Using interactive technologies in dhows. Interactive forms of learning as a means of developing a child’s personality

Gorbacheva Marina Vitalievna Educator State budgetary educational institution of the city of Moscow "School No. 1601 named after Hero of the Soviet Union E.K. Lyutikov"

Abstract: this article reflects the experience of using interactive technologies in preschool educational institutions at different age stages of child development.

Key words: interactive technologies, chain, carousel, aquarium, interview.

The purpose of educating a child is to make him able to develop further without the help of a teacher.

(E. Hubbard)

The entire process of preschool education is aimed at creating a comprehensively developed personality. With the advent of the unprecedented development of information and communication technologies in the structure of all spheres of education, there came a need to modernize, including the educational process in preschool educational institutions. This process is reflected in the new educational Standards. Interactive learning itself is a process built on the interaction of students with other subjects of the educational process and the learning environment. Learning is based on dialogues and the joint process of children learning something new. The most important achievement of this process is that the teacher gives way to student activity, learning where children find knowledge through independent search. All studies of interactive learning are built around the concepts of communication, dialogue, and interaction.

The basis of this type of educational process is that all children are involved in the process of cognition, each child has the opportunity to reflect based on their personal knowledge and reflections. During joint activities, each child makes his own individual contribution, there is an exchange of ideas, knowledge and, very importantly, methods of activity. This approach provides a positive, friendly, mutual atmosphere for knowledge exchange and leads to more productive forms of cooperation and cooperation. Interactive learning is used in all areas of education.

The motivation for creating this article on the topic “INTERACTIVE TEACHING TECHNOLOGIES IN PRESIDENTIAL IU

active work on studying modern approaches to interactive learning in preschool educational institutions;
experience in using interactive learning technologies in preschool educational institutions;
practical observation of the effectiveness of introducing interactive technologies into the educational process of preschool educational institutions.

The relevance of the choice of the topic of the article is due to:

the requirements of the Federal State Educational Standard for the development of educational learning, which determine the effectiveness of the educational process, in particular, the acquisition of knowledge, the formation of skills and basic types of competence of students, including social and personal;
the need for the formation of UUD in children of senior preschool age.

In my work I use multidirectional interactive methods to obtain the above results in the educational activities of preschoolers. For convenience, we will consider the use of various interactive forms of work according to age groups of children in preschool educational institutions.

II Junior group
round dance
work in pairs

Middle group

work in pairs
chain
carousel

Senior group

work in pairs
round dance
carousel
interview
aquarium (work in small groups "Triplets" )

Preparatory group

work in pairs
round dance
carousel
interview
aquarium (work in subgroups of 3 or more)
tree of knowledge

Let's look at each method using examples in work.

"Work in pairs"

Children develop their communication skills, choose a pair and agree who will answer the task (execution together) In this approach to the game, children learn to negotiate among themselves the sequence of completing a common task.

For example: Guys, each pair has cards with letters on the table

You need to collect the words and tell the meaning of each.

"Round dance"

Technique "Round dance" It differs in that at the very beginning the role of the teacher as a leader is necessary for the children to complete tasks one by one, since most often preschool children cannot do this; to begin with, the game algorithm is developed with the help of the subject. The child who has the object answers the task and the others try to listen to him. Interactive technology "Round dance" It is effective in that it helps to develop voluntary behavior skills in children of primary preschool age.

For example: Game "Words" children name words based on the last sound of the word of the previous participant.

"Chain"

Consistent solution of one problem is the main goal of interactive technology "Chain" . Children are united by a goal and have a desire to support each other. Such a situation is conducive to making a common decision on the task at hand.

For example: Guys, each of you has a card with a letter on which a number is written, you need to build a chain as the numbers increase.

What word did you get? (Rainbow)

"Carousel"

The introduction of this technique actively develops in children the skills of cooperation, morality, and mutual assistance. Active work in pairs.

For example: Children choose a mate and agree who will be in the inner circle and who in the outer. Children in the inner circle answer how many units there are in a two-digit number on the card. And the children standing in the outer circle answer what number of tens. When performing, the guys themselves choose among themselves who exactly will answer, and also correct each other’s mistakes.

