Analysis of the dhow class. Consolidation of previously acquired knowledge
Tatiana Bogdanova
FGOS lesson before
In accordance with FSES preschool children are taught in the process of organized educational activities. Organized educational activities combine various types of children's activities: (play; cognitive and research; motor; artistic and aesthetic).
As the main unit of the pedagogical process of the kindergarten, it can be singled out - The educational situation is a form of joint activity of the teacher and children, which is planned and purposefully organized by the teacher in order to solve certain problems of development, education and training in various types of children's activities.
An educational situation is a special design and use by a teacher of situations that arise spontaneously in the pedagogical process in order to solve educational problems in various types of educational (organized educational activities, regime moments, independent activities of children) and children's activities (cognitive, play, musical, visual, communicative, theatrical, reading fiction, etc.).
A feature of the educational situation is the appearance of an educational result (product) in the course of a specially organized interaction between the educator and the child. Such products can be both tangible (story, drawing, collage, craft, etc., and intangible (new knowledge, image, idea, attitude, experience)... The focus on the final product determines the technology for creating educational situations.
At the beginning of an educational situation, the educator arouses children's interest in its content, sets an educational task for the children and ensures its acceptance. In younger groups, it is solved through the use of play and problem-play situations, surprise moments, bright and colorful material, toys. In the senior preschool age, problem situations are posed before children, practical and cognitive tasks that need to be solved, plot situations are created that ensure the acceptance of the educational task.
Technology for creating an educational situation
The types of children's activities organized on a single thematic content are successively replaced.
Each part of the educational situation ends with the creation of a relatively small intermediate educational product.
The change in activities within the framework of one educational situation is associated with a change in the location of children in the group (standing, sitting at tables).
It is important to combine tasks that require the participation of a teacher and tasks that can be completed by children on their own, for example, using handouts.
The educational situation can be constructed in various forms of interaction with children ( classes, joint activities, intimate conversation, business conversation, examination of illustrations, play, etc.).
Completion of the educational situation.
Completion of the educational situation requires summing up, assessing children's achievements. In younger groups, the completion of the educational situation is associated with an increase in the emotional response of children; in older groups, the educator assesses the results of the educational activities of all participants in the educational situation and individual children, involves them in the assessment, stimulates mutual assessment and self-assessment of activities.
Requirements for modern pedagogical event:
1. The form of the educational event - integrated class, travel game, mini-project, quiz, etc. must be spelled out (Annex 1).
2. The type of educational event - generalizing, consolidating, developing.
3. The goal is specific, realistic, achievable in a given period of time. (If the goal is not fully presented, or is completely absent, respectively, the effectiveness of the educational event is absent.)
The goal is always the same.
4. Tasks should be of a triune nature, that is, they should include teaching, developmental, educational orientation. Moreover, there can be more than three tasks themselves. (A lot of tasks cannot be completed to the full.)
Formulation of educational (training) tasks must correspond to programmatic tasks and must begin with a verb. (Educational task - to increase the level of development of the child - ZUN).
The choice of the right verb depends on what kind of OOD you are are planning: according to the message of new knowledge, training or final.
Approximate formulations of educational tasks of OOD according to the message of the new knowledge:
, "To form knowledge about ..."
"To motivate children to study on their own ..."
"To enable children with the help of an adult to learn about ..."
"To formulate in children the need to correctly use possessive pronouns in their own speech", "Learn…", "Introduce ...", "Form ...."
Approximate formulations of educational tasks of the training and final GCD character:
"To update children's knowledge about ..."
"To expand the knowledge of children ... through the organization of independent experimental activities"
"To give the opportunity to apply in practice the knowledge gained about ..."
"To consolidate the ability in independent activity ..."
"To practice the skills of children ...."
Developmental tasks are aimed, as a rule, at the development of higher mental functions (thinking, memory, imagination, attention, will, general, fine, articulatory motor skills, prosodic components of speech (voice, rhythm, tempo, intonation, speech breathing, cognitive interest, creativity The formulation of developmental tasks must meet programmatic tasks and must begin with a verb.
Depending on the degree to which the function that you want to work on is formed in the children, a choice will be made verb:
If the function is not formed, then the task will start with the words "Form ...", "Start work on development ...", "contribute…." etc. ;
If the function is not sufficiently formed, or it is necessary to consolidate some skill, then the choice will be the following "Continue to form ...", "Continue to develop ...", "Improve ..." etc.
Develop business experience (play, motion, music, etc.)
