Municipal preschool educational institution - general developmental kindergarten “Batyr”, Buinsk, Buinsky district of the Republic of Tatarstan
Latypova Leili Raisovna
Topic: “Implementation of a system of measures aimed at the health and physical development of children, their moral education, development of curiosity and cognitive activity”
academic year.
Self-education is designed for 5 years.
Download:
Preview:
Municipal preschool educational institution - general developmental kindergarten "Batyr" in Buinsk, RT
“Teacher self-education plan”
Latypova Leili Raisovna
Topic: “Implementation of a system of measures aimed at the health and physical development of children, their moral education, development of curiosity and cognitive activity”
2010-2015
academic year.
Theme of self-education of MBDOU "Batyr":
Spiritual and physical education is the basis of a modern approach to the education of preschool children.
The problem of the teacher: “Implementation of a system of measures aimed at the health and physical development of children, their moral education, the development of curiosity and cognitive activity”
Thematic planning of self-education activities topic “Implementation of a system of activities aimed at the health and physical development of children, their moral education, development of curiosity and cognitive activity”
Goal: Improve your professional level; systematize work on implementing a system of measures aimed at improving the health and physical development of children.
Implementation stages | Tasks | Deadlines |
Preparatory | Study of psychological-pedagogical, methodological literature on the topic of self-education | 2010-2011 |
Diagnostic | Development of software and methodological support for the educational process | 2011-2012 academic year |
Practical | Generalization of own experience of teaching activities | 2012-2013 academic year |
Analytical | Analysis of the created pedagogical conditions for development | 2013-20014 |
Goal: Continue to improve the pedagogical level and professional competence. Introduce new methods and directions in the upbringing and education of children. Involve parents in the moral education of children.
Dates (start-end) | Results submission form |
|
1Study of psychological, pedagogical, methodological literature on the topic of self-education 2010-2011 academic year Goal: Improve your professional level,development of curiosity and cognitive activity" | ||
1. Find new long-term plans for all types of activities. | September October | Drawing up a long-term work plan for all age groups. |
2.M.A.Runova, A.V.Butilova “Acquaintance with nature through movement (Integrated classes). 2006. | November December | Studying the level of environmental knowledge of children; |
No. 5 2006 |
January February | Selection of methodological equipment. Making notes for classes and entertainment. |
4. Study articles on improving children’s health in the preschool education magazine “Preschool Education”: | March, April | |
2. Development of software and methodological support for the educational process for the 2011-2012 academic year Target: Improve your professional level; develop software and methodological support for the educational process. | ||
1. Develop long-term work plans for all types of activities for different age groups | September – May | Calendar and thematic planning |
2. Make lesson notes for all types of activities. | During a year | Card indexes |
3. Systematize practical material on this problem: * Internet resources (children's presentations). *Developmental computer presentations “Gymnastics for the eyes”, “physical education” and others.. Study the work experience of educators through Internet resources. | October November December-February January March, April | Visual material |
4. Workshop for educators: “Visiting geometric figures.” | Viewing teacher activities |
|
6. Parent meeting "". | May | Parent meeting (Consultation for parents on the topic: “Games in the family”). |
| Open Day. |
|
Target: Improve your professional level; publications on social networks. | ||
1. Final diagnostics on environmental education of children. 2.. | September-May September-May | Information sheets in the form of a table with results |
3. Generalization of work experience, systematization of the received material for its dissemination. | September-May | Preparation of calendar and thematic planning, lesson notes, consultations for parents and educators, |
Operating period: 2013-2014 academic year. Topic: “Unconventional use of health-saving technologies in physical education and health improvement of preschool children.” Direction: physical education and recreation. Goal: to create a comprehensive system of physical education and health work with children, aimed at preserving and strengthening the health of children, developing responsibility among parents and students in maintaining their own health. Tasks: Protecting and strengthening the health of children, improving their physical development, increasing the resistance of the body’s protective properties; Formation of a conscious attitude towards their health in children and parents; Involving parents in organizing health activities with children. | ||
I. Preparatory stage. II. Work with children. | Selection of literature, conversation with m/s, parents. Monitoring children's behavior and health status in everyday life. |
|
II. Work with children. | September. | Diagnosis of the level of physical development. Identification of frequently ill children, identification of physical fitness and motor skills. |
October. | Effective hardening system. Mastering self-massage and gymnastics; Sports games and competitions. |
|
November December. | Corrective work Games for developing correct posture, Games to prevent flat feet. |
|
January February. March April May. | Creating ideas about healthy lifestyle Development of ideas about the structure of one’s own body and the purpose of organs. Formation of ideas about what is harmful and what is useful. Application of psychohygienic and psychoprophylactic means and methods. Aroma and herbal medicine; Music therapy; Monitoring the child’s well-being and timely correction; Constantly. |
|
III.Working with parents | Constantly. | Questionnaires, conducting seminars, consultations, organizing joint activities, holidays. |
IV. Study of literature. | - “The Green Light of Health” by M. Yu. Kartushin; - “School of a Healthy Person” G. I. Kulik; - “Health work in preschool educational institutions” according to the “island of health” program; - “Health Improvement of Children in D/s Conditions”, edited by L. V. Kochetkova; - “Organization of physical education and health work in preschool educational institutions” M. V. Romanova |
|
V. Expected results: | Creation of an educational environment that creates a healthy, physically developed, socially adapted personality, passionate about sports, who consciously uses knowledge about a healthy lifestyle; Decrease in morbidity rate; Positive dynamics of indicators of physical development of children. |
TOGOU "Morshansk comprehensive boarding school
basic general education".
School seminar materials INTRODUCTION
Morshansk, 2010
Editorial team:
T.N. Ivanova, Deputy Director for HR
G.A. Afremova, Deputy Director for VR
I.V. Kozhevnikova teacher of additional education
HE. Fedyakina, chairman of the creative laboratory, category 1
O.V. Prozorovskaya, chairman of the creative laboratory - the highest category.