"Interview"

"Interview" helps the child summarize all knowledge on a topic or summarize something. Dialogue speech is actively developing, which leads to interaction "adult-child" ,

"child-child" .

"Aquarium"

This technology. Interactive technology

"Aquarium" consists in the fact that several children act out the situation in a circle, and the rest observe and analyze. What benefits does this technique give to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else’s thoughts, how they resolve an impending conflict, how they argue for their thoughts.

"Big Circle"

Technology "Big Circle" is a technology that allows every child to speak out and develop communication skills.

Thus, interactive learning is undoubtedly an interesting, creative, promising direction in pedagogy. It helps to realize all the possibilities of preschool children, taking into account their psychological capabilities. The use of interactive technology makes it possible to enrich children's knowledge and ideas about the world around them, about relationships with peers and adults, and encourages children to actively interact in the system of social relations.

Zulfiya Khabibullina
Using interactive teaching methods and techniques in a preschool institution

Using interactive methods and techniques in a preschool institution

The first indisputable right of a child is

express your thoughts.

J. Korczak

At a certain stage of my teaching career, I realized that not only the school, but also preschool institution the most modern methodology, pursuing the main target: development of the child as an individual.

Interactive teaching method– this is an innovation that I have been using for several years.

Word « interactive» comes from the English word "interact". "Inter"-"mutual", "act"- act. Interactivity means the ability to interact or be in a conversation mode, dialogue with something (for example, with a computer) or anyone (by person). Hence, interactive learning is learning, built on interaction student with a learning environment, a learning environment that serves as an area of learning experience.

The essence interactive learning is that the educational process is organized in such a way that almost all students are involved in the process of cognition, have the opportunity to understand and reflect on what they know and think. Cooperative activity students in the process of cognition, mastering educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, and methods of activity. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to obtain new knowledge, but also develops the cognitive activity itself, transfers it to higher forms of cooperation and cooperation.

Having passed education, participating in seminars, conferences, and later working in educational programs, I re-evaluated my capabilities, my ability to build not only lessons, but also GCD with using interactive methods.

This education gives unexpected positive results:

The ability to express your opinion and defend it;

Activity and desire to participate in work;

Relaxation when answering, self-confidence.

Efficiency and feasibility interactive methodology I observe in my practice.

Methods which I I use it when working with children.

I start GCD in groups by getting to know the children.

Acquaintance

Goals: Create an atmosphere of trust and mutual support in the group; develop skills of self-presentation, overcoming uncertainty and fear of public speaking.

Usually, when introducing people, I ask children to tell the story of their name. (for children of senior and preparatory groups): “Who and why were you called that?” Or “Tell me everything you know about your name.”.

After all the children have introduced themselves, I ask children:

Why is it important to know the history of your name?

For example: Subject: Seasons

Acquaintance: My name is... My favorite season is spring, etc.

"Brainstorm"- target: "brainstorming" or "brainstorming" is to collect as many ideas as possible regarding a given topic from all children over a limited period of time through disinhibition.

For example: Guys, what is the weather today?

"Role-playing game": Role play imitates reality by assigning roles to children and allowing them to act "as if for real". The purpose of the role-playing game is to determine the attitude of children to a specific fairy tale, skit, etc., to gain experience by games: She tries to help teach through experience and feelings. Sometimes children can act out their own situations that they have been in. It is also much easier to absorb and consolidate the material during the game.

"Clusters"

Cluster translated from English (cluster) means bunch, brush. Cluster is method, which helps you think freely and openly about a topic. This is a non-linear form of thinking. The breakdown into clusters is very simple.

1. Write a keyword or sentence in the center of the sheet.

2. Start writing down words and sentences that come to mind in connection with this topic.

3. As ideas come to you, start making connections.

4. Write down as many ideas as come to mind in the allotted time.

The breakdown into clusters is a flexible structure; it can be carried out both in a group and individually, depending on the purpose of the lesson.

