf.

In 1864, a completely new type of museum appeared in St. Petersburg - the Pedagogical Museum. The basis of his collection was visual aids on public education. At the beginning of the 20th century, in connection with the rise of the local history movement in Russia, the opening of public museums, created on the initiative of the public, and operating on a voluntary basis, gained wide scope. Public museums are being created at cultural bodies, in schools, and at enterprises. These are museums of Military Glory, Labor Glory, museums dedicated to the leaders of the Communist Party, which are assigned the status of a political and educational institution. In connection with the change in the socio-political and economic life of Russia, these public museums were closed, leaving a lot of practical experience in the creation, organization of activities, and the structure of public museums. The increased needs of Russian society for the study and preservation of Russian culture, Russian traditions, the history of large and small cities, villages, schools, the fate of people, families, dynasties contribute to the revival of such a social institution as public museums.

In different periods of the history of our country, children's and school museums experienced ups and downs. Also, researches devoted to the peculiarities of school museums, their main functions, and areas of work experienced ups and downs. Currently, a "museum boom" is being experienced in connection with the search in Russia for a nationally unifying idea, which underlies the education of a citizen of the new Russia. Teachers and museologists assign a large role in this search to museums as the keepers of the social memory of generations.

The legal basis for the activities of school museums is the Letter of the Ministry of Education and Science of the Russian Federation No. 28-51-181 / 16 dated March 12, 2003. "On the activities of museums of educational institutions", "Instructions for accounting and storage of museum funds in museums working on a voluntary basis", Order of the Ministry of Culture of the USSR of 12.03.1988.

In the modern sense, a museum is:

An institution engaged in collecting, studying and exhibiting objects - monuments of history, material and spiritual culture, as well as educational and popularization activities;

A treasure vault, a research institute and an educational institution at the same time;

Place of information exchange of representatives of different ethnic groups, generations, ages, professions, etc. .

The museum is understood as an institution that collects, stores and demonstrates objects of history and culture.

1.2 Features of the school museum

The term "school museum" is generic. School museums, in essence, include all public museums created with the active participation of students.

Those who create a museum are also its main "consumers" or "users". This distinguishes the school museum from many other museums, including state and departmental ones, which are created by one group of people for others.

1.3 Profiles and genres of school museums

The profile of the museum is the specialization of the museum collection and the activities of the museum. The profile of the school museum depends on the chosen direction of exploratory research activities. Museum historians distinguish the following profiles:

historical;

natural science;

picture gallery;

memorial museum;

technological;

ecological .

To the genres of museums, well-known museologists E.L. Galkin and M.Yu. Yukhnevich include the following:

Museum-exposition (exhibition). The exposition of the museum is a more or less established complex of objects, as a rule, inaccessible for interactive use (closed showcases and cabinets, rigid hanging). The exposition space is strictly localized, it is used mainly for conducting excursions on a certain, rather limited topic. Museum material is involved in the educational process mainly as an illustration. In school conditions, such a museum often becomes a fact of prestige, extracurricular, circle, leisure activities are minimally represented.

Museum-workshop (studio). The exposition space is built in this museum in such a way that it necessarily contains working areas for creative activity. Sometimes such a museum is located in classrooms where technology lessons are held, or in art workshops. Expositions can also be dispersed in separate rooms. All this contributes to the organic inclusion of the museum in the educational process.

Museum - laboratory. This genre is very close to the museum-workshop. The difference lies in the nature of the collection, on the basis of which the museum operates. These are collections of a natural science and technical profile, usually very extensive. Some of them are placed in subject rooms. The exposition space includes research laboratories and equipment.

The museum is a club, the museum is a theater. The exposition of this genre, as a rule, is quite compact and static, and serves as a support for the developed forms of club and circle activities. It is organically included in the work of the school theater, becoming the basis for teaching regional studies, studying the culture, customs, language of a particular people.

The museum is an adaptation center. This is a museum with a clearly defined socio-psychological task - to create an atmosphere of psychologically comfortable communication. Most often, the head of such a museum is a psychologist who works with children from dysfunctional families, with adolescents with developmental disabilities. It is important that the work of the museum be carried out according to a specially developed, long-term program that takes into account the specifics of the audience.

We will very briefly try to outline the possibilities of the following three genres, whose activities are not only of humanitarian importance, but are also directly related to the new economic realities, since they can help improve the financial situation of both schools and students.

The museum is a tour desk. The creation of such a museum is possible on the basis of active local history research in the field of history and culture of a particular region. The accumulated information can become the basis of a school excursion bureau, which develops local history topics and offers this "product" to educational institutions in its area. The creation of such a museum is possible on the basis of the introduction of an elective course in "Tour guide" into the school curriculum.

The museum is a playroom. This is a museum of games and toys, some of which were brought from home, but the main ones were made by children. On the basis of these collections, the museum asset and teachers conduct theatrical classes with younger schoolchildren, after-school groups, and also offer field performances to nearby kindergartens and schools. A necessary condition for the activity of such a museum is the study of the history of the production and existence of toys.

museum cafe it is most appropriate to organize in schools or vocational schools where future cooks are trained. It is important to expand this activity so that the culture of cooking is connected with the history, national holidays and customs of a particular people, and museum visitors bring the joy of informal communication to all participants.

Museum - Fair simultaneously serves as a shopping and recreational center. He can take over the sale of any type of product made by students in the workshops of his own or neighboring schools. When organizing trade fairs, traveling promotions related to participation in holidays or evenings, schoolchildren have the opportunity to try themselves in such relevant roles as a commercial agent or marketing specialist. This determines the prospect of creating such museums in schools focused on teaching such professions.

When choosing the profile and genre of a school museum, it is necessary to take into account the real needs of a particular school. It seems obvious that the more closely the profile of the museum is connected with the specifics of the school, the more diverse the genres used by it, the more functional and in demand it is, the wider the field of its activity, the numerous assets and the more intense the connection with specialists and the local community. In reality, each school museum is a kind of conglomerate, a synthesis of various profile characteristics and genres.