Educational tasks are aimed, as a rule, at the development of value attitudes, personal qualities of the child, his emotional - volitional sphere. The formulation of educational tasks must meet programmatic tasks and must begin with a verb. Depending on the degree to which the quality is formed in children (the property you want to work on, a choice will be made verb:
If the quality (property) is not formed, then the task will start with words "Form ...", "bring up …" etc.
If the quality (property) insufficiently formed, or it is necessary to fix it, then the choice of the verb will be as follows "Continue to form ...", "Continue to educate ...", "Improve ..." etc.
5. Types of children's activities:
In young years (1 year - 3 years)- object-oriented activities and games with composite dynamic toys, experimenting with materials and substances (sand, water, dough, etc., communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects-tools (spoon, scoop, spatula etc., perception of the meaning of music, fairy tales, poems. Consideration of pictures, physical activity
For preschool children (3 years - 8 years)- a number of activities, such as games, including role-playing games. Game with rules and other types of games, communicative (communication and interaction with adults and peers, cognitive and research (researching objects of the surrounding world and experimenting with them, as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors) , construction from various materials, including constructors, modules, paper, natural and other material, visual (drawing, modeling, application, musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments) and motor (mastering basic movements) forms of child activity.
6. Methods and techniques used in OOD:
According to the external signs of the teacher's activity and pupils:
conversation; excursion; story; briefing;
demonstration; exercises; work with illustrative material
By source knowledge:
Verbal;
- visual: demonstration of posters, charts, tables, diagrams, models; the use of technical means; watching movies and video programs;
- practical: practical tasks; games; analysis and solution of conflict situations.
By the degree of activity of cognitive activity pupils:
explanatory; illustrative; problem;
partial search; research; creative.
By the consistency of the approach:
Analytical (From general to specific);
Synthetic (from particular to general);
Learning methods:
Individual work (work by cards, by options);
Individually - group;
Group (group work, pair work);
Frontal (explanation, control, consolidation)
Teaching methods:
Distressed;
Search engines;
Research;
Teaching pupils to consciously use the methods activities:
Prerequisites for Regulatory ELMs (goal setting, reflection);
Prerequisites for Cognitive UUD (analysis, synthesis, comparison);
Creative (imagery, associativity).
Techniques of a productive nature (problem situations, logical tasks, experimentation, modeling, etc.).
Pupil development methods:
1. Methods of increased cognitive activity
repetition method. comparison. method of modeling and design. method of questions
solving logical problems. experimentation and experimentation. elementary analysis (establishing causal relationships).
2. Methods for increasing emotional activity.
game and imaginary situations. dramatization games. coming up with fairy tales, stories, poems, riddles, etc.
surprise moments. elements of creativity and novelty. humor and joke.
3. Methods of teaching and developing creativity
emotional saturation of the environment (background music, bright picture, toy B-b-bo, etc.) research of objects and phenomena of animate and inanimate nature (survey) forecasting (the ability to consider objects and phenomena in motion - past, present and future) problem situations and tasks. obscure knowledge (guesses)
motivation of children's activities, play techniques. humor and joke experimenting assumptions (hypothesis)
7. The structure of the OOD
Introductory part (2 - 3 minutes):
Organization of children;
Switching children's attention to upcoming activities, stimulating interest in it, creating an emotional mood,
Accurate and clear guidelines for the upcoming activity (sequence of tasks, expected results);
Creation of an educational problematic situation, motivating children for upcoming activities (in a form accessible to children, bringing up the goal of the GCD (for example, helping someone, finding or learning something, finding, building, making a gift, etc.);
MOTIVATIVE COMPONENT OF COOPERATION
Three types of motivation (S. G. Yakobson)
The purpose of introducing these motivations into educational activities is to satisfy the child's needs in their importance, competence, consistency; encouraging children to master new knowledge and skills.
Game motivation
Target: realization of the child's need for its significance and competence through the solution of practical and intellectual problems that have arisen in the game characters.
Motivation for communication in the context of helping an adult
Target: to contribute to the realization of the needs of children to feel their need, significance, the possibility of obtaining approval; develop children's interest in joint activities with a teacher. Personal interest motivation
Target: support the child's desire to feel able, competent, encourage him to create various items for his own use.
Motivation - (from lat. set in motion, push)
1. Motivation for activity.
2. The whole set of persistent motives, impulses that determine the content, direction and nature of the individual's activity, her behavior.
What is motivation for?