For example:

Sleigh Holiday

Santa Claus WINTER Snowman

Gifts Christmas tree New Year

I propose to the preschool educational institution use like this. A picture depicting a key word is hung on the board and children are asked to name words related to this word. This the method can be used both in a group, also individually with each child, who is offered several pictures and finds a connection between them.

"Sinquain"

Cinquain, translated from French – 5 lines. Cinquain – white (unrhymed) verse that helps synthesize information.

1 line: Topic in one word (usually a noun)

2 line: Description of the topic in a nutshell (two adjectives)

3 line: Description of the action within this topic (three verbs or gerunds)

4 line: Attitude to the topic, feelings, emotions (four word phrase)

5 line: Repeating the essence of the topic in one word (synonymous with topic)

For example: MOTHER

Kind, beloved

Cares, loves, feeds

I love my mom!

At the preschool educational institution you can use this way.

1 line: An object or phenomenon in one word.

2 line: Describe what this item is.

3 line: Actions of this item.

4 line: Do you like this item and how?

5 line: What is another name for this item?

I realized that children need to be raised and taught with kindness, exactingness, respect, personal example, and taught to build good relationships with others. To be understood by children, you need to understand each child individually.

I believe that a teacher's success is every day well spent. The main thing is to feel the child, see, hear, help when necessary, and not interfere when he is working on his own. It depends on the teacher what kind of pupils they will be. There is no need to force, it is necessary interest, be patient and attentive, friendly and sincere, do not reproach, do not criticize, but approve and believe in the child’s abilities.

Success in education and training can only be achieved if children are interesting to study. We, educators, must always remember this and be in a state of constant search for new ways of education and training and their implementation in your practice, collecting bits and pieces using everything, which turns activity into a joyful act of learning.

References:

1. New school: Space of Possibilities

Materials of the Central Asian scientific and practical conference

Bishkek-2006 Page 9, 246, 325

2. Guide to Developing Critical Thinking

(Toolkit) Tashkent - 2002

Moscow, Mosaic – Synthesis 2005.

4. Authorized Education

(Manual for trainers) Information Resource Center for Positive Education. Tashkent - 2003

The standard or passive learning model has been used in educational institutions for a long time. The most common example of this technique is a lecture. And although this method of teaching has been and remains one of the most common, interactive learning is gradually becoming more and more relevant.

What is interactive learning?

Educational methods in preschool institutions, schools, and universities are divided into two large groups - passive and active. The passive model involves the transfer of knowledge from the teacher to the student through lectures and study of material in the textbook. Knowledge testing is carried out through surveys, testing, tests and other verification works. The main disadvantages of the passive method:

poor feedback from students;
low degree of personalization – students are perceived not as individuals, but as a group;
lack of creative tasks that require more complex assessment.

Active learning methods stimulate students' cognitive activity and creativity. In this case, the student is an active participant in the learning process, but he interacts mainly only with the teacher. Active methods for developing independence and self-education are relevant, but they practically do not teach how to work in a group.

Interactive learning is a type of active learning method. Interaction during interactive learning takes place not only between the teacher and the student; in this case, all students are in contact and work together (or in groups). Interactive teaching methods are always interaction, cooperation, search, dialogue, play between people or a person and the information environment. Using active and interactive teaching methods in the classroom, the teacher increases the amount of material learned by students by up to 90 percent.

Interactive learning tools

The use of interactive teaching methods began with conventional visual aids, posters, maps, models, etc. Today, modern interactive learning technologies include the latest equipment:

tablets;
computer simulators;
virtual models;
plasma panels;
laptops, etc.

Interactivity in learning helps solve the following problems:

moving away from presentational presentation of material to interactive interaction with the inclusion of motor skills;
saving time due to the absence of the need to draw diagrams, formulas and diagrams on the board;
increasing the efficiency of presenting the material being studied, because interactive learning tools involve the learner's various sensory systems;
ease of organizing group work or games, full audience involvement;
establishing deeper contact between students and teachers, improving the climate within the team.