1.4 Purpose, tasks, prerequisites for the creation of a school museum

A museum in an educational institution is created "for the purpose of educating, educating and socializing students." The school museum is designed to form a steady interest in acquiring new knowledge on the history of the native land, to cultivate the desire and willingness to independently study the history of the native land, to form the skills of research work with local history literature, archival materials, written and oral sources. Only a museum has an emotional, informational impact and can introduce students to the material, cultural, spiritual values ​​of their native land, carry out patriotic education on the examples of heroic struggle, exploits, and service to the country.

1.5 Functions of the school museum in three forms:

Acquisition of funds;

stock work;

Creation of the museum exposition;

A museum object is a monument of history and culture, withdrawn from its environment, passed through all the stages of scientific processing and included in the museum collection. The main thing for a museum object is its semantic meaning, artistic value or information potential. All museum items have a number of properties. It is informative, attractive, expressive.

Informativeness of the museum object- consideration of the museum object as a source of information.

attractiveness- the ability of an object to attract attention by its external features or its artistic and historical value.

expressiveness- the expressiveness of the subject, its ability to have an emotional impact.

Representativeness (representativeness) - the uniqueness of the item in relation to similar items.

All museum items are divided into three groups:

material (clothing, household items, personal items);

fine art (paintings, sculpture, graphics);

written (documents in all media).

The totality of museum items is the collections of the museum. Acquisition of funds is one of the main activities of the museum in an educational institution:

Thematic acquisition - a method of acquisition associated with the study of any historical process, event, person, natural phenomenon and the collection of sources of information about them;

Systematic acquisition - a method used to create and replenish collections of the same type of museum items: dishes, furniture, clothes;

Acquisition "hot on the heels of events" - the acceptance of collecting work on the spot at the time of an event or immediately after it;

The current acquisition - the receipt of individual museum items from the donor, purchases, random finds.

The second stage: search and collection work. There are methods of search and research activities:

collection of oral evidence (survey of the population, questioning, interviewing);

correspondence with people;

meeting interesting people;

receiving gifts from family collections;

work in libraries, archives;

expeditions.

One of the basic principles of any search and research work is the principle of complexity. Following this principle, young local historians should try to comprehensively explore the topic, strive to connect the studied events with general historical processes, see their characteristic features, establish the reliability of the information received, and understand the role of individuals in these events. Every local historian must remember the responsibility for the safety of the identified and collected monuments of history and culture: it is important to preserve not only the monument itself, but also the revealed information about it, about its history.

Also, schoolchildren must comply with legal requirements related to the collection, preservation of historical and cultural monuments, i.e., it is not advisable to take from the owners those items that the museum does not have the right to store: jewelry, orders, firearms and edged weapons. It is very important to be able to collect and record the necessary information about those processes that are the subject of search and collection work.

For accounting and scientific description of the collected monuments of history and culture, as well as versatile information about them, field documents of description and accounting are used. These include: "Reception Act", "Field Diary", "Field Description", "Notebook for Recording Memories and Stories", accounting books for museum items ("Inventory Book").

Museum historians distinguish the following museum forms:

Excursion;

Consultation;

Scientific readings;

Historical and literary evenings;

Meetings with interesting people;

holidays;

Concerts;

Contests, quizzes;

Historical games, etc. .

1.6 Exposition of the school museum

The individual face of the museum is the exposition. Museum exposition- these are museum objects (exhibits) put on display in a certain system. The procedure for organizing work on the museum exposition was developed in 2004 by the Federal Museum of Vocational Education. The result of the exposition should be the achievement of maximum awareness in combination with imagery and emotionality. If we compare a museum with an iceberg, then the exposition is only that small visible part of it. Therefore, we can say with confidence that the creation of an exhibition is a complex creative and technological process, which, of course, requires an innovative approach, experiment, and the efforts of a whole team of like-minded people.

The design of the exposition and the implementation of individual stages for its creation can be represented as follows:

Concept: scientific concept and thematic structure of the exposition.

Development of an extended thematic structure; drawing up a thematic exposition plan.

Drawing up an art project: preliminary layout of materials.

Implementation of the technical project; exposition installation.

According to the form of presentation, the expositions are divided into stationary and temporary, but according to the principles of the structural organization of the displayed material, they are divided into thematic, systematic, monographic and ensemble.

Thematic exposition includes museum items that reveal one theme.

Systematic exposure is an exposition series created on the basis of homogeneous museum objects, in accordance with a specific scientific discipline.

Monographic exposition dedicated to any person or group, natural phenomenon or historical event.

Ensemble exposition involves the preservation or reconstruction of an ensemble of museum items, objects of nature in the environment of existence: "open-air museum", "peasant's hut".

The choice of one or another form of exposition, the principles of systematization of exposition materials depend on the concept of the museum, on the composition of the funds, on the creative imagination of the museum staff.

The objectivity and visibility of the exposition, the emotionality of perception contribute to attracting the attention of visitors to individual objects, and through them - the desire to know the event. This can be achieved using various methodological approaches. Among them is the selection of the leading exhibits (by color, light and background size), one should also take into account the properties of the objects themselves, their different ability to attract attention. Now theatricalization, installation of a museum exposition have become the most popular.

The attention of schoolchildren weakens when examining monotonous exhibits. At the same time, it is important to take into account the psychological side of perception. The first step is to get the attention of the children. To do this, the introductory complex should be exciting, promising, stimulating interest in viewing the exposition. After 15-20 minutes, when the attention of schoolchildren becomes dull, they should approach an unusual object or complex that arouses new interest. This is where the most attractive exhibits, unique objects, working models, slide shows are needed. Such a switch of attention should be called after 10-15 minutes, given that the examination of the exposition lasts no more than 45 minutes. The final final complex should complete the whole topic so that the student has a desire to visit the exposition several more times, to join in a new search.