The purpose of motivation is to make children interested in occupation, an entertaining business, or any activity, create conditions for enthusiasm, mental stress, direct the efforts of children to consciously master and acquire knowledge and skills.
Motivation determines the “program” of play actions. In this case, we take into account the following conditions:
1. An organization in which the child is involved in the process of independent search and discovery of new knowledge, solves problems of a problematic nature.
2. Intellectual and practical activities on occupations should be varied.
3. It is necessary to constantly change the form of questions, tasks, to stimulate the search activity of children, creating an atmosphere of intense work.
5. The more the new material is connected with the existing personal experience of the child, the more interesting it is for him.
6. Taking into account the individual, age, medical, mental characteristics of pupils.
7. Emotionality of the teacher, his ability to support and direct interest in the content classes or assignments, stimulate the cognitive activity of children.
Game methods, exercises used in the work of teachers, allow you to solve several tasks:
Expand and enrich the range of playable skills and abilities.
To increase the cognitive activity and performance of children.
To activate the processes of perception, attention, memory, thinking.
Smoothly regulate the behavioral difficulties of children, gradually teaching them to obey the rules of the game.
Increase the volume of corrective action by including play exercises at various regime moments.
The play method involves the use of various components of play activity in combination with others. tricks:
showing, explanations, instructions, questions.
One of the main components of the method is an unfolded imaginary situation.
Why does the child not want to perform this or that task or assignment for occupations or in any kind of activity?
Stubbornness
Bad mood
Feeling unwell
Not interested
Difficult not for age
Poor teacher preparation classes(ill-considered, lack of visual material, plan)
Lack of motivation, lack of interest in the end result.
How and how to interest a preschooler child, so that he breaks away from his business and with interest takes up the business you offer?
You should use such tricks:
Emotions are in the foreground - this is relevant for early and junior preschool age. for example: teacher (during packing for a walk. summer): guys, the bunny is going for a walk with us, bunny, put on a blouse and catch up with us. and the bunny replies that he cannot. guys, let's show the bunny how to dress. bunny, look, our guys know how to dress themselves. children show an example of how to dress properly.)
You can also be interested in the problem posed. (for older age). for example: children, going for a walk, find a note from the garden Scarecrow “Guys, help. the sun is baking so hot that all the plants in my garden are about to die. And my hat doesn’t save me from the heat at all. ” The teacher asks the children what to do in this situation, the children voice their options and go outside to water the garden. You can extend the game further, not just bring a hat for the Scarecrow from home or a corner of the dressing-up, but arrange a competition for the best hat for the Scarecrow. At the end, the Scarecrow will again send a letter of thanks.
The brightness of the proposed image (beautiful, aesthetic, anatomically correct toy or manual)
Novelty (an unfamiliar object always attracts attention, little researchers wake up in children).
The main stage
Creation of conditions for variable activity (differentiation of tasks, conditions of choice, work in subgroups (pairs, triplets, etc., methods of supporting the independence and initiative of children);
Setting several educational tasks to choose from, for example, who wants to build a bridge from cubes ... who wants from paper ... who wants from a constructor ... The possibility of individual choice. The task of the teacher is to provide the child with this opportunity.
Communication of new knowledge, or training in the use of new knowledge in children's own practical activities (depending on the nature of the OOD);
The inclusion of the allocated physical minutes for observing the regime of physical activity in the course of the GCD is not necessary if during the GCD there is a constant change of types of activity! In this case, you can use exercises for the development of fine motor skills, phonemic hearing, a sense of rhythm, the development of interhemispheric interaction, etc.
During OOD, remember:
At any time, children can offer you an educational and developmental situation that is not in YOUR plan. Don't let her go. Remember the proverb "Spoon road to dinner" and don't be afraid to deviate from the synopsis! The knowledge gained at the right time will be assimilated by children much better.
Don't rush the children with answers! Pause. Try to reformulate your question, because the lack of a childish answer may be due to the incorrectly asked question, and not from ignorance.
Competent formulation of the question by the teacher increases the effectiveness and efficiency of the event.
Never ask a question that can be answered "Yes" or "No"... It's pointless.
Take your time to answer children's questions. Try to ask in response his: "What do you think?" and listen carefully to the child's assumption, and then, together with him or with others, find the answer to the question in various sources or by conducting an experiment.
Encourage the children to ask questions, especially at the stage of fixing a difficulty in something. "You do not know? And what to do when you don’t know something? ( "You can ask someone") Ask me!"
Change of activities: motor, productive, play, etc. an important component of an educational event.