Interactive teaching techniques

Interactive teaching methods - games, discussions, dramatizations, trainings, drills, etc. – require the teacher to use special techniques. There are many of these techniques, and different techniques are often used at different stages of the lesson:

to engage in the process, they use brainstorming, discussion, and role-playing of the situation;
during the main part of the lesson they use clusters, the method of active reading, discussions, advanced lectures, business games;
To receive feedback, techniques such as “unfinished sentences,” essays, fairy tales, and mini-essays are needed.

Psychological and pedagogical conditions of interactive learning

The task of an educational institution for successful learning is to provide conditions for the individual to achieve maximum success. Psychological and pedagogical conditions for the implementation of interactive learning include:

the readiness of trainees for this type of training, their availability of the necessary knowledge and skills;
a favorable psychological climate in the classroom, a desire to help each other;
encouraging initiative;
individual approach to each student;
availability of all necessary training tools.

Classification of interactive teaching methods

Interactive learning technologies are divided into individual and group. Individual training includes training and practical tasks. Group interactive methods are divided into 3 subgroups:

discussion - discussions, debates, brainstorming, case studies, situation analysis, project development;
gaming - business, role-playing, didactic and other games, interviews, playing out situations, dramatization;
training methods – psychotechnical games, all types of trainings.

Interactive forms and methods of teaching

When selecting interactive forms of teaching for classes, the teacher must take into account the compliance of the method:

topic, goals and objectives of training;
characteristics of the group, age and intellectual capabilities of listeners;
time frame of the lesson;
teacher experience;
logic of the educational process.

Interactive learning in kindergarten

Interactive technologies and teaching methods in preschool institutions are mainly used through games. Play for a preschooler is the main activity and through it a child can be taught everything that is necessary at his age. Role-playing games are best suited for kindergarten, during which children actively interact and learn effectively, because Experienced impressions are remembered more vividly.

Interactive teaching methods at school

At school, interactive learning allows you to use almost the entire range of techniques. Interactive teaching methods in primary school are:

role-playing and simulation games;
staging;
association game, etc.

For example, a game is well suited for primary school students, the point of which is to teach something to the neighbor at the desk. By teaching a classmate, the child learns to use visual aids and explain, and also learns the material much more deeply.

In middle and high school, interactive teaching methods include technologies aimed at developing thinking and intelligence (project activities, debates), interaction with society (dramatizations, playing out situations). For example, with high school students it is quite possible to play the role-playing game “Aquarium”, the essence of which is that part of the group acts out a difficult situation, and the rest analyze it from the outside. The goal of the game is to jointly consider the situation from all points of view, develop algorithms for solving it and choose the best one.

At present, with the rapid development of information and communication technologies, there is a need to modernize the content and structure of all areas of preschool education. This is reflected in the new educational Standards. It was the requirements of the Federal State Educational Standards and their introduction that became the impetus for the introduction of interactive learning and interactive technologies into the work of preschool institutions. The article reveals the essence of interactive learning and presents interactive technologies.

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USE OF INTERACTIVE TECHNOLOGIES WITHIN THE FRAMEWORK OF THE MODERN EDUCATIONAL PROCESS IN PRESENTER EDUCATIONAL IOU

First, you need to figure out what “interactive learning” is?

In pedagogy, there are several teaching models:

1) passive - the student acts as an “object” of learning (listens and watches)

2) active - the student acts as a “subject” of learning (independent work, creative tasks)

3) interactive - inter (mutual), act (act). The concept of interactive learning is “a type of information exchange between students and the surrounding information environment.” The learning process is carried out in conditions of constant, active interaction of all students. The student and the teacher are equal subjects of learning.

The use of interactive technologies allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child takes an active part in this activity.

Term "interactive technologies"can be considered in two meanings: technologies built on interaction with and through a computer and organized interaction directly between children and the teacher without the use of a computer.

The introduction of computer technologies in a new and entertaining form for preschoolers helps solve problems of speech, mathematical, environmental, aesthetic development, and also helps to develop memory, imagination, creativity, spatial orientation skills, logical and abstract thinking. The use of an interactive learning model eliminates the dominance of any participant in the educational process or any idea.