To implement the principle of logical connection of all sections of the exposition, a clear route, clear and concise headings and leading texts are needed. Not only a full-fledged scientific commentary can reveal the information potential of the subject and the content of the exposition as a whole. This role in the museum exposition is played by leading, title, explanatory texts and labeling, which are an integral, well-thought-out system that maximizes the disclosure of the content of the exposition. Each type of text has its own function:

Leading texts express the ideological orientation of the exposition, section, theme, hall, thus reflecting the main provisions of the scientific concept of the exposition;

Title texts reflect the thematic structure of the exposition; their purpose is to give a guiding thread to its inspection;

Explanatory texts (annotations) reveal the content of the exposition, section, topic, reflect the history of the exhibited collections;

A label or annotation is attached to a separate exhibit, it indicates: the name of the item, the manufacturer of the work, the place and time of manufacture, a brief description of the exhibit, technical characteristics, original / copy.

The selection of museum items is closely related to their grouping. You can group various items depending on the task. For example, showing family ties between phenomena, reflecting any events, comparing objects, comparing them. One of the types of comparison is the method of contrast display. So, in school museums you can find thematic complexes "Our land before and now", "Past and present of the village." The grouping of materials can also occur according to a systematic principle. The systematic collection of stones and minerals placed on display makes it possible to get a visual idea of ​​their significance for the development of the region, to understand the relationship between minerals, their natural grouping. Grouping is also possible according to the principle of connecting various objects into logical groups as they were in life, in their inherent environment of existence. It can be the interior of a room with all the objects characteristic of it, a biogroup with flora and fauna in certain climatic conditions. Such groupings in museum practice are called "ensemble exposition" using various methods of grouping, combining them depending on the task.

The equipment must match the exhibition space in style, size and color. For school museums, we can recommend horizontal and vertical showcases fixed against the wall. Large things are located closer to the center, small things are closer to the viewer. In vertical display cabinets, small exhibits are located at eye level, and large items are placed above and below. Showcases should not occupy the main space and obscure other exposition complexes.

An exhibit placed on the floor is psychologically perceived as an inventory, so it is necessary to place it on a stand.

1.7 Council (asset) of the museum as a self-governing body

The public self-governing body of the school museum is the Council (asset) of the museum, which is created to widely involve students and teachers in conscious, purposeful activities to create a museum.

2.1 Organizational principles for the creation of a museum

Creating a psychological mood: an incendiary story about the upcoming business, dreams of results - opening a museum, publishing a wall newspaper, writing an unusual announcement.

2.2 Museum of the history of the school in MBOU secondary school No. 80 in Irkutsk

The initiative group for the creation of this school museum was a local history circle of students, led by a teacher of the Russian language and literature of school No. 80 Voitseshko Elena Andreevna (and later Ivanova Elena Yurievna, teacher of Russian language and literature, teacher of additional education) took matters into her own hands. As a result of the search work, members of the circle collected local history material on the history of the school (photographs, personal belongings, memoirs of graduates, documents). Some of the written and material sources on the history of the school are on display at the stands: "School in the 30s", "Semyon Afanasyevich Skarednev", "Speech about Teachers", "Pioneer Organization at School No. 80 in Irkutsk", "School Theater ". Part of the collected material is systematized in thematic folders: "School teachers", "School students", "History of a literary circle", "Creative works of students in local history", "A feat that we will not forget." School activists, together with the organizing teacher, identified problems and outlined ways to solve them:

1. Patriotic education of the younger generation: at present, among the youth, a craving for Western culture has become more and more noticeable. They often do not know their origins enough, and therefore, many representatives of the younger generation treat everything Russian with disdain. Engaging in local history work arouses in schoolchildren an interest in our origins, in our native land, in the ancestral occupations of their ancestors. By creating an exposition dedicated to the history of the school, the task is to acquaint museum visitors with the pages of the history of the school and the city.

2. Popularization of materials accumulated by school teachers. For several years, school teachers have accumulated a lot of interesting material on the history of the school, the city. All this can be successfully used in the educational process, so the material should not be stored in the "far corner", you need to make it accessible to people: tell what we heard during the search work, show objects of museum significance found and received from old-timers.

The exposition of the museum, objects of museum significance are presented and stored in a room specially designated for this purpose - an office, consisting of three adjacent rooms.

At the school, on the basis of the collected material on the history of the city, the school creates research projects, the authors of which are students and teachers. For example, "Outstanding graduates of school No. 80", "History of the school theater", etc.

Museum lessons, excursions, talks, quizzes, class hours are held in the museum.

The school museum does not have a long-term plan for the acquisition of the museum fund, the directions of the museum's work, but the process of registering museum objects and registration documents is developing; there are basic legal documents regulating the interaction of participants - the founders of the museum (Regulations on the Museum, Regulations on the Council, Museum Charter). Therefore, one of the tasks of our research work was the creation of a project for organizing a museum of an educational institution.

3. 3. Model for creating a school museum:

2. 4. Conclusion

A school museum is a worthy place for storing, using, popularizing, exhibiting, studying the results of search and local history activities. The creation of a school museum is a form of educational work.

2. 5. List of used literature:

1. Bordovskaya N.V., Rean A.A. Pedagogy. M., 2001.

2. Zavgorodnyaya O.N. Museum of the history of an educational institution as a result and form of attracting students to search and research activities // Organization of research activities of students and students in an educational institution. Materials of the first regional correspondence scientific-practical conference and methodological seminar, January 2007. Vologda - Totma, - 2007.

3. Instructions for the accounting and storage of museum collections in museums operating on a voluntary basis. Order of the USSR Ministry of Culture dated March 25, 1988 No. No. 134.

4. How to organize the work of the school local history museum. Guidelines Perm Regional Museum of Local Lore, etc. - Perm, 1980.

5. Karpova O.B. School Museum: life in creativity. Methodological recommendations to help the organizers of museums of educational institutions. - Vologda, - 2006.

6. Malenkova L.I. Theory and methods of education: Proc. allowance for students ped. Universities and beginner teachers of educators / L.I. Malenkov; Under the editorship of P.I. piddly. - M.: Ped. Island of Russia, 2002.

7. Guidelines for identifying the selection and scientific description of monuments of science and technology in museum collections. / State Historical Museum. All-Russian Society for the Protection of Monuments. Comp. Zhegalova S.A., Maistrov L.E. - M., 1981.