School seminar materials
The brochure presents materials from school seminars and practical material from teachers on the topic of self-education.
The materials can be used by boarding school teachers when working on self-education.
intern school, 2010
- Introduction……………………………………………………..4-5
- Self-education plan for teachers……………………………5-6
- Organization of self-control………………………………….7-11
- Components of a teacher’s readiness for self-education
…………………………………………………………………12
- Algorithm for working on the topic of self-education……………13
- Forms for presenting the results of self-education.........13
- Map for assessing the level of professional skills of teachers……………………………………………………….14
- Innovation card……………………………………………………15
- Teacher self-education plan …………………………..16-17
- Work plan for self-education of teacher Irina Vladimirovna Kozhevnikova……………………………………………………...17-18
- Analysis of the work on self-education of teacher Irina Vladimirovna Kozhevnikova for the 1st half of the 2009-2010 academic year…………………………………………………….19-22
- Methodological recommendations for teacher self-education
……………………………………………………………… .23-27
- Approximate topics of self-education………………………..28-29
- Literature……………………………………………………………..30
INTRODUCTION
Self-education of teachers
What makes people constantly work on themselves, expand their knowledge, and engage in self-education? Science, technology, production are developing and improving continuously. Scientists say that the knowledge that humanity has doubles every 10 years. Consequently, previously acquired knowledge may become outdated. In the modern world, there is a noticeable increase in the social role of education, which is becoming the main resource of society. Strengthening intellectual potential, which is based on the priority of the self-worth of a person capable of self-development, is one of the important tasks of education.
Forms of advanced training for teachers
In order to keep up with the times, a teacher must constantly improve his knowledge, master progressive pedagogical technologies of education and training, and thereby provide an opportunity for his development. The system of continuous professional development for teachers involves different forms:
training courses (once every five years);
self-education;
participation in the methodological work of the school, city, district.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each individual person. As a process of acquiring knowledge, it is closely related to self-education and is considered its integral part. Self-education helps you adapt to a changing social and political environment and fit into the context of what is happening.
In the period between courses, it is necessary to engage in self-education, which expands and deepens the knowledge acquired in the courses, and contributes to understanding the experience at a higher theoretical level.
Selecting topics for self-education
Topics for self-education can be selected taking into account the individual experience and professional skills of each teacher. They always associated with the predicted result(what we want to change) and are aimed at achieving qualitatively new work results.
The system of methodological measures should be subordinated to the main goal - stimulating teachers in professional self-improvement. You can unite several educators to work on a topic close to the content of the annual task. If an institution is preparing for innovative or experimental work, then issues of self-education are included in the topics of experimental activities.
The head is a strategist for the development of his institution. It creates a whole set of conditions for the professional growth of each teacher, the first of which is the motivational condition for the gradual entry and accustoming of the teaching staff to constant work in terms of self-education.
Self-education plan for teachers
Every year, a self-education plan for teachers is drawn up for the annual plan, which can be presented in the form of a table:
The plan clearly defines who works on what topic and in what form they report. Reports on self-education can be heard at pedagogical councils, as well as be part of any methodological event. The form of the leaders' report can be consultations or seminars for teachers. A report in the workplace involves the inclusion of this topic in operational control and subsequent observation of the pedagogical process, in order to assess the practical application of acquired knowledge through self-education. This is the most democratic form of reporting.
It is very important that the organization of self-education is not reduced to formal management
additional reporting documentation (plans, extracts, notes).
To summarize, we emphasize once again that the forms of self-education are diverse:
work in libraries with books, periodicals;
participation in scientific and practical conferences, seminars;
maintaining your own file on the problem under study.
The result of the teacher’s efforts is the improvement of work with children,
growth of his professional skills.
Some tips for self-educators
It is IMPORTANT that knowledge on any issue, acquired from one source,
supplemented with information from another document.
This forces the student to compare, analyze, draw conclusions and form
your own opinion on this issue.
It is IMPORTANT to learn how to use library catalogs.
This will reduce the time spent searching for the necessary literature, since many cards contain a brief summary
or a listing of the main issues covered in the book.
It is IMPORTANT to be able to collect, accumulate and store information, facts, conclusions.
They will be useful for speaking at seminars, teaching councils, participating in discussions, etc.
Organization of self-control.
“The education received by a person is complete, has reached its goal, when a person is so mature that he has the strength and will to educate himself throughout the rest of his life and knows the way and means how he can do this.” A. Diesterweg
Improving the quality of teaching and education in secondary schools directly depends on the level of training of teachers. It is undeniable that this level must constantly increase, and in this case, the effectiveness of various advanced training courses, seminars and conferences is small without the process of self-education of the teacher. Self-education is a process of conscious independent cognitive activity.
Self-education is based on the interest of the student combined with independent study of the material.
If the education process:
1. Carried out voluntarily;
2. Carried out consciously;
3. Planned, managed and controlled by the person himself;
4. It is necessary to improve any qualities or skills, then we are talking about self-education.
Self-education of a teacher is a necessary condition for his professional activity. Society has always placed, and will continue to place, the highest demands on teachers. In order to teach others, you need to know more than everyone else. Moreover, he must have knowledge in various spheres of public life, be oriented in modern politics, economics, etc. The ability for self-education is not formed in a teacher along with a diploma from a pedagogical university. This ability is determined by the psychological and intellectual indicators of each individual teacher. However, no matter how high a person’s ability to self-educate, this process is not always implemented in practice properly. The reasons are lack of time, lack of sources of information, lack of incentives, etc., i.e. absence needs.