The final stage (2 - 3 minutes):
Consolidation and generalization of the studied material;
Summing up the results of activities, assessment of the results of children's activities (Appendix 2)
Encouragement of children who have coped with tasks of increased complexity.
Transition from educational activity to joint or independent;
At the end of the GCD, it must be remembered that
in the younger group, the teacher praises for diligence, activates positive emotions;
in the middle group - a differentiated approach to assessing the results of children's activities;
in the senior and preparatory group, children are involved in the assessment and self-assessment of the results (the content should be aimed at understanding by children of the dependence of the result obtained on the quality of work, taking into account the specifics of the type of activity, the level of interaction of children, the manifestation of the necessary personal qualities);
Competently generalize the answers of children, direct their attention to understanding the essence of the content classes.
Carry out activities that provide the formation of elementary self-control skills (reflection, comparison and correction of the result).
It is important to note successful children, emphasizing, due to which it was possible to achieve a positive result, to support shy, shy ones, to reach out to those children who are already doing something better in comparison with their previous results.
A special emphasis should be placed on the manifestation of personal qualities, the ability to interact.
Questions should not be aimed only at retelling the main stages of an educational event by children. "Where we were?", "What did you do?", "Who came to visit us?" etc.
Use more problematic questions such as "What allowed us to help the bunny?", "Why did we do this?", "Is it important what you learned today?", "Why is this useful in life?", “What was the most difficult task for you? Why?", “Which task did you like the most? Why?", "What would you like to say to the guys, Masha?", "What will we need to do next time?", "What would you tell your parents about our game today?" etc.
Do not praise all the children with words every time. "You are all great!"... Celebrate the specific merits of EVERYONE baby: "Dima, you thought of a very cool way for us to cross the river.", “I was very pleased to see how Polina and Sasha agreed on themselves who would be the first to draw,” "Marina has done a wonderful job ..."“Pasha made me happy today. Although he did not manage to cope with the task very well, he showed a real example of how to overcome difficulties, "and so on, as needed.
A positive point is the presence in the final part of an emotional mood for subsequent activities, for the use of the information received, the acquired skills in independent activity.
Note: when writing a synopsis of organized educational activities at each of its stages, it is necessary to reflect the goals and objectives, the activities of the teacher and the activities of children, the methods and ways to achieve the goals, the main content of the corresponding stages, the organization of work at each stage, taking into account the real characteristics of children of this age group.
Seminar for preschool teachers
Theme:Organization of classes in a preschool educational institution. Types of activities.
Target: systematize the knowledge of teachers about the structure of classes, their classification and features, improve the professional level of teachers, creative activity
Course of the lesson:
The concept of "Occupation" - What is an occupation?
Class - form of organization of education in kindergarten.
Lesson structure - The lesson includes three stages: organizing the children, the main part of the lesson and the end of the lesson.
Organization of children:
Checking the readiness of children for the lesson (appearance, correct landing, concentration of attention)
Creation of interest in the lesson (techniques containing amusement, surprise, mystery)
The main part of the lesson:
Organization of children's attention
Explaining the material and showing the method of action or setting the educational problem and joint solution (3-5 min)
Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material)
End of the lesson:
Summing up (analysis of completed work with children, comparison of work with didactic tasks, assessment of children's participation in the lesson, message about what they will do next time)
Switching children to another activity
^ Classification of occupations
| Basis of classification | Name |
| 1. Didactic task | Classes of assimilation of new knowledge and skills Classes to consolidate previously acquired knowledge Classes of creative application of knowledge and skills Combined classes (several didactic tasks are solved at the same time) |
| One-dark (Classical classes by sections of study) Complex Integrated |
|
| 3. Form of organization | Traditional Non-traditional (classes - competitions, classes - theatrical, classes - consultations, classes - role-playing games, classes - mutual learning, classes - auctions, classes - doubts, classes - travel, classes - concerts, classes - games: the investigation is conducted by experts, the field miracles, What? Where? When ?, KVN, etc.) |
Each of these types of activities will differ in the structure of the main body.
(Consideration and discussion of the table "Comparative analysis of classes" pr-niy)
4. The difference between a complex and an integrated lesson
Complex is integrity formed from separate parts (arts, types of children's activities). Comprehensive classes are usually scheduled quarterly in lieu of music or visual arts classes. A comprehensive lesson is based on material familiar to children. In such a lesson, the tasks of each of the activities are solved.
For example: before drawing a festive city street, children sing a song about the holiday, read poetry.