The use of interactive technologies in the educational process of preschool educational institutions presupposes the presence of interactive equipment.These are computers, interactive whiteboards, multimedia equipment and much more.In addition to equipping the institution with this equipment, it also requires trained teaching staff capable of combining traditional teaching methods and modern interactive technologies.

A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.

Let's consider the second direction of interactive learning - this is organized interaction directly between children and the teacher without the use of a computer. There are a huge number of such interactive learning technologies. Each teacher can independently come up with new forms of working with children.

The introduction of interactive technologies into work with children is carried out gradually, taking into account the age characteristics of preschoolers.

II junior group– work in pairs, round dance;

Middle group – work in pairs, round dance, chain, carousel;

Senior group – work in pairs, round dance, chain, carousel, interview, work in small groups (threes), aquarium;

Preparatory group for school– work in pairs, round dance, chain, carousel, interview, work in small groups (triples), aquarium, large circle, tree of knowledge.

Let us give a description of each technology.

"Work in pairs"

Children learn to interact with each other, pairing up at will. Working in pairs, children improve their ability to negotiate, consistently, and perform work together. Interactive learning in pairs helps develop cooperation skills in a private communication situation.

"Round dance"

At the initial stage, the adult is the leader, because Children cannot complete the task one by one on their own. The teacher, with the help of an object, teaches children to complete a task one by one, thereby developing in them such qualities as the ability to listen to answers and not interrupt each other. The interactive technology “Round Dance” promotes the formation of initial skills of voluntary behavior in preschool children.

"Chain"

The interactive technology “Chain” helps preschool children begin to develop the ability to work in a team. The basis of this technology is the consistent solution of one problem by each participant. Having a common goal, one common result creates an atmosphere of empathy and mutual assistance, forces you to communicate with each other, and offer options for solving the task.

"Carousel"

This technology is being introduced to organize work in pairs. It is the dynamic couple that has great communicative potential, and this

stimulates communication between children. The interactive technology “Carousel” develops in a child such moral and volitional qualities as mutual assistance and cooperation skills.

"Interview"

At the stage of consolidating or generalizing knowledge, summing up the results of the work, the interactive technology “Interview” is used. Thanks to the use of this technology, children actively develop dialogic speech, which encourages them to interact “adult-child”, “child-child”.

“Work in small groups” (threes)

In the interactive learning mode, preference is given to groups of preschoolers of three people. The use of group work technology “in threes” makes it possible for all children to work in class. The guys learn to evaluate their work, the work of a friend, communicate, and help each other. The principle of cooperation in the learning process becomes the leading one.

"Aquarium"

“Aquarium” is a form of dialogue when children are asked to discuss a problem “in front of the public.” The interactive technology "Aquarium" is that several children act out a situation in a circle, and the rest observe and analyze. What benefits does this technique give to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else’s thoughts, how they resolve an impending conflict, how they argue their ideas.

"Big Circle"

The “Big Circle” technology is a technology that allows each child to speak out and develop communication skills, establish cause-and-effect relationships, draw conclusions from the information received and solve the problem.

"Tree of Knowledge"

For the child to successfully master communicative activities, the “Tree of Knowledge” technology is being introduced. It develops communication skills, the ability to negotiate, and solve common problems. The teacher draws up leaflets - pictures or diagrams and hangs them on the tree in advance. Children come to an agreement, unite in small groups, complete the task, and one child talks about how they completed the task, and the children listen, analyze and give an assessment.

Case technologies

Case technologies include: the method of situational analysis (method of analysis of specific situations, situational tasks and exercises; case stages; case illustrations; photo cases); incident method; method of situational role-playing games; method of parsing business correspondence; game design; discussion method. The essence of case technology is the analysis of a problem situation. Analysis, as a logical operation of thinking, contributes to the child’s speech development, “since speech is a form of existence of thinking, there is unity between speech and thinking” (S.L. Rubinstein). In the process of mastering case technologies, children: learn to obtain the necessary information in communication; the ability to relate one’s aspirations to the interests of others; learn to prove their point of view, argue an answer, formulate a question, participate in a discussion; learn to defend their point of view; ability to accept help.