The specificity of pedagogical activity is such that for effective work the teacher must master psychology, pedagogy, have a general high level of culture, and have great erudition. This list is far from complete. But without these skills, he cannot teach and educate effectively. Let's try to list main directions
, in which the teacher must improve and engage in self-education:
psychological and pedagogical (focused on students and parents)
psychological (communication, art of influence, leadership qualities)
methodological (educational technologies, forms, methods and techniques)
legal
aesthetic (humanitarian)
information and computer technologies
health protection
The essence of the process of self-education is that the teacher independently obtains knowledge from various sources, uses this knowledge in professional activities, personal development and his own life.
What are these sources of knowledge, and where to look for them?
A television
Newspapers magazines
Literature (methodological, popular science, journalistic, fiction, etc.)
Internet
Video, audio information on various media
Paid courses
Seminars and conferences
Master classes
Experience exchange events
Excursions, theaters, exhibitions, museums, concerts
All forms of self-education can be divided into two groups:
1. individual
2. group.
In the individual form, the initiator is the teacher himself, but the heads of methodological structures can initiate and stimulate this process. Group form in the form of activities of a methodological association, seminars, workshops, advanced training courses, etc.
If we imagine a teacher’s activities in the field of self-education with a list of verbs, we get : read, study, test, analyze, observe and write.
What needs to be done for this?
Study and implement new pedagogical technologies, forms, methods and techniques of teaching.
Attend colleagues’ events and participate in the exchange of experience.
Periodically conduct self-analysis of your professional activities.
Now let’s formulate specific types of activities that make up the process of self-education, directly or indirectly contributing to the professional growth of a teacher:
Reading specific pedagogical periodicals
Reading methodological, pedagogical and subject literature
Attending seminars, trainings, conferences, events
Discussions, meetings, exchange of experience with colleagues
Systematic completion of advanced training courses
Holding open events for peer review
Organization of club and extracurricular activities
Study of information and computer technologies
Based on this, each teacher draws up a personal self-education plan for professional growth.
Every activity is meaningless if it does not result in the creation of a certain product, or if there are no achievements. And in terms of personal self-education, a teacher must be list of results that must be achieved within a certain period of time. What could be the results of teacher self-education at some stage?
Developed or published teaching aids, articles, programs, scripts, studies
development of new forms, methods and techniques of teaching
reports, speeches
development of didactic materials, tests, visuals
development of methodological recommendations for the use of new technology
development and holding of open events on your own self-education topics
conducting trainings, seminars, conferences, master classes, summarizing experience on the problem (topic) under study
Productivity of the self-education process:
Self-education of a teacher will be productive if:
In the process of self-education, the teacher’s need for his own development and self-development is realized.
The teacher understands both the positive and negative aspects of his professional activity, and therefore is open to change.
The teacher has a developed ability for reflection (reflection is understood as human activity aimed at understanding one’s own actions, one’s internal feelings, states, experiences, analyzing this activity and formulating conclusions).
The teacher has a readiness for pedagogical creativity.
There is a relationship between personal and professional development and self-development.
Organization of the self-education process
The topic the teacher is working on.
At the beginning of each school year, all teachers choose a topic for self-education and record it in the plans for methodological unification. There are a huge number of possible options for topics, but any topic should be aimed at increasing the effectiveness of educational work, developing new pedagogical techniques and methods, or creating scientific works.
Teacher's personal self-education plan.
Based on the chosen topic, the teacher develops a personal plan for working on the problem he has set himself. The plan specifies:
topic name
goals
tasks
expected result
stages of work
deadlines for each stage
actions and activities carried out in the process of working on the topic
a way to demonstrate the results of the work done
Upon completion of work on the topic, each teacher must write a report with analysis, conclusions and recommendations for other teachers. The report reflects all points of the self-education work plan.
Thus, organizing self-control makes it possible to:
- Plan your work clearly;
- Carry out systematic monitoring of your work;
- Organize a differentiated approach to students’ activities;
- Carry out self-education work more effectively;
- Improve self-organization, improve the quality of your work;
- Find potential opportunities for your own growth and the growth of students.
The more information, methods and tools a teacher uses in his work, the greater the effect of his work. But no matter how modern a computer and the fastest Internet are provided, the most important thing is the desire to work on oneself and the ability to create, learn, experiment and share one’s knowledge and experience acquired in the process of self-education.
Components of a teacher’s readiness for self-education.
Algorithm for working on the topic of self-education
- Selection of a topic
- Defining goals and objectives
- Start date of work on the topic
- Selection of activities within the framework of work on a methodological topic
- Selection of sources of self-education
- The results of self-education and their translation at the institutional, city, and regional levels
Upon completion of work on the topic, each teacher must write a report with analysis, conclusions and recommendations for other teachers.
Forms for presenting the results of self-education.
¨ Defense of research work
¨ Pupils showing new forms of interaction in the learning process
¨ Brochure,
¨ leaflet,
¨ Open lesson
¨ Conducting a seminar
¨ Training colleagues in new techniques
¨ Workshop (training)
Map
assessing the level of professional skills of teachers
Innovation card
Teacher _______________________________________________
Education____________________________________
Speciality__________________________________
Experience___________________________________________
1. Problem______________________________
2. The purpose of innovation, innovation______________________________
The innovation is single-purpose, multi-purpose (underline).
3. The essence of innovation_________________________________________
4. Predicted result of innovation: ___________________
4. Scope of application of innovation: management, didactics, psychology, private methods, sociology, hygiene and physiology (underline).
5. An innovator is a developer, distributor, user of innovation (underline)
6. The innovation has gone through the following stages: idea formation, goal setting, development, mastery at the stage of pilot implementation or experiment, dissemination, diffusion (multiple repetition), routinization (implementation in established structural units) (underline)
7. The innovation has undergone experimental testing: single, multiple (underline).
8. Obstacles to development and implementation _____________________________________________________
9. Experimental control is carried out by: specialists, the public, self-control (underline).
10. Evaluation of innovation: critical, acceptable, optimal (underline)
11. What problems remain to be solved_______________________________________
Date of completion _______________________
Teacher self-education plan
Date of completion "____" ___________________ 200 ____ year
Work plan
self-education teacher
Kozhevnikova Irina Vladimirovna.