Integrated classes suggest a deeper form of interconnection, interpenetration of different content of upbringing and teaching children. In integration, one type of activity is pivotal, while others help broader and deeper understanding. An integrated lesson focuses on learning new material. The lesson is planned on a common topic for several subjects, it can be conducted by several educators. The integration of the content of the educational material takes place around a specific topic.
For example: The lesson "Fairy bird - swan" included the following methodological techniques:
A story about the lifestyle and characteristics of these birds
Conversation: Human Behavior in Relation to the Animal Kingdom
Discussion of the image of a swan from the fairy tales "Wild Swans", "The Tale of Tsar Saltan", "The Ugly Duckling"
Listening to a fragment from Tchaikovsky's ballet "Swan Lake", Saint-Saens "Swan"
Completing a creative task: show how the swan moves to the music.
Examination of Rylov's paintings "In the blue space", Vrubel's "The Swan Princess"
Drawing flying swans.
This lesson combines tasks for the sections of the child and the world around, the development of speech and literary reading, music, visual activity. And the purpose of all these tasks: to form in children an idea of a fabulous bird - swans.
5. Practical task
Teachers receive flashcards with a brief description of the activities ( Appendix 2). It is necessary to determine what type of occupation they relate to, what types of activities they combine.
Determine what type of open classes conducted by teachers are.
6. Preparing the teacher for classes
Preparing a teacher for classes consists of three stages: planning classes, preparing equipment, preparing children for classes.
Lesson planning:
Select program content, outline methods and techniques, think over in detail the course of the lesson
Make a plan - a synopsis that includes:
Program content (educational tasks)
-equipment
-preliminary work with children (if necessary)
-the logic of GCD and methodological techniques
It is necessary to plan not one lesson, but a system, gradually complicating and consolidating the material. We use methodological literature, but we do not rewrite it mechanically, but we use it taking into account the peculiarities of children.
Equipment preparation:
On the eve of the lesson, select the equipment, check if it is working properly, if there is enough didactic material, etc.
Some activities need to be prepared in advance (for example, if it is necessary to show the germinated seed of a plant, it must be germinated in advance)
When conducting an excursion, the teacher must go to the place in advance, select objects for observation, think over how the children will be placed, choose the shortest and safest route.
Preparing children for classes
Create interest in the work ahead
Warn children about the start of the lesson in advance (10 minutes) so that the children have time to finish their games and tune in to the lesson
Organize the work of those on duty to prepare for the lesson
7. Summing up
Crossword puzzle "Types of activities in a preschool educational institution"
Application
Questions for the crossword puzzle:
The form of organizing education in kindergarten. (Classes)
One of the types of classes according to the form of organization. (Traditional)
Classes that include several types of children's activities, one of which is key, the rest help a broader and deeper understanding. (Integrated)
Classes - competitions, classes - auctions, classes - games, classes - concerts, etc. (Unconventional)
Classes in which several didactic tasks are simultaneously solved (Combined)
Classes that combine two types of children's activities and solve the problems of each of the activities. (Complex)
Comparative analysis of classes
| Occupation type | Kind of activity | Educational | The structure of the main part of the lessons |
| Assimilation of new knowledge | Cognitive - research activities Motor activity Musical activity Visual activity Communication activity Constructive activity Play activity Perception artistic literature and folklore | Form…. Develop….. | Motivation Submitting new material Anchoring |
| Consolidation of previously acquired knowledge | Generalize... | Motivation. |
|
| Creative application of knowledge and skills | Develop… | Motivation Repetition Applying existing knowledge to a new situation |
|
| Combined | To repeat... | Motivation. |
|
| Complex | 1Communication / Visual activity 2. Communication activities / Cognitive - research activities 3. Elementary work skills // Constructive activity 4. Cognitive - research activities / Visual activities | At each of the lessons, the tasks of each type of activity are solved | Motivation An introduction to a new topic on a defining activity. Practical activities with data problem solving activities |
| Integrated | cognitive - research activities Motor activity Musical activity Visual activity Communication activity Constructive activity Play activity Perception artistic literature and folklore Self-service and basic household labor | Tasks are determined by a specific type of activity, and the means for solving them are other types of activity. | Motivation Repetition (may not be). Introduction to a new topic. Pinning in other views Practical advice for conducting a lesson on FGOS DOI 1. Think over the organization of childrenin class and (alternation of various activities of children: sitting, standing, on the carpet, in groups, in pairs, etc.) 2.Quality preparation of visual materials for the lesson (accessibility to every child, modernity, quality and size of illustrations, it is possible to show multimedia presentations) 3. Compliance with the structure of the lesson: - Introductory part(creating motivation and “not forgetting” about it throughout the lesson. For example, if Dunno came, then he “participates” in activities with children during the entire lesson, at the end of the lesson you can summarize on behalf of the character) Also, in the first part of the GCD, it is necessary to create a problem situation (or a problem-seeking