8. Mikhailovskaya A.I. Storage and accounting of photographic collections in museums (from the experience of Moscow museums). // Questions of museum business. / Research Institute of Local Lore and Museum Work. - M., 1952.

9. Molchanov V. Photography in museum business. (Photoimitation of the original and photomodel). / Proceedings of the Research Institute of Culture, issue 60, - M., 1977, S.131 - 139.

10. Museum science. Museum of Historical Profile. - M., 1988.

11. Nagorsky N. Museum Pedagogy and Museum-Pedagogical Space // Pedagogy. - 2005. - No. 5.

12. Pedagogy: Proc. allowance for students and ped. Universities and ped. colleges. / ed. Pidkasistogo P.I. - M.: RPA, 1995.

13. Podlasy I.P. Pedagogy: Proc. for universities / I.P. Sneaky. - Book 2 - M.: Vlados, 2004

14. Regulations on the museum of the history of the educational institution, at the State Educational Institution of Specialized Vocational Education "Totemsky Pedagogical College", working on a voluntary basis, dated February 21, 2006.

15. Letter of the Ministry of Education of the Russian Federation dated March 12, 2003 No. 28-51-181/16 "On the Activities of Museums of Educational Institutions".

16. Exemplary Regulations on the Museum of an Educational Institution (School Museum). From the Letter of the Ministry of Education dated March 12, 2003 No. 28 - 51 - 181/16.

17. Prutchenkov A. Museum pedagogy // Education of schoolchildren. - 2002. - No. 5.

18. Smirnova.L.M. Three stages of the creation of the museum // Museum. - 1982. - No. 3.

19. Tumanov V.E. School Museum. - M., 2002.

20. Khenkin Ya. From the experience of school museums // Education of schoolchildren. - 2001. - No. 3.

21. Hitkov N.A. School museum, its significance and organization. - Kyiv, 1915.

22. Schmit F.I. Museum business. Exposure issues. - L., 1929.

23. Shcheglova T.K. Methodology for collecting oral historical sources. On Sat. School local history. - M., 1993.

24. Yukhnevich M.Yu. Children's Museum: the past is fulfilled in the present // Museum World. - 1985. - No. 5.

25. Yukhnevich M.Yu. Children's Museum: past and present // Landmarks of cultural policy. - Information issue No. 4. - M., 1997. - (Ministry of Culture of the Russian Federation. Russian Institute for the Retraining of Workers in Art, Culture and Tourism. Main Information and Computing Center).

26. Yukhnevich M.Yu. Pedagogical, school and children's museums of pre-revolutionary Russia. Toolkit. - M.: 1990. - (Research Institute of Culture).

Applications

Appendix 1

Appendix to the letter of the Ministry of Education of Russia

dated 12.03.03

№ 28-51-181/16

EXAMPLE REGULATIONS ON THE MUSEUM OF AN EDUCATIONAL INSTITUTION (SCHOOL MUSEUM)

General provisions

The school museum (hereinafter referred to as the museum) is the general name of museums that are structural subdivisions of educational institutions of the Russian Federation, regardless of their form of ownership, operating on the basis of the Law of the Russian Federation "On Education", and in terms of accounting and storage of funds - the federal law on the museum fund of the Russian Federation. Federation and museums of the Russian Federation.

The museum is organized for the purpose of education, training, development and socialization of students.

The profile and functions of the museum are determined by the tasks of the educational institution.

Basic concepts

The profile of the museum is the specialization of the museum collection and the activities of the museum, due to its connection with a specific specialized discipline, field of science or art.

A museum object is a monument of material or spiritual culture, an object of nature that has entered the museum and is recorded in the inventory book.

The museum collection is a scientifically organized set of museum objects and scientific auxiliary materials.

Acquisition of museum funds - the activities of the museum to identify, collect, record and scientifically describe museum items.

The inventory book is the main document for accounting museum items.

Exposition - museum items (exhibits) put on display in a certain system.

Organization and activities of the museum

The organization of a museum in an educational institution is, as a rule, the result of local history, tourism, excursion work of students and teachers. A museum is being created on the initiative of teachers, students, parents, and the public.

The founders of the museum is the educational institution in which the museum is organized. The founding document of the museum is an order on its organization, issued by the head of the educational institution in which the museum is located.

The activities of the museum are regulated by the charter (regulation) approved by the head of the educational institution.

Mandatory conditions for creating a museum:

Museum asset from among students and teachers;

Museum items collected and registered in the inventory book;

Premises and equipment for storage and display of museum items;

Museum exposition;

charter (regulation) approved by the head of this educational institution.

Accounting and registration of museums are carried out in accordance with the current rules.

Museum functions

The main functions of the museum are:

documenting the history, culture and nature of the native land, Russia by identifying, collecting, studying and storing museum items;

the implementation by museum means of activities for the education, training, development, socialization of students;

organization of cultural, educational, methodological, informational and other activities permitted by law;

development of children's self-government.

Accounting and ensuring the safety of museum funds

Accounting for museum items of the museum collection is carried out separately for the main and scientific auxiliary funds:

Accounting for museum objects of the main fund (genuine monuments of material and spiritual culture, objects of nature) is carried out in the inventory book of the museum;

Accounting for scientific auxiliary materials (copies, layouts, diagrams, etc.) is carried out in the accounting book of the scientific auxiliary fund.

The head of the educational institution is responsible for the safety of the museum funds.

Storage in museums of explosive, radioactive and other items that threaten the life and safety of people is strictly prohibited.

Storage of firearms and edged weapons, items made of precious materials and stones is carried out in accordance with applicable law.

Items, the preservation of which cannot be ensured by the museum, must be deposited in the nearest or specialized museum, archive.

Museum management

The general management of the museum activities is carried out by the head of the educational institution.

Direct management of the practical activities of the museum is carried out by the head of the museum, appointed by order of the educational institution.

The current work of the museum is carried out by the museum council.

In order to assist the museum, an assistance council or a board of trustees may be organized.