Subject: “Person-centered approach to gifted students.”
Relevance of the topic. Each child has different abilities, interests, and opportunities. And the teacher must help him realize his potential, i.e. demonstrate and develop personal meanings of training and education. To educate a person means to help him become a subject of culture, to teach life creativity, which presupposes the involvement of the child himself in this process.
Target : to lay in the child mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education.
Tasks:
- Encouraging students to choose and independently use different ways to complete a task.
Expected result:
Stages of work.
| Theoretical stage.
· Khutorskoy A.V. Methodology of person-centered training. – M., 2005 · Nikishina I.V. Innovative activities of a modern teacher. – Volgograd, 2007 · Lakotsenina T.P., Alimova E.E. Modern lesson: innovative lessons. – Rostov n/d, 2007 · Lakotsenina T.P., Alimova E.E. Modern lesson: alternative lessons. – Rostov n/d, 2007 2. Search for materials on the Internet. |
During a year During a year. |
|
| A practical solution to the problem.
|
September. During a year. April May |
|
| Evaluation stage.
|
April May |
* the name of the methodological literature is presented in accordance with the requirements (see sample)
ANALYSIS
teacher self-education work
Kozhevnikova Irina Vladimirovna
for the 1st half of the 2009-2010 academic year.
Self-education topic– “Person-centered approach to gifted students.”
I have been working on this topic for three years.
Relevance of the topic.
The President of the Russian Federation D. Medvedev, in his Address to the Federal Assembly on September 12, 2009, indicated that the main task of a modern school is to reveal the abilities of each student, to educate an individual ready for life in a high-tech, competitive world.
In this regard, the topic I am working on becomes very relevant. Each child has different abilities, interests, and opportunities. And the teacher must help him realize his potential, i.e. demonstrate and develop personal meanings of training and education. To educate a person means to help him become a subject of culture, to teach life creativity, which presupposes the involvement of the child himself in this process.
Target: to lay in the child mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education.
Tasks:
- Initiation and positive, respectful attitude towards independence of opinions, judgments and conclusions.
- Organization of individual activities to comprehend and study the given material.
- Encouraging students to choose and independently use various ways to complete a task.
Expected result:
- Increasing the degree of independence in educational and extracurricular activities.
- Organization of cooperation between teacher and students, students among themselves.
- Creative activity of pupils.
Diagnostics:
- Identification of children with a penchant for journalism;
- The number of children involved in the circle.
- ……………………………………………………
Base: self-educational work plan.
Studying theoretical material.
Over the previous two years, I studied the following literature:
- Khutorskoy A.V. Methodology of person-centered training. – M., 2005
- Nikishina I.V. Innovative activities of a modern teacher. – Volgograd, 2007
- Lakotsenina T.P., Alimova E.E. Modern lesson: innovative lessons. – Rostov n/d, 2007
- Lakotsenina T.P., Alimova E.E. Modern lesson: alternative lessons. – Rostov n/d, 2007
In the 2009-2010 academic year studying theoretical material:
- Kozhina M.N. Stylistics of the Russian language. – M., 1983
- Soper P.L. Fundamentals of the art of speech. – M., 1992
- A selection of magazines “Bulletin of Education”
- Smolina Yu.V. Personal orientation as the basis of modern education. – Rostov n/d, 2008
- The Internet is widely used.
In the 2008–2009 academic year, she organized the “Luchik” circle, in which she attracted students who showed an inclination towards journalism.
During the club's classes, much attention is paid to the spiritual education of the individual. This year, in addition to practical classes, theoretical classes “Profession – Journalist” and “The Art of Speech” were held, which can help students show their creative abilities in Russian language and literature lessons at school, as well as in extracurricular activities.
A monitoring study was conducted at the beginning of the school year “Identifying children with a penchant for journalism”
Since January 2009, the school newspaper “Luchik” has been published by the circle. At the moment, 7 issues have been published, including a special issue dedicated to the prevention of drug use; The eighth issue is being prepared for release.
There are 7 people in the circle, but during the first half of the 2009-2010 academic year, other students are also involved in the publication of the newspaper. Among other things, the circle was attended by 9 people at the end of December 2009.
Number of children involved in the circle
In addition, I prepare students to participate in various regional, regional and city competitions. At the moment, preparations are underway for participation in the All-Russian children's and youth literary and artistic competition of creative works "I remember, I'm proud!", dedicated to the 65th anniversary of the Victory in the Great Patriotic War of 1941-1945.
Over the previous two years, participation in regional and regional competitions can be presented in the following table:
I consider all of the above to be the results of self-education.
In November, she gave a report on this topic “Features of research activities” at the seminar “Research and project activities – technologies of developmental education.”
Form of report on the work done:
- in May 2010 publication of a booklet on the topic of self-education;
- speech at a meeting of the methodological council.
In the process of work, I identified certain shortcomings:
- Not all students who show an inclination towards journalism are involved in work in the “Luchik” circle;
- It is necessary to include more activities designed for independent activity of students.
Prospects:
In this regard, in the second half of the year I plan to carry out additional work to attract gifted children to the publication of the school newspaper (reflect in monitoring), as well as to aim children at greater independence in the club classes.
Teacher _________________Kozhevnikova I.V.
TECHNOLOGY FOR ORGANIZING SELF-EDUCATION OF TEACHERS
Self-education should be understood as specially organized, amateur, systematic cognitive activity aimed at achieving certain personally and socially significant educational goals: satisfying cognitive interests, general cultural and professional needs and advanced training. Self-education is a system of mental and ideological self-education, entailing volitional and moral self-improvement, but not setting them as its goal.