situation) for children, the solution of which they will find during the entire event. This technique allows preschoolers not to lose interest, develops mental activity, teaches children to interact in a team or in a pair. V the main part the teacher can use various methods of leadership: visual, practical and verbal, allowing to solve the program tasks of the lesson and the set problem-search situations. - After each kind children's activities, the teacher needs to analyze the activities of children (either on his own behalf, or on behalf of the character or with the help of other children) - this requirement In the case when something does not work out for children, the teacher can use such a technique as pedagogical support. For example, the teacher says: "I really liked how Seryozha, Marina and Lena made a traffic light, but Maxim and Oleg's parts were unstuck, but I think that next time they will definitely try and do everything efficiently." Throughout the lesson(especially in groups of senior preschool age), the teacher should follow and encourage children to speech activity with the help of questions. Therefore, questions for children must be thought out in advance, they must be of a search or problematic nature; strive for children to respond with a “complete answer”. You also need to control your own speech and build speech phrases from a third person. For example, to deviate from the expression: “I want to invite you on a trip ...” is not correct, because the teacher, as it were, "imposes" the forthcoming activity. It would be more correct to address the children in this way: "Let's go on a journey ..." Also, in accordance with the new educational standards, the teacher can use pedagogical technologies: problem learning, research activities, project activities, health-saving technologies and more. (Depending on their type of children's activity and on the tasks set in the lesson) For example, in the lesson on cognitive development in the second junior group "On a visit to the Cockerel", the teacher can conduct articulatory gymnastics to develop breathing, etc. The final part of the lesson should be organized in such a way that solving a problem and search situation(so that children see the solution to the problem: either a verbal conclusion, or the result of productive or research activities, etc.). It is also necessary to summarize the entire lesson: give assessment of children's activities(you can use pedagogical support, analysis of each other's children, themselves, praise the children on behalf of the character, etc.). The main thing is not to forget about motivation (which was set at the beginning of the lesson, see the paragraph above). 4.A distinctive feature of classes in the Federal State Educational Standard DO is active speech activity of children(questions to children should be of a problem-searching nature), as well as carefully thought out. For example, children need to help Chicken find chickens. The educator may ask, “Do you want to help Chicken find the chicks? How can this be done? " That is, the question is problematic and makes children think over the answer options: call the chickens, go after them, etc. 5) the educator is simple obliged to provide children"Freedom of choice" of the upcoming activity and, at the same time, with their skill to captivate children with themselves . For example, the educator of the first junior group at a cognitive lesson told the children the fairy tale "Kolobok", and then offers the motivation for the upcoming activity (collective application of the Kolobok character) “Guys, Kolobok ran away from grandparents, they cry bitterly. How can we help grandparents? Then he offers options for answers: maybe we can draw a Kolobok and give it to grandparents? Thus, she captivated the children, organized motivation for drawing, interested them, and also solved an educational problem: to make children want to help their grandparents in search of Kolobok. Thus, one should conclude, at present, the requirements for conducting classes have changed, because there are pedagogical technologies that must be used in the implementation of the Federal State Educational Standard of DO Analysis of the modern occupation in the preschool educational institution according to the Federal State Educational Standard General information 1. Topic of the lesson. 2. Date and place of its holding. Who conducts? 3. Group. 4. Purpose: on the solution of what tasks and the formation of what personality traits of the pupils this lesson is designed; Tasks: how the specificity and feasibility of the goal is realized (from the point of view of the sufficiency of time for its implementation, the correspondence of the preparedness of the children to its solution, in the previous lessons, the possibilities and abilities of the children); how the integration of educational areas is implemented in accordance with the age capabilities and characteristics of the pupils in the classroom. 5. Psychological rationale for the choice of the form and content of the activity: compliance of the lesson with the general educational and correctional-developmental goals and objectives, the level of development of pupils, their age characteristics; implementation of a complex - thematic principle (the topic of a specific lesson is chosen in the context of the general topic being studied); during the lesson, the joint activities of an adult and children are realized, the main component is interaction. 6. Observing the course of the lesson How convincingly, clearly, emotionally were the goals and objectives of the upcoming activities revealed to the pupils? What knowledge did the pupils acquire during the lesson: what social attitudes were formed among the pupils, to what socially useful activity prompted their occupation; what vital values were formed. Controllability of the lesson: how the opportunity to evaluate intermediate and final results is realized; what conclusions did the pupils make during and at the end of the work; what results have you achieved. How did the lesson affect the formation of public opinion of the group and individual pupils on their relationship? what could be the consequences of this activity for the development of the team, for the formation of its social orientation. What is its impact on individual pupils: emotional and aesthetic responsiveness to the beautiful in art; work ethics, artistic activity. aesthetics of behavior Methodology of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of relationships in the team of the group. 