Case technologies develop children’s communication skills: children develop teamwork skills; ability to conduct dialogue with adults and peers; develops the ability to respond adequately in emerging conflict situations; interaction with the child’s life and play is ensured; learn to apply independently, without the help of an adult, the acquired knowledge in real life without difficulty.

In conclusion, we can say that interactive technologies allow you to successfully solve problems: develop free communication with adults and children; develop all components of children’s oral speech; contribute to the practical mastery of speech norms by pupils.

The use of interactive technologies in direct educational activities relieves the nervous load of preschoolers, makes it possible to change their forms of activity, and switch attention to the issues of the lesson topic.

Moshkova Svetlana Vladimirovna,

teacher

MAUDO "Kindergarten No. 9" of the city of Yalutorovsk

and educational technology is God"

V.P. Tikhomirov

Target: consideration of modern methods of using interactive technologies in the educational activities of teachers;

Tasks:

motivate teachers to introduce and use interactive forms and teaching methods in the classroom;
contribute to increasing the level of development of professional competence among teachers through interactive techniques and methods.

Equipment: laptop, multimedia equipment, tables, easel;

Progress of the workshop:

Slide number 1(name of the workshop)

1. Greetings. Creating a favorable emotional environment. Game "Impulse", Game "Wishes".

Good afternoon, dear colleagues! I am glad to welcome you all to the workshop as part of the internship site. Now I suggest you stand in a circle, take each other’s hands and transfer momentum around the circle with your handshake. Well, in order to retain the energy received and strengthen it, let's give each other compliments and good wishes.

2. Introduction. The theme of our workshop is “By playing, we explore the world!” (use of interactive technologies in the educational process)

Slide number 2

A happy accident brought us together

Here in these walls, in this hall.

Interactive learning technologies

They won't let you get bored and discouraged,

They start a cheerful, noisy argument,

They will help you learn new things.

Currently, the concept of “interactive” has widely entered our lives. We have the opportunity to participate in all kinds of interactive excursions, projects, games, and programs. We are invited to become not just listeners or contemplators, but the most active participants in what is happening. This approach is also very effective during the educational process. Preschool education is undoubtedly a fertile ground for the development of interactive learning.

Slide No. 3

3. Theory

Let's define the concepts.

Interactive– inter (mutual), act (act) – means the ability to interact or be in dialogue mode.

Interactive training- This is, first of all, dialogue learning, during which the interaction of the teacher and the child, and the students with each other, takes place.

Slide number 4

Interactive technologies used in work
with children 3-7 years old.

II junior group - work in pairs, round dance;
middle group - work in pairs, round dance, chain, carousel;
senior group - work in pairs, round dance, chain, carousel, interview, work in small groups (triples), aquarium;
preparatory group for school - work in pairs, round dance, chain, carousel, interview, work in small groups (threes), aquarium, large circle, tree of knowledge.

4. Practical part

Form of implementation: journey to the land of Knowledge. Number of 12 people.

Demo material:

1. Tray, bundle of straw, bast shoe, balloon;
2. Diagram of a train with three cars;
3. River model (basin filled with water)
4. A plate with peeled garlic cloves;
5. Tree;
6. Children's microphone;

Handout:

1. Symbols on the chest - balloons: 2 red, 2 blue, 2 green, 2 yellow, 2 orange, 2 purple with an exclamation mark and a question mark;
2. Pictures depicting vehicles moving with the help of air and with the help of air and gasoline;
3. Red flag for Vozdushnaya station
4. Flat balloons: red – 12 pieces, green – 12 pieces, blue – 12 pieces

Items for experiments:

1. Cocktail straws – 12 pieces;
2. Transparent disposable cups – 12 pieces;
3. Balloons – 12 pieces;
4. Plastic bags – 12 pieces;
5. Boats - wood chips with a paper sail);
6. 6 basins with water;
7. Half a sheet of paper;

And now, dear colleagues, I invite you to play the role of children and take part in a journey to the Land of Knowledge on the topic “He is invisible, and yet we cannot live without him,” where some interactive technologies will be used in working with children, presented on the slide

Guidelines

1 part. Entering the topic. Symbol distribution(12 people willing)

Gaming technology

Educator: Pay attention to the diagram (a steam locomotive with trailer cars rides on an easel). I suggest you take a trip on this train here, but first we have to decorate our train, which we will find out later.