The need for self-education is dictated, on the one hand, by the very specifics of teaching activity, its social role, and on the other hand, by the realities and trends of continuous education, which is associated with the constantly changing conditions of teaching work. The needs of society, the evolution of science and practice, the ever-increasing demands on a person, his ability to quickly and adequately respond to changing social processes and situations, his readiness to rebuild his activities, and skillfully solve new, more complex problems. Cognitive activity, the teacher’s growing need for self-realization
The meaning of self-education is expressed in satisfying cognitive activity, the growing need of the teacher for self-realization through lifelong education.
The essence of self-education is mastering the technology and culture of mental work, the ability to overcome problems, and independently work on one’s own improvement, including professional development.
The main principles of self-education are continuity, purposefulness, integrativeness, unity of general and professional culture, interconnection and continuity, accessibility, proactive nature, permanent transition from a low level to a higher one, variability, etc.
The school administration should contribute to the formation of a teacher’s sustainable need for self-education, continuously encourage him to study new information and experience, teach him to independently acquire knowledge, create conditions for its actualization, creative application in various situations, and teach him to self-analysis and self-assessment. In this regard, a wide variety of forms of organizing self-education are used:
1) special educational training (obtaining higher education or a second specialty);
2) advanced training (on courses and during the inter-course period in the IPO);
3) individual self-educational work with the help of:
· mass media;
· computer and office equipment;
· libraries, museums, exhibitions, theaters, clubs, excursions;
· scientific, technical, artistic, sports societies,
· research, experiments, creative activities and assignments,
· communication with scientists, interesting people, understanding best practices and generalizing one’s own practical activities, etc.
The technology for organizing self-education for teachers can be presented in the form of the following stages:
Stage 1– installation, provides for the creation of a certain mood for independent work; choosing the goal of the work based on the scientific and methodological topic (problem) of the school; formulating a personal individual topic, understanding the sequence of one’s actions.
Stage 2– training, in which the teacher gets acquainted with psychological, pedagogical and methodological literature on the chosen educational problem.
Stage 3– practical, during which the accumulation of pedagogical facts takes place, their selection and analysis, testing of new methods of work, and setting up experiments. Practical work continues to be accompanied by the study of literature.
Stage 4 – theoretical understanding, analysis and generalization of accumulated pedagogical facts. At this stage, it is advisable to organize a collective discussion of the pedagogical literature read; creative reports on the progress of self-education at meetings of the MO or department, at regional MOs; visiting and discussing open events and other collective forms of work.
Stage 5 - final - control, at which the teacher must summarize the results of his independent work, summarize observations, and formalize the results. In this case, the main thing is a description of the work performed, established facts, their analysis, theoretical justification of the results, formulation of general conclusions and determination of prospects for the work.
The system of self-educational work of a teacher provides for: current and long-term planning; selection of rational forms and means of assimilation and preservation of information; mastering the methods of analysis and ways of generalizing one’s own and collective pedagogical experience; gradual mastery of research and experimental methods.
The teacher’s self-education plan should include: a list of literature that is planned to be studied; forms of self-education; completion date; expected results (preparation of a report, presentation at a meeting of the Moscow Region, lesson planning, description of work experience, presentation of results in the form of a report, etc.)
It is advisable to divide the material collected in the process of self-education into separate topics and save it in the form of cards, special notebooks, thematic folders, and a personal pedagogical diary. The ability to work with literary sources is important in the process of self-education: making extracts, making notes, abstracts of what you read, a detailed plan or annotation.
The participation of the administration is important both in the procedure of analysis and self-assessment of teaching activities, and in the process of developing an individual development program, its implementation, and performance monitoring. Involving specialists in cooperation with the teacher, mentoring, consulting, rationalizing personal work, creating conditions for updating acquired knowledge, experimental and research work, involvement in the process of innovative transformations is not a complete list of organizational and pedagogical activities of the leader in relation to the teacher. In order to cope with all the tasks, the manager himself needs to constantly engage in self-education. It is important not only to correctly identify and rank the range of emerging and interesting problems, to select literature for study, but also to apply the acquired knowledge in practice. The results of the self-educational work of the school director and his deputies should become the property of members of the teaching staff and have an effective influence on both the improvement of management and the life of the school as a whole. The administration’s task is not to teach the teacher all his life, but to ensure that he learns to do it himself.
In the school methodological classroom, a bank of materials should be formed to help teachers in their self-educational activities: lists of literature recommended for independent work; materials of best teaching practices; different options for work plans for self-education; texts of reports; samples of abstracts based on the results of self-educational activities; samples of summaries of literary sources; new items in psychological and pedagogical literature.
Forms and methods of guiding the self-education of teachers by the school administration:
1. Submission of issues related to self-education to teacher councils and meetings of the Moscow Region. Systematic explanation of the role of self-educational work, organization of speeches on the exchange of self-education experiences.
2. Individual conversations between school leaders and teachers about the main areas of self-education.
3. Assisting teachers in summarizing their experience, preparing reports on pedagogical problems, stimulating the most prepared teachers for research work.
4. Acquisition and replenishment of the library collection with literature on issues of self-education and self-improvement, as well as new items in psychological and pedagogical literature.
5. Conducting series of lectures, group and individual consultations, seminars.
6. Systematic summing up of the results of the teacher’s self-educational work (interviews, reports at teachers’ councils and meetings of the Ministry of Education), determination of the tasks and content of self-education for the new academic year, analysis of the qualitative results of the teaching and educational process.
Self-educational work should gradually turn into scientific research. Based on self-knowledge, the development of reflexive thinking, and the ability to learn, development is transformed into a self-regulatory system, the individual’s sustainable interest in self-education is transformed into a constant vital need for self-education, which indicates the achievement of an optimal level of self-improvement.
Indicators of the effectiveness of pedagogical self-education are, first of all, the quality of the educational process organized for teachers and the professional and qualification growth of the teacher.