7. General assessment of educational activities How much did you manage to achieve educational goals and objectives? Reasons for success, failure, error? General assessment of the educational value of the work done. Psychological and pedagogical conclusions and suggestions to educators and pupils: the effectiveness of the lesson in relation to each child; analysis of the activities of children (by the teacher) and self-analysis by children of their work; reflexive moment (the teacher encourages the child to express his attitude to the situation, to his activity). 8.Analysis of the teacher's activities What character traits of the teacher contributed to effective work with pupils, which, on the contrary, interfered with the teacher encourages children to show initiative and independence, encourages the manifestation of subjectivity; the teacher stimulates and encourages the individual achievements of children; What pedagogical abilities were manifested during effective work with pupils? the teacher takes into account the characteristics of each child (pace of activity, emotional state, level of development of mental processes, temperament) the teacher “sees” each child: helps, stimulates, encourages. Sample introspection of a lesson in a preschool educational institution Target: To form in children an interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health. Tasks: Formation of children's ideas about vegetables, about the place of germination and their preparation for the winter; To consolidate the ability of children to describe vegetables by characteristic features, according to the scheme; Improving the ability to grammatically correct, consistently build your statements; Expand the active vocabulary, activate the names of vegetables in the speech of children. To continue to form in children the ability to distinguish and name colors, to exercise in comparing objects by color; Encourage children to answer questions by speaking the words clearly. Formation of the ability of children to coordinate movements with the text, to understand and follow verbal instructions; Development of visual perception and memory, motor imagination and coordination of movements; Development of fine general and fine motor skills of the hands; Upbringing a friendly attitude towards peers; Creation of a favorable emotional atmosphere and conditions for active play activities of children. Organizational activities, preparation for the lesson The lesson was carried out in accordance with the synopsis. The abstract was drawn up independently, in accordance with the tasks of the main general education program, corresponding to the given age of the children. For the implementation of each task, techniques were selected in an interesting and entertaining way. At each moment of the lesson there were visual aids that stimulated and activated the children to mental activity. The allowances are of sufficient size and aesthetically pleasing. Their placement and use was rational, thoughtful in the study space and in the lesson. The lesson used music that enhanced the emotional perception. The organizational reception "Greetings" in poetic form "was aimed at the development of communicative qualities, the establishment of friendly relations both within the children's collective and between guests and children. The activity is dynamic, it includes techniques that provide for a quick change in activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with a test, developing fine motor skills of hands - sitting on chairs, searching activity - standing, working with cereals "Find a vegetable", logorhythmic exercise - “walking to the garden”. Rapid change of techniques and change of postures during the lesson allowed children to avoid fatigue. Educator's didactic activity All moments of the lesson are logical and consistent, are subject to one theme. In the lesson, moments from educational areas were integrated. Cognition: Strengthened the ability to describe a vegetable by its characteristic features, according to the scheme; formed the ability to distinguish and name a color; Communication: children participated in a general conversation, listened without interrupting their peer; activated the children's vocabulary at the expense of words - the name of vegetables, exercised in the coordination of nouns, adjectives; "Socialization" to independently express benevolence, empathize. Artistic creativity: I improved the ability of children to roll plasticine between palms in direct movements, consolidated the techniques of indentation, developing fine motor skills of the hands. Physical education; developed motor imagination and coordination of movements. Health: formed children's ideas about vitamins and their importance. The techniques in the lesson were of a play nature, were based on play learning situations. The use of the “Vegetable Garden” model helped in an interesting playful way to realize the main educational task - the formation of children's ideas about vegetables and their place of growth. My role was reduced to teaching to give detailed answers. This helped to achieve the optimal result. At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude. Search engine creation, problem situations activated the mental and speech activity of children, The specificity of working with children in class was reflected in a personality-oriented approach. She encouraged and praised timid children in order to consolidate their situation of success. During the lesson, I tried to communicate with children at the same level, tried to keep the children interested in the lesson throughout the entire time. The result of the lesson was organized in the form of a game problem situation "Guess the treat?" so that in the course of it to check the quality of assimilation of the material. Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve a clear pronunciation of words. Work on sound pronunciation, replenish active and passive vocabulary. But, in spite of these difficulties, I believe that all the program tasks set by me during the lesson were solved. Anoshina Anna Aleksandrovna - Senior educator MBDOU CRR d / s No. 4 "Sevensvetik" Ivanteevka Moscow region The structure of writing a summary of the GCD in a preschool educational institution according to the Federal State Educational Standard. With the introduction of the Federal State Educational Standard, the approach to organizing and conducting direct educational activities with children is changing. There is a rejection of traditional lessons built in the logic of the educational model. The lesson is understood as an exciting business with children, in the process of which the teacher solves program problems. The role of the teacher is being rethought, becoming more of a “coordinator” or “mentor” than a direct source of information. The position of the teacher of preschool education in relation to children changes and acquires the character of cooperation, when the child acts in a situation of joint activities and communication with the teacher as an equal partner. Many teachers do not pay attention to the design of the abstracts. In the synopsis, they write the topic, goal, tasks. And often tasks go through the goal. Let's remember how this is done. Let's start with the title page. The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription: Abstract Direct educational activities in (Region) On the topic: "……………" for children of the older group. Below the title of the abstract on the right, the author's surname and his position are indicated. At the end of the title page, in the middle, your locality is written, and even below the year when the synopsis was written. The next sheet begins with programmatic content. This includes the goal and objectives of the GCD. What is the goal?The goal is the end result, what we strive for. The goal is achieved through tasks, which are means in relation to the goal, i.e. how we will fulfill this goal. It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc. Algorithm for setting a goal.
What an adult proposes to do must be necessary and interesting for a child, and meaningfulness for a child, the activity proposed to an adult is the main guarantee of a developmental effect. Task- what requires execution, decision. Tasks in relation to the goal are and are: Educational; Developing; Educating. It is recommended to formulate tasks with a verb in an indefinite form: to consolidate, generalize, form, develop, educate, etc. Observe clarity and concreteness in the formulation of tasks (not just expand (consolidate) ideas about winter, but what exactly children learn (consolidate) about winter in the framework of this lesson). This also applies to the formulation of developmental tasks: not just the development of the mental abilities of children, but which ones specifically (list). It should be remembered that each new task is written on a new line. When the tasks are formulated, it is necessary to indicate which equipment will be used on this GCD (for example: tape recorder, board, easel, wall board, cubes, stands, etc.). Describing Handout, it is necessary to list what material is taken with an indication of the size and quantity. Next, you need to describe previous work of the caregiver to prepare for the lesson: what they designed, what they made, what they made up, studied, wrote, etc. After that, it is written what individual work, with whom (the names of the children are indicated) in which part of the lesson is it planned to be held. It is advisable not to forget to write this work in the part of the lesson in the outline for which you have planned. The synopsis also indicates vocabulary work - these are new words, the meaning of which must be explained to children. Parts of the lesson and specific methodological techniques are indicated. Additional Information Do not forget about the methodological support of the pedagogical process. Any activity begins with a motive. A motive is a reason for action. Previously, we called the motive the moment of interest before the lesson. There are the following motives for activities for children: Playroom. The child can realize the need for his significance by “helping” various toys to solve their practical and intellectual problems. Motivation for communication. Motivation is based on the child's desire to feel his need and importance in helping an adult. An adult turns to a child with a request to help him, he says that one cannot do without the child's help. At the same time, he does not forget to thank the child. Personal interest motivation. This motivation encourages the child to create different items for their own consumption. After motivation, there is a methodology for conducting a lesson. This section should highlight the parts of the lesson. The children's answers are not written in the notes. Sample introspection of a lesson in a preschool educational institution Target: To form in children an interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.Tasks: - To form children's ideas about vegetables, about the place of germination and their preparation for the winter; - To consolidate the ability of children to describe vegetables by characteristic features, according to the scheme; - Improve the ability to grammatically correct, consistently build your statements; - Expand the active vocabulary, activate the names of vegetables in the speech of children. - To continue to form in children the ability to distinguish and name colors, to exercise in comparing objects by color; - Encourage children to answer questions by speaking the words clearly. To form the ability of children to coordinate movements with the text, to understand and follow verbal instructions; At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude. Popular Latest articles |