Game motivation

Educator: look at the objects lying on the tray on the table (a bunch of straw, a bast shoe, a balloon), guess what fairy tale these objects are related to. (Children's answers)

Information and communication technology

Educator: Now look at the screen, let's check the correctness of your answers (the screen shows the heroes of the fairy tales “The Wolf and the Seven Little Goats”, “Khavroshechka”, “Bubble, Straw and Lapot”) Children name the heroes of fairy tales and choose the one they want, explaining why.

Educator: Who will remember what happened to them in the fairy tale?

Children: One day they went into the forest to chop wood. We reached the river and don’t know how to cross the river. Lapot said to Bubble: “Bubble, let’s swim across on you!” - “No, Lapot! It’s better to let the straw stretch from the bank to the other bank.” The bast walked along the straw, it broke, he fell into the water, and the Bubble laughed and laughed, and burst.

Slide number 5

Educator:the teacher acts as a correspondent, interviews children in a chain (with a bright toy microphone)

What was the Bubble like?

What do you think was inside him?

What could happen if Bubbles agreed to transport Straw and Paw?

Why did the Bubble burst?

Generalization: The bubble disappeared because all the air came out of it.

Game exercise “We are going by train to the land of Knowledge”

Educator: At the beginning of our trip, I said that we need to decorate our train. You already guessed that today we will talk about air and its properties.

Who knows how to prove that air exists? ( through experiments)

Take balloons and mark:

Red balloons - confidence in your knowledge;

Green – your hesitations, doubts about your ability to conduct experiments.

Part 2. Experimental activities

1. Series of experiments

Interactive technology “Work in pairs”

Slide number 6

Educator: I suggest you split into pairs so that the pair consists of balls of the same color, but of different signs (sit at tables in pairs)

We say air, air! Where is this air? Show and tell about it?

Children: the air is around us, the air surrounds us everywhere, we do not see it.

Educator: Can we see this “invisible man”? Maybe some of you have already met him?

Children: bubbles on the surface of the water, etc.

Educator: How can you detect air?

Children: pairs put forward a hypothesis - with the help of experiments.

Summary: air can be detected through experiments that require various objects.

TASK 1. Create a flow of air near the face

Experience No. 1 – take a piece of paper, make a fan and wave it near your face

Question: what do you feel? (light breeze, coolness - answers in pairs). What can be concluded? – answers in pairs

Conclusion: We don’t see air, but we feel (feel)

TASK 2. See the air we exhale

Experience No. 2 – take a cocktail straw and blow through it into a glass of water

Experience No. 3 – inflate a balloon (2-3 breaths)

Question: What do you see? Why did the ball begin to increase? Remember the structure of a person, where the air is located, how a person breathes. What can be concluded - answers in pairs

Conclusion: air is located inside the body in the lungs, its volume can be measured

TASK 3. Prove that the air is transparent

Experience No. 4– take a transparent plastic bag, open it, “take in” air and twist the edges

Question: is it possible to see everything that is around us through invisibility air? What can be concluded - answers in pairs

Conclusion: the air is transparent, invisible, through it you can see everything that surrounds us

2. Game exercises

Interactive technology "Round Dance"

Slide number 7

Educator: Let's stand in a circle and I will throw the ball to you, and you will answer the question asked.

Do people and animals need air? ( without air they will not be able to breathe, and therefore live)

- What do you think sea creatures breathe? If you buy fish for an aquarium in a store and place them in a jar and tightly close the lid, what can happen? (water contains air that all inhabitants of rivers, seas, lakes breathe)

Can a person stay underwater for a long time without a diver's mask? Why? (no he can’t, because he doesn’t have enough air) Try closing your nose and mouth and not breathing. How did you feel?

Educator: We found out that the nose is needed for breathing and more. What else can the nose detect? (identify odors)

Health-saving technology. Game exercise “Guess the smell?”