SAMPLE SELF-EDUCATION TOPICS
CLASS TEACHERS, TEACHERS
1. The influence of environmental education on the spiritual development of a student’s personality.
2. Formation of an ecological culture of the individual.
3. Environmental education in the family.
4. Basic forms and methods of education that contribute to the formation of spiritual values of high school students.
5. Moral education of schoolchildren.
6. Cultural approach to education.
7. Formation of a creative personality.
8. Activities of the class teacher (teacher) for the social protection of the child.
9. Social and pedagogical activities of the class teacher (teacher) with dysfunctional families.
10. Educational potential of the media and communication.
11. Education of schoolchildren in the process of mastering computer technologies.
12. Education of students in cognitive creative activities
13. Personality-oriented approach to education.
14. Modern technologies of education: essence, experience of implementation, development prospects.
15. Technology for creating a situation of success for a student outside of class hours.
16. Educational system of the class.
17. Organization of collective creative activity of students.
15. Nurturing the creative orientation of schoolchildren’s personalities in conditions of collective activity.
18. Active forms of work with students.
19. Features of group work with students outside of class hours.
20. Technology of individual work with students.
21. Self-government in the classroom.
22. Value priorities of patriotic education of students in a modern school.
23. Formation of national self-awareness of schoolchildren.
24. Education of students based on the traditions of the Ukrainian people.
25. Tourism and local history work as one of the important areas of the class teacher’s activity in instilling in students love and respect for their native land.
26. The use of historical and cultural traditions of Sevastopol in the formation of a patriotic citizen.
27. Self-education of schoolchildren.
28. Formation of communicative competence of students.
29. Formation of healthy lifestyle skills among schoolchildren.
30. Forms of physical education for schoolchildren during extracurricular hours.
31. Preparing students for life in market conditions.
32. Preparing students for family life.
33. Family education is a necessary condition for ensuring the spiritual unity of generations.
34. Outstanding teachers of our time about the education of schoolchildren.
35. The role of the class teacher in educating adolescents for deviant behavior.
36. Forms of crime prevention among teenagers.
37. Formation of positive motivation for a healthy lifestyle among schoolchildren.
38. Preparing students for life in market conditions.
39. Traditions of the children's group.
40. Study of the level of education of schoolchildren.
41. Play as an important means of educating schoolchildren.
42. Joint activities of school and family teachers in the labor education of schoolchildren.
43. Artistic and aesthetic education of students using examples of music, fine arts, and fiction.
44. Artistic and aesthetic education of students through folklore.
1. Aizenberg A.Ya. Self-education: history, theory and modern problems. – M., 1986.
2. Grebenkina L.K., Antsiperova N.S. Technology of management activities of a school deputy director. – M., 2000. – P.82-87.
3. Evusyak O. A teacher must be a researcher // Public education. – 1997. - No. 10.
4. Elkanov S.V. Professional self-education of a teacher: Book. for the teacher. – M., 1986. – 143 p.
5. Zagvyazinsky V.I. Teacher as researcher. – M., 1980.
6. Kodzhaspirova G.M. culture of professional self-education of teachers. – M., 1994.
7. Methodological work in secondary schools: Overview information. Issue VI. – M., 1977. – pp. 17-24.
8. School of development and self-improvement: Practical material from work experience for school leaders, class teachers, teachers. – K., 1997. – 48 p.
Showing publications 21-30 from 2008.
All sections | Self-education. Plans, reports on self-education
Self-education plan “Development of mathematical abilities in preschool children through play activities” MKDOU AGO "Achita kindergarten "Smile" branch "Bykovsky kindergarten "Spikelet" Self-education plan Topic : “Development of mathematical abilities in preschool children through play activities in the context of the implementation of the Federal State Educational Standard for Education” Implementation deadlines project: September 2016...
Program self-education on the topic : “Development of children’s singing skills through the use of gaming methods and techniques” (2018 – 2019) Musical supervisor: Gora Yulia Vadimovna Explanatory note. This program is aimed at self-education teacher and search...
Self-education. Plans, reports on self-education - Report on self-education on the topic “Development of fine motor skills of the hands through didactic games”
Municipal budgetary preschool educational institution Child Development Center - kindergarten No. 16 “Rosinka” SELF-EDUCATION REPORT “DEVELOPMENT OF FINE MOTOR SKILLS OF THE HANDS THROUGH DIDACTIC GAME” Completed by: Lavruk L.A. Gusinoozersk, 2017 The relevance of my work lies in...
Image library "MAAM-pictures"
Relevance Early childhood is a special period of formation of organs and systems and, above all, brain function. Early age is the most favorable time for sensory education, without which the normal formation of a child’s mental abilities is impossible. This period is important for...
Work plan for self-education “Development of sensory abilities of young children” Goal: increasing your theoretical level, professional skills and competence. Objectives: - Development of visual sensations: learn to distinguish the color, shape, size of an object. - Development of tactile sensitivity: learn to distinguish the quality of objects by touch and name them...
Individual work plan for self-education “Movements in child development” MBDOU Temnikovsky combined kindergarten "Golden Cockerel" Agreed by: Senior teacher _ Individual work plan for self-education. Topic: "Movements in the development of a child" Nina Petrovna Panova _ (Teacher's full name) Physical education instructor _ (specialty)...
Self-education. Plans, reports on self-education - Work plan on self-education: Development of speech of young children through small forms of folklore (Kalmyk and Russian)
Topic of self-education: Development of speech of young children through small forms of folklore (Russian Kalmyk. Goal: increasing one’s professional skills and competence; uniting the efforts of teachers and parents to develop active speech of children with the help of works...
Play is undoubtedly the leading activity for children. It is through role-playing games that a child learns about the world and prepares for adulthood. The game expresses the basic needs of a child - a preschooler, and also develops the children's speech. Story-based role-playing game...
Municipal budgetary preschool educational institution "Kindergarten No. 215, Izhevsk" Work plan for the teacher for self-education for the 2016-2017 school year. year Topic: “Lapbook as a means of developing the cognitive abilities of preschool children” Completed by teacher: Matveeva...