Reorganization (liquidation) of the museum

The issue of reorganization (liquidation) of the museum, as well as the fate of its collections, is decided by the founder in agreement with the higher education authority.

Appendix 2

Inventory book of the school museum

Plan of work of the school museum in cooperation with the school newspaper and IGDOO in 2013-2014 academic year.

Head of direction: Ivanova Elena Yurievna

For successful mastery of knowledge and skills, the student must use creative methods in teaching (V.I. Andreev, P.R. Atutov, N.I. Babkin, Yu.K. Vasiliev, V.A. Polyakov, V.D. Simonenko and etc.). In order to form the necessary qualities in students in the learning process, methods related to the search, research nature of acquiring knowledge should be more widely used, and this is one of the main tasks of research conducted by a student in a museum.

One of the methods that make it possible to implement an activity approach in teaching is the method of projects, which contributes to the formation of responsible and creatively active, consciously expanding the scope of their own knowledge, skills and abilities of students who are continuously engaged in research work in the museums of educational institutions, including school museums.

In this regard, to implement the project method in the search work, we proceeded from the following:

- the inclusion of the project method creates conditions for improving the knowledge of the student;

- research organized according to the project method will contribute to the development of activity, independence, and initiative of students;

- the implementation of the project in the process of research activities gives the student the practice of implementing a creative project;

- the method of projects integrates teaching, educational, developmental aspects of learning.

The project method (from the Greek “path of research”) is a learning system, a flexible model of the organization of the process, focused on the creative self-realization of the developing personality of the student, the development of his intellectual and physical capabilities, volitional qualities and creative abilities in the process of creating new goods and services under the supervision of a teacher , possessing subjective or objective novelty, having practical significance.

Based on the above, the main method of work of the school museum in collaboration with the school newspaper and the Future of the Angara Region (hereinafter referred to as the Commonwealth) will be the method of project activity.

It is planned to create an asset on the basis of the Commonwealth, consisting of schoolchildren, teachers, students, which will implement the following types of projects during the year:

Carrying out on the basis of the museum thematic creative evenings of the author's song with the participation of invited guests - bards. From the very beginning of the development of the school museum, musical evenings were held within its walls. Today the museum has its own extensive photo-archive with photos of the concerts of these events. Currently, one of the activities of the school museum is learning to play the guitar and organizing regular concert programs for school teachers, students, and parents. Moreover, the head of the musical circle - a member of the museum's asset - is a graduate of the MBOU of Irkutsk, secondary school No. 80 Yarushchenkov Stanislav. Today there are 12 students under his supervision. All of them successfully master well-known author's songs, thus linking generations, and history seems to come to life under the strings of their guitars. The museum's activists decided that starting from the 2013-2014 academic year, the activities of this association will also be carried out as part of the implementation of projects. The nearest project is the organization of thematic evenings in the museum dedicated to the celebration of memorable dates for the history of the school, the Angara region, Russia . 1 time per quarter.

1. Project "Give a smile to children". Establishing joint activities with children from the home - boarding school No. 3 in Irkutsk, holding joint events, as well as with Irkutsk regional public organization of disabled children "Nadezhda", which is located next to the school - along Kasyanov street. 1 time per month - meetings (once in 2 weeks - a visit to the organization by schoolchildren).

2. Guided tours for elementary schools (September October), excursions for middle management (December, February b) and senior management (April May).

3. “There is such a profession - to defend the Motherland”. Excursions to the museums of the city and the region with members of the museum group in order to collect information and design new stands in the school museum of school No. 80. With the participation of the Council of Veterans of the Sverdlovsk Region. For example, a field trip with 6th grade students to the museum of A.P. Beloborodov, the regional museum of local lore, etc. 1 time per quarter.

4. Design development "The world through the eyes of the eighty". The main goal of this project: the development of a local history and tourism association on the basis of the school museum, whose tasks would include organizing trips, expeditions to memorable, historical or simply beautiful places in the Angara region, maintaining a photo archive and diary entries, which would eventually become the basis for creation of a local history corner in the school museum with changing exhibitions, classroom hours and open lessons for elementary schools. Ideally: the creation of short documentaries about the Irkutsk region on the basis of the school museum, which would make up the piggy bank of the school museum, holding regular tourist gatherings with school students and representatives of the Commonwealth, organizing trips with the subsequent design of information stands. 1 time per month

Project name: "Give a smile to children!"

Project participants: head of the school museum of the MBOU in Irkutsk, secondary school No. 80, asset of the school museum, students of school No. 80, parents, teachers of the school, pupils of orphanage No. 5 in Irkutsk.

Objective of the project: Development of cooperation between the School Museum of the MBOU in Irkutsk, secondary school No. 80 with the Irkutsk city children's public organization "The Future of Priangarye" and orphanages in Irkutsk, the creation of a solid platform for educating the civic position of students with a priority in a respectful attitude towards all segments of the population of the Russian Federation, a sensitive attitude to those in need, in the ability to lend a helping hand to those who need this help.

Project objectives:

1) Carrying out a school-wide action to collect toys and things that can be donated to an orphanage, restoration, formation of a fund for the purchase of gifts for children.

2) Master class on making toys with your own hands - angels.

3) Drawing up and rehearsing a congratulatory program for children from orphanages.

4) A trip to the orphanage, performances, games, tea drinking (during the academic year - by agreement, timed to coincide with the holidays or at the request of the museum asset).

4) Invitation of children from the orphanage to an excursion to the school museum of the MBOU in Irkutsk, secondary school No. 80, a sightseeing tour, keeping a diary of wishes, tea drinking, exchange of impressions (by agreement during the school year).

Project description:

1) The study of statistics "Abandoned Children" - a comparison of data, how many children today live in orphanages and how many adult working people in the Russian Federation today are the asset of the museum, interested involved students of the school.

2) Conducting a survey on the school - how students and teachers feel about the problem of abandoned children and how they advise to solve this problem. What can each of us do so that this problem is gradually exhausted. Collection of data in the archive of the school museum. Until the end of the school year - the placement of material in the school newspaper "School Time" with a conclusion, the creation of a corner in the museum "Parents and Children" - an asset of the museum, students.