Educator: close your eyes, pinch your nose (at this time a plate with slices of freshly chopped garlic is passed in front of the children)

Breathe the air, what does it smell like? How did you know it was garlic? What can be concluded?

Conclusion: smells travel through the air, so we smell them when we inhale it.

Part 3. Physical education break

Educator: I invite you to the seashore, it’s always fresh here, the wind blows often. What do you think the sea might smell like?

(a recording of sea noise is turned on, children imagine waves, fish swimming in the water. The game “Sea figure - freeze in place” is played)

Part 4 "Air and Transport"

Interactive technology “Tree of Knowledge”, game “Choose the right picture”

Slide number 8

Educator: Can air be called a human assistant? (answers)

Children are divided into 2 groups according to the principle: 1st group - balloons with exclamation marks, 2nd group - with question marks.

Educator: I will now give you pictures of transport in envelopes

Group 1 (with question marks) – select pictures of vehicles moving with the help of air and in the air and place them on the tree with a blue symbol.

Group 2 (with exclamation marks) - using gasoline and also place it on the tree with the brown symbol.

Educator: look carefully to see if everyone has made the right choice. Explain why you did not select the remaining transport pictures ? (answers in groups)

Part 5 Problem-based learning technology. Problem situation “Crossing”

Educator: and now we will work again in pairs according to the color of the balloons on the chest. Today we talked to you about the fairy tale “The Shoe, the Straw and the Bubble” and learned that the fairy-tale heroes were unable to get to the other side of the river. How can we help them get across? ? (children's answers)

What do you think a boat or sail can be made from? (children's answers)

1. Experiment “Air can move objects”

Educator You need to launch boats with a sail into a basin of water, blow on the sail, creating a flow of air.

(children work in pairs, blow on the sail in turns, agreeing on joint actions, so that the boat moves faster, you need to blow in one direction)

Educator: Explain why the boat is sailing? What can be concluded? (answers in pairs).

Conclusion: air flow helps objects move.

Technology Case"

Slide number 9

Stage 1:

Educator: listen to the proverb “You can’t catch a fish out of a pond without effort.” What does this proverb mean? (children's answers)

Conclusion: Any business requires hard work.

Educator: listen, I'll tell you a story.

Children made origami boats during a labor lesson at school. Everyone's work turned out neat. Only the teacher could not present Vovin’s boat at the exhibition.

Educator: explain why? (children's answers)

Stage 2:

Educator: think and tell me what Vova had to do in order for his boat to be taken to the exhibition? (children's answers)

Stage 3: let's choose the correct answer. (make the boat the same color as all the other children, do not tear off the edges, but cut them with scissors, bend them carefully, do not wrinkle them, etc.)

Stage 4: remember the proverb and conclude: that remembering this proverb, children will work and do their work only well.

Part 6 Elaboration of the content of the topic.

Interactive technology "Interview"

Educator: I will ask questions, and you answer with a complete answer.

Tell our guests - fairy-tale heroes - Laptya, Straw and Bubble, what new things have you learned about air?

Look at our train diagram, what do you see? Let's flag the first stop in the Land of Knowledge.

What did you learn at this stop? (air is invisible, light, it is everywhere around us and in water, air is necessary for humans, animals, fish, air helps transport move)

- How can you call a stop in the Land of Knowledge? (air)

- Let's mark the Vozdushnaya station with a red flag.

Part 7 Reflection on children's activities

Educator: I want to thank you for your active participation, curiosity, and resourcefulness in solving problem situations.

Educator: Do you think you have made new discoveries about air today? If yes, then decorate the carriages with blue balloons. Those who were able to independently conduct the experiment and talk about the properties of air, attach blue balloons to the cars. Look how many blue balloons there are. Our journey to the Land of Knowledge turned out to be interesting, exciting and educational. Thank you

Literature:

Journal "Methodologist of Preschool Education", issue 16, p.61
Dietrich A., Yurmin G., Koshurnikova R. Encyclopedia “Pochemuchka”. M., 1997
Game technology for developing an orientation toward the world of family in older preschoolers: Educational methodological manual/Ed. O.V. Dybina. M., 2014

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

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