Nowadays, one of the main components of the professional competence of preschool teachers is self-education. How does it happen?
The need for professional growth
Realizing the imperfection of knowledge and skills in professional activities, the educator receives a powerful incentive for professional growth, deepening knowledge and mastering new methods of educational activities.
How and in what way can the process of professional development be organized?
In order to be in the trend, a modern teacher needs to systematically follow news in the field of preschool pedagogy and psychology, become familiar with the best pedagogical practices, be in constant communication with colleagues, work to increase general erudition and improve pedagogical skills, and become familiar with the legal and regulatory framework. preschool education and analyze your own professional experience.
Additional development of a teacher is a mandatory part, which is included in the self-education plan of a preschool teacher according to the Federal State Educational Standard. The plan helps to systematize the work, is a reflection of the effectiveness of the teacher’s activities, and creates opportunities for prospects for communication with children.
Drawing up a self-education plan: stages
Let's look at a few points that you need to pay attention to. The self-education plan for a preschool teacher according to the Federal State Educational Standard can be drawn up taking into account the following factors:
- justification for choosing the topic;
- the relationship between the topic of work and the goals and objectives of the preschool institution;
- preliminary work, including the study of methods and programs for preschool education and upbringing;
- choosing forms of interaction with preschoolers;
- own methods;
- expected result of working on the topic;
- conclusions and dynamic statistics of child development;
- prospects for improving performance;
- results of self-education.
The self-education plan for a preschool teacher according to the Federal State Educational Standard requires careful preparation, during which a lot of questions arise. The main issue is the choice of topic. A methodologist or senior educator mainly helps with this, but the teacher can also make an independent choice, depending on the relevance and practical significance of the topic of educational activity.
In determining their readiness for self-education, young specialists are also recommended to familiarize themselves with the map of G. M. Kodzhaspirova. The self-education plan for a preschool teacher according to the Federal State Educational Standard must be drawn up taking into account the following recommendations:
- When studying any issue, you need to research several sources in order to form your opinion.
- It is advisable to work with library catalogs and material from the Internet in order to obtain the necessary literary source.
- When searching for material, it is important to focus on innovative methods in education.
- Communication and exchange of experience with colleagues is an important aspect of teacher self-education.
An individual self-education plan is drawn up in two types:
- Annual planning
- Long-term planning, which provides for annual revision of the educational activity plan
If an individual self-education plan is drawn up according to the second type of planning, you can use the project method appropriate to the age of the children. Long-term planning must certainly include current issues of preschool education in dynamic development.
Approximate list of topics for teacher self-education according to the Federal State Educational Standard
The teacher can choose the following topics provided for by the Federal State Educational Standard for preschool education:
- Amplification methods for the development of preschool children.
- Features of pedagogical diagnostics in preschool educational institutions.
- Method of individual approach in preschool education.
- Methodology for the formation of life safety.
- Emotional intelligence of a preschooler.
- Methods for guiding gaming activities.
- Formation of local history ideas (small homeland).
- Creative abilities of preschoolers.
- Preparation for educational activities.
- Developing curiosity.
- Familiarization with objects of the surrounding world.
- Spiritual and moral education of preschool children.
- Formation of EMF.
- Development of sociability.
- Coherent speech.
- Elementary analysis of a literary work.
- Literacy training.
- The use of non-traditional artistic techniques.
- Basics of healthy lifestyle in preschool educational institutions.
- Formation of CGN and self-service skills.
- Ensuring psychological comfort in a child care facility.
- Information and communication technologies in educational institutions.
- Continuity between kindergarten and school.
- Psychological and pedagogical support for families.
- Fundamentals of inclusive education in preschool educational institutions.
- RPPS kindergarten.
- Partial programs of preschool educational institutions.
- Innovative forms of interaction with parents.
- Organization of experimental activities.
- Quality and evaluation criteria for educational institutions.
Organization of work by topic
Each topic requires analytical work. When analyzing literature, the teacher must highlight the main thoughts and ideas of the authors in order to determine the direction of work on this topic. For example, if the topic “Spiritual and moral education of preschool children” is chosen, the teacher needs to pay special attention to the methods of organizing and the general content of work on this topic in various age groups of the kindergarten.
One of the urgent tasks of education in kindergarten is environmental education. How to draw up a self-education plan for a preschool teacher according to the Federal State Educational Standard? Ecology, for example, should include classes and conversations to familiarize oneself with the nature of one’s native land, experimental activities, and work with parents to promote the development of environmental knowledge in preschool children.
The self-education plan of a preschool teacher of a junior group should cover work on assessing the capabilities, physiological and psychological characteristics of children of this age category, identify the range of problems related to working with younger preschoolers, and include the use of interactive teaching methods and modern early development techniques. Work on the topic can be carried out with the participation of several teachers who are directly familiar with the tasks and goals of the preschool educational institution. A properly organized process of self-education provides great opportunities for deeper personal development and effectively improving the professional competence of a teacher.
. Playing off the plot of your favorite cartoon.
Target : develop the ability to compose verbal descriptions based on the perception of a cartoon.
. Role-playing game "Kindergarten"
Target: expand and consolidate children’s ideas about the content of the labor actions of kindergarten employees.
Game situations:
"Morning Reception"
"Our classes"
"On a walk",
"At a music lesson"
"At a physical education lesson"
"Medical examination",
“Lunch in the garden”, etc..
Preliminary work:
1. Supervising the work of a teacher and assistant teacher.2. Conversation with children about the work of a teacher, assistant teacher, cook, nurse, etc.
3. Children write stories on the topic “My best day in kindergarten.” Showing skits on the theme “Our life in kindergarten.”