3) Meeting with a representative of orphanage No. 5 on the street. Bezbokov, an agreement to organize a joint event at the end of December 2012 - the head of the museum, class teachers.

4) Conducting a conversation on the topic “Children and Parents” - what a happiness it is to have parents and how those children who live in orphanages are spiritually deprived, because there are not so many teachers, and not every teacher can replace real parental participation. Therefore, these children especially need the support and friendly participation of every caring citizen of the Russian Federation - class teachers.

4) Conducting a school-wide action to collect toys and things that can be donated to an orphanage, restoration, formation of a fund for the purchase of gifts for children - class teachers.

3) A master class on making toys with your own hands - angels - an asset of the museum, the head of the school museum.

4) Drawing up and rehearsing a congratulatory program for children from orphanages is an asset of the museum.

5) A trip to the orphanage, performance, games, tea drinking (during the academic year - by agreement, timed to coincide with the holidays or at the request of the museum's asset) asset of the museum, participants in the concert program, the head of the museum, class teachers.

6) Discussion at the meeting of the participants of the school museum of the action - the identification of the pros and cons, the development of a further cooperation program (after trips and concert programs) - the asset of the museum.

7) Inviting children from the orphanage on an excursion to the school museum of the MBOU in Irkutsk, secondary school No. 80, a sightseeing tour, keeping a diary of wishes, tea drinking, exchanging impressions (by agreement during the school year) - the asset of the museum.

8) Development and formation of the museum corner "Parents and Children" - the idea to put up for a project competition among school students, the winner draws up a corner according to his project. Keeping a diary of the commonwealth (appoint a responsible person from among the museum's assets) - an asset of the museum, the head of the school museum.

The plan is a summary of the lesson (as part of the project of the school museum of the MBOU in Irkutsk, secondary school No. 80 “There is such a profession - to defend the Motherland”).

A summary of the entire project "There is such a profession - to defend the Motherland": The preparation of the museum's assets for the celebration of the Defender of the Fatherland Day should begin long before the most memorable date. The school museum traditionally holds excursions for the middle level, during which the head of the museum, as well as representatives of the museum's assets and guides talk about the history of the school, about the first school days, about the opening and founders of the school museum itself. Of course, most of the excursion is occupied by the story of how school graduates fought for our Motherland. In the museum, a whole stand is dedicated to Semyon Afonasevich Skarednev, whose name School No. 80 bears. Most of the conversation is dedicated to him. Guys - guides read letters from the front and all those present are imbued with a sense of pride in their distant and at the same time very close "classmate".

In addition to excursions, the school museum also hosts class hours timed to coincide with the celebration of Defender of the Fatherland Day. One of the class hours - called “There is such a profession - to defend the Motherland” for the parallel of the 6th grade, we will present in this development.

The purpose of the lesson: To tell about the history of the appearance of the memorable date "Defender of the Fatherland Day", about the exploits of the heroes - graduates of the MBOU of Irkutsk, secondary school No. 80, to strengthen the feeling of patriotism and love for their level.

Lesson objectives:

1) Provide information in the form of a photo - presentation and voice-over commentary about the appearance of the memorable date "Defender of the Fatherland Day",

2) Conduct a conversation on the topic “Defender of the Fatherland is a profession or a way of life”,

3) Students read poems on a military theme;

4) Show the presentation "Semyon Skarednev - a graduate of school number 80. The feat of Semyon."

5) Students read excerpts from Semyon Skrednev's letter from the front home,

6) Closing remarks by a veteran of the Great Patriotic War invited to the event.

7) Students' questions to the veteran about his life, participation in the war, camaraderie, his attitude to the Russian army.

During the classes:

1. Opening remarks by the head of the museum, class teachers. How did the holiday come about?

In Russia, until 1917, the holiday of May 6, the Day of St. George the Patron of Russian soldiers, was traditionally considered the Day of the Russian Army. Since the beginning of the 90s, this holiday has been celebrated annually in Russia by the Russian Orthodox Church and military-patriotic, Cossack and public associations. On this Day, the soldiers of the Russian army participated in parades, on this day they awarded St. George's crosses and other awards, presented and consecrated the Banners, and at the end they visited churches and commemorated all the soldiers who died for Russia.

On February 23, 1918, the Soviet government began to form the first detachments of the Red Army. At this time, Russia was at war with Germany.

The newspapers wrote: “The young detachments of the new army - the army of the revolutionary people - heroically repulsed the onslaught of the German predator armed to the teeth. Near Narva and Pskov, the German invaders were given a decisive rebuff. The day of rebuffing the troops of German imperialism - February 23 - became the birthday of the young Red Army.

The official name of the holiday at that time was: Day of the victory of the Red Army over the Kaiser troops of Germany, 1918. And today (since 1993) - the holiday is called "Defender of the Fatherland Day".

The Pravda newspaper reported on February 23, 1918:

The holiday began to be called the Day of the Red Army. And soon he was forgotten. Famine and devastation reigned in the country. The celebration of the "red" day was resumed in 1922. On January 27 of this year, the decision of the Presidium of the All-Russian Central Executive Committee on the 4th anniversary of the Red Army was published, which stated:

In accordance with the resolution of the IX All-Russian Congress of Soviets on the Red Army, the Presidium of the All-Russian Central Executive Committee draws the attention of the executive committees to the upcoming anniversary of the creation of the Red Army (February 23)

2. Questions on the topic “Defender of the Fatherland is a profession or a way of life”: What is DEBT? What do you mean by "duty to the Fatherland"? Why do many people today not want to join the army? But still, there are guys who serve with success and dignity and, when they come home, only remember good things about the army. What do you think makes it possible for some people to be strong and others to be weak? Is the profession of “defending the Motherland” considered prestigious today? What problems exist in the modern army? Why would you like to join the army? How can you prepare for the army (boys) today? Can girls serve in the military? Remember the cases when women in the war performed feats and adequately defended their people, their loved ones?

3. Poems by Alexander Tvardovsky, Jack Altauzen "Motherland looked at me", Yulia Drunina "You must!", Konstantin Simonov "Motherland".

4. A story about the feat of Semyon Afanasyevich Skarednev (according to a presentation made based on the materials of the school museum), reading excerpts from Semyon's letter home.

5. Conversation with a veteran of the Great Patriotic War.

Planned activities carried out on the basis of the lesson - class hours:

1) Compilation of a photo report for the archive of the school museum of the MBOU in Irkutsk, secondary school No. 80,

2) Discussion of the event held at the council of the asset of the school museum with the participation of class teachers of school No. 80 and invited veterans of the Great Patriotic War,

3) Development of the next event under the project “There is such a profession - to defend the Motherland”: a trip with 6th grade students to the village. Baklashi on an excursion to the museum of A.P. Beloborodov. This excursion was carried out with the support of the council of veterans of the Sverdlovsk region and the administration of Irkutsk, which allocated a bus. During the excursion, students of Irkutsk secondary school No. 80 learned about the life of the outstanding commander Afonasii Pavlantyevich Beloborodov. It was decided in the period from March to May 2013 to form a corner dedicated to Beloborodov in the museum.

The project "There is such a profession - to defend the Motherland" was attended by: head of the school museum of the MBOU in Irkutsk, secondary school No. 80, the asset of the school museum, students of school No. 80, teachers and the Council of Veterans of the Sverdlovsk Region.

Sooner or later, this question arises in every school in which the director and the teaching staff strive to approach work not formally, but with love for their students. Of course, you can make a museum. .for check. in terms of activities for reporting, but you can put your soul into it and do it. for all students and parents one of the favorite places to visit.

So don't rush to buy. museum equipment until you decide on the theme of the school museum. Although at first glance. it's very simple, on the second. there are so many options and possibilities to use that you just get confused with the choice.

Well, first of all, traditionally. You can make a museum of the history of the school. This option is suitable for a school that, of course, already has this same story. That is, the school is already at least 20 years old. To collect historical material, history teachers and the children themselves can be involved. These are both assessments and interest. especially now there is the Internet and it is not so difficult to find former students. This is a big separate area. It can be supplemented or expanded by ethnos. That is, the history of the region in which the school is located. In this case museum equipment may be needed for some unique products, for example, folk crafts or for an exhibition of products made by students, say, in art classes.

Another variant. this is the allocation of premises for temporary thematic expositions with the subsequent selection of the best exhibits for a permanent future museum. This is generally a very interesting direction, since the children themselves will create the history of their school. And themes for expositions. they are endless. You can simply take each item and go beyond it by adding a note of creativity. For example, within a couple of months to collect materials for an exposition on history. It can be paintings, photographs, crafts. And everyone will talk about his exhibit himself. for example, at the opening of the exposition: it will already be a whole celebration of history. Gradually museum showcases will be filled with the most interesting specimens and preserve the history of school events for future generations.

Story. it's just one item. But there is biology, physics, chemistry, even physical education. for any of the subjects, you can come up with a theme and prepare a fascinating exposition, in which the work of all interested students will take part. The main thing. start and approach it with responsibility and love. And then your school museum can even become a center for children's creativity.

No one knows exactly when the school appeared in the village of Charyshskoye. There is only information from letters that in 1887 she moved to a new building. After that, she moved two more times - in 1952 and 1978. Therefore, in the office where the school museum is located, there are three mock-ups that scrupulously reproduce the details of the three buildings. After all, every graduate who comes to the museum wants to see his own school.

The layouts were made by Ludmila Anatolyevna Bushueva, the head and founder of the museum. “You know, I bring up such patriotism here,” says Lyudmila Anatolyevna. "Which one is this?" - I ask. “This is a very rich, deep feeling,” replies Lyudmila Anatolyevna and conducts an informal tour of the museum.

Ludmila Anatolyevna Bushueva

Mathematics teacher, founder and head of the History of the School museum. The village of Charyshskoye, Altai Territory.

I worked as a teacher of mathematics, led a classroom management, was the head teacher for teaching and educational work for many years. In 1988, we began to prepare for the 50th anniversary of the secondary school (our school became secondary only in 1939, the first tenth graders graduated in 1941). We began to collect materials on its history, about graduates and teachers, we now have a museum room. I had the task of preparing a material about retired teachers. I started visiting their families, collecting photos, writing down biographies and making albums. Others started correspondence with graduates of different years, after all, they all traveled around the Soviet Union. A lot of material was collected, contacts were made, but in the 1990s everything came to naught.

The village of Charyshskoye is located 310 kilometers from Barnaul, among mountain ranges, it is considered inaccessible. Population 3000 people. (Photo by A.M. Bushuev)

In 2007, when I retired, I made my dream come true - I created the History of the School museum. I agreed with the director, they gave me a separate office. I fulfilled my desire, knowing about the impecunious situation, realizing that I have few associates. But my condition was this: I don’t turn to anyone for help, and let no one climb into my soul. Walking with an outstretched hand, waiting for someone to help you with something - I can’t do that.

I take money for the development of the museum exclusively from the Bushuev Family Fund - that is, what my husband and I earn ourselves. Although I am a pensioner, I continue to work - I teach mathematics in the 10th grade. Twice we received awards at the level of the Altai Territory - that's our entire fund.

My husband, Alexei Mikhailovich Bushuev, himself a graduate of this school in 1968, taught mathematics here. Now it has all the technical part of the museum - a website, digitization of archives, a printout.

But you know how good it is: we don’t ask anyone, we don’t have to report to anyone. And so I do everything for the soul. I attract, of course, both students, and graduates, and parents, and residents of the village - otherwise where would I have collected the material.

Left: Models of school buildings on museum tables.

Top right: Lyudmila Anatolyevna demonstrates a pioneer horn.

Bottom right: the most popular booth among graduates is dedicated to the directors and head teachers of the school.