. Role-playing game "Family"
Goal and tasks: Encourage children to creatively reproduce family life in games. Improve the ability to independently create a game environment for a planned plot. Reveal the moral essence of the activities of adults: responsible attitude to one’s responsibilities, mutual assistance
Game problem situations:
“When mom and dad are not at home” (taking care of the younger ones, doing feasible housework),
“We are preparing for the holiday” (joint activities with family),
“Welcoming guests” (rules for receiving guests, behavior when visiting),
“Our day off”, etc.
Preliminary work:
1. A conversation about the work of parents using illustrated material.
2. Looking at family photos.
3. Children compose stories on the topic “How I live at home.”
. Story-role-playing game “School”
Goal and tasks: Expand children's knowledge about school. Help children master expressive means of role implementation (intonation, facial expressions, gestures). Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots. Help children learn some moral standards.
Game actions: The teacher conducts lessons, students answer questions, tell stories, count, etc.
. Thematic role-playing game “Library”
Goal and tasks: show the social significance of libraries; expand ideas about library workers, establish rules of behavior in a public place; introduce the rules for using the book; awaken interest and love for books, cultivate a caring attitude towards them.
Game actions:
Librarian accepting applications.
Working with a card index.
Issuance of books.
Reading room.
Preliminary work:
Excursion to the library followed by conversation.
Opening of the “Book Workshop” for book repair.
Exhibition of drawings based on the works read.
. Thematic role-playing game “Hospital”
Goal and tasks: arouse children's interest in the professions of a doctor and nurse; cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Game actions:
The patient is admitted to the emergency room.
The nurse registers him and takes him to the room.
The doctor examines patients, listens carefully to their complaints, asks questions, looks at their throats, etc.
The nurse gives medications to patients, takes temperatures, gives injections and dressings in the treatment room, treats wounds, etc. Patients are visited by relatives and friends.
Preliminary work:
Excursion to the medical office.
Observation of the doctor’s work (listens with a phonendoscope, looks at the throat, asks questions).
Reading lit. works: Ya. Zabila “Yasochka caught a cold”,
E. Uspensky “They played at the hospital”,
Conversation with children about the work of a doctor or nurse.
Looking at illustrations.
. Thematic role-playing game “Shop”
Goal and tasks: arouse children's interest in the sales profession, develop skills in a culture of behavior in public places, and cultivate friendly relationships.
Game actions:
The driver brings the goods by car, the loaders unload them, and the sellers arrange the goods on the shelves.
The director keeps order in the store.
Buyers arrive.
Sellers offer goods, show them, weigh them.
The buyer pays for the purchase at the cash register and receives a receipt.
The cashier receives the money, punches the check, gives the buyer change and a check.
Game situations: “In the grocery store”, “Clothing”, “Groceries”, “Fabrics”, “Books”, “Sporting goods”.
Preliminary work:
Reading literary works: B. Voronko “The Tale of Unusual Purchases” and others.
Ethical conversation about behavior in public places.
Children compose stories on the topic “What can we do?”, “How to cross the road to get to the store?”, “Where do they sell notebooks and pencils?” etc.
Making game attributes with children (candies, fruits, vegetables from plasticine)
. Story-role-playing game “Beauty Salon”
Goal and tasks: expand and consolidate children’s knowledge about working in the “Beauty Salon”, instill a desire to look beautiful, cultivate a culture of behavior in public places, respect, polite treatment of elders and each other.
Roles: hairdresser, manicurist, beauty salon master, cashier, cleaning lady, clients.
Game actions:
The hairdresser washes hair, combs it, makes haircuts, dyes hair.
The manicurist does a manicure, coats the nails with varnish, and gives recommendations on hand care.
The beauty salon master does a facial massage, applies cream, paints the eyes, lips, etc.
The cashier knocks out checks.
Visitors politely greet the salon employees, consult with the specialists, pay at the cash register, and thank them for their services.
Preliminary work:
Children visiting a hairdresser with their parents.
Children's stories about what they did at the hairdresser.
A teacher's story about the culture of behavior in public places.
Looking at an album with hairstyle samples.
Reviewing catalogs with samples of cosmetic products.
Making attributes for the game with the involvement of parents (towels, napkins, etc. from colored paper)
Game material: mirror, set of combs, scissors, hair dryer, hairspray, cologne, nail polish, children's cosmetics, album with hairstyle samples, bathrobes, towels, etc.
. Improvisation CIRCUS! CIRCUS! CIRCUS!
Goal and tasks: consolidate children’s ideas about cultural institutions, rules of conduct in public places; consolidate knowledge about the circus and its workers.
Preliminary work:
Looking at illustrations about the circus.
Conversation on children's personal impressions of visiting the circus. Reading the works “Girl on a Ball” by V. Dragunsky, “Circus” by S. Marshak,
Drawing on the theme “Poster for the circus”
. Role-playing game “We are military intelligence officers”
Goal and tasks : develop the theme of paramilitary games, teach children to be attentive, careful, cultivate respect for military professions, a desire to serve in the army, expand children’s vocabulary - “reconnaissance”, “scouts”, “sentry”, “security”, “soldiers”.
Game actions:
The teacher offers to remember films, stories about the life of military intelligence officers, and invites the children to play them.
Children distribute among themselves the roles of Scouts, Sentinels, Commanders, Security Soldiers, determine goals and objectives, and monitor their implementation.
. Thematic role-playing game “Cosmonauts”
Goal and tasks: expand the theme of story games, introduce the work of astronauts in space, cultivate courage, endurance, and expand the vocabulary of children: “outer space”, “cosmodrome”, “flight”.
MONITORING
Monitoring of children’s achievements on the topic “Role-playing games as a means of speech development for preschoolers” is carried out according to the following criteria and indicators:
INDICATORS:
organizes the playing space in accordance with the concept of the game;
knows how to interact with partners;
enters into a variety of role-playing dialogues with playing partners;
the game reflects independently invented events based on everyday, literary and fantasy plots;
verbally conveys imaginary play actions;
creates a playful, expressive image.