How do I collect information? I go to families, ask for old photographs, write down memories - about teachers, about graduates. You will come to one family - there all the photos are laid out in albums, signed, documents are collected in separate folders. You come to another - photos are random, with torn corners, no one remembers anything. But I'm looking for a way. There is a granddaughter of an old teacher, he has already died a long time ago - she keeps saying “thank you” to me that I exhibit his photographs somewhere, but she herself cannot tell anything about him.

They write me memories, give me photographs - my task is to systematize and arrange all this. We have everything here in folders, presentations on the computer, stands for each section.

This is the stand that all graduates come to in the first place - these are our directors and head teachers. Everyone is looking for "his".

Another section is our pride, our medalists. Even in elite schools, only surnames are sometimes written on such stands. I don't like it. I need a face. How to talk about a person without a face? I collect everything in such a way - so that there is a photograph and an annotation for it. The first medal was in 1965. Before that, I studied from magazines, they also finished school with the same fives, but for some reason the medals were not issued.

I try to find out which of these medalists went where and what they did next. Did they justify the medal or not? How did you get on in life? And for the most part they are doing well.

They all have kind, open faces - they are really good. Almost all then go to universities, find a job in the city in their specialty. There are not enough boys among the medalists now, but, as I always tell them, they don’t want to study at school, and then they sit in the Duma.

We also have a “Book of Honor” - graduates are entered into it who did not get a gold medal, but had only 2-3 “fours”, for example, and actively showed themselves. We started such a “Book” in honor of one of our students, an excellent guy - he studied well and was an athlete, but he tragically died in a car accident six months before graduation.

Another section of the museum is "Famous graduates of the school." There are graduates of different years here, we are looking for them, we communicate. Here is Khabarov Stanislav Nikolaevich - the famous academician, gardener. This is his book - "Soil Protection Works" - and another book is already about him. We had one film actor, a graduate of 1948, Lemar Burykin, he starred in Pedagogical Poem. Nina Ivanovna is an associate professor in Cherepovets. She died a month ago. Nikolai Alekseevich Yepanchintsev - civil aviation pilot. Honored builder of the Russian Federation - Evgeny Moskvin, he designed and built a cinema building in Charysh. Yes, we had a cinema, the building is still standing.

Here are the books of Timur Nazimkov. This is a sad story. He is the son of our graduate, there she is, the fourth in the "Famous graduates." He lived a short life, only 23 years old. He was a creative person, wrote poetry and prose. He had a complex character and such an attitude, you know ... I saw everything in a black light. And finally laid hands on himself. And his mother collected all his works and published several books. It was in the 80s, just the period when all this politics began, when everything was heading towards disintegration.

And these are the memories of a graduate of 1943, an excellent student, Clara Iosifovna Shutto. They were then published as a separate book for the 75th anniversary of the region. In 1988, Klara Iosifovna gave us a lot of exhibits - letters from classmates, for example, which she kept.

Ludmila Anatolyevna Bushueva

Here, love. People laugh at me, and it's interesting to me - that people at school were friends and are still together. I find these married couples, how their life has developed.

And it happens that children who are now in school discover something about their family in the museum. Indeed, in many families they do not always go to the conversation, there is no time and no time. And here is the opportunity to talk slowly.

I myself am from the village of Srostki, this is the birthplace of Vasily Shukshin. My teacher was his second cousin, Nadezhda Alekseevna Yadykina, who, after the death of the writer, organized the first museum in his honor in a rural school. And somehow I arrived at my native school and was puzzled: why is there only information about Vasily Makarovich and not a word about us, other graduates? And I thought that in the Charysh school there should be at least something about everyone.

I decided that it was necessary to hang photos of all the graduations of our school in the corridor so that everyone would be here. At first I was afraid - what if the kids start drawing on them, spoil them? But everything turned out to be fine.

With the opening of the museum, I began to notice pride in the children for their school, for their family. You know how proud they are that their parents studied here. When we hung out the photos in the corridor, they were looking for: where is mom, where is dad. Everything is here, starting from 41 years old, and up to our time. This year, children will graduate - and they will also be in our annals.

When we started to decorate the museum, people came to us and said: “Wow! I never thought that we have such a good school, we have such teachers!”

When everything is ordinary - we get used to it and do not notice anything. And here, at least in units, I endure that other portrait, they revere it - and they already have an image. And this pride in the school - they now bring it up very well. No extra words needed.

I then spend various conversations and class hours on the basis of local material. I don't need to go online. In 2013, we initiated the Immortal Regiment campaign in Charyshsky. It is in the city that every family prints portraits of their grandfathers themselves, but here, I understood that I needed to organize everything. We have collected rich material on all participants in the war from the village - this is a separate part of the exposition. And so Alexei Mikhailovich and I printed out the photos ourselves, laminated them ourselves (we had to buy a laminator, this is how we gradually get equipment), and handed them out to the descendant students. And now, for the fourth year, when the Immortal Regiment passes, the next day in the assembly hall we gather children and show photos from this procession. And they look at themselves in all this action, at their family, they are proud.

It seems to me that it is useless to talk about the greatness of the Motherland by listing historical milestones. You need to tie your own: how did your family go through this? What was happening in your village at that time?

No words needed. Without words, the children see all these photographs in the corridor, they will come here - they understand that this should be appreciated and that it is necessary to replenish it and make a contribution themselves.

And they bring it in. Participation in various competitions, sports life, good studies. They also want to go to the museum.

Here is an interesting exhibit: these are the things of a graduate of 1956, Sergey Vasilyevich Malakhov. Lives in Kursk. Master of sports - athletics and skiing. A very lively person. He is under eighty, so he has not been teaching physical education for only a year - before that he worked in a boarding school for "difficult teenagers". But with each pension he saves little by little in order to come here in the summer. His friends, the wealthier ones, will go to Italy, to Venice - and he will come here.

In 2012, he brought material about himself - all the awards, diplomas. "What for?" - I ask. He says: “While I live, in Kursk, at least a little someone knows me. And if I die, no one will care anymore. And here you constantly conduct excursions, even for a minute you look here - and you will remember about me. Indeed, that is how it works.

Photos: Ekaterina Tolkacheva, Charyshskoye village, March 2017