Integrated lesson “Looking for a surprise” Wed. Group
Target:
1. Give children joy and pleasure from educational games.
2. Maintain interest in intellectual activity, the desire to play, showing persistence, determination, and mutual assistance.
3. Consolidate previously acquired knowledge.
Tasks:
Educational objectives:
-Clarify your understanding of the score (within 5).
-Practise counting sounds by ear.
-Reinforce ideas about the sequence of parts of the day: morning, afternoon, evening, night.
-Practise the ability to name and distinguish familiar geometric shapes: ball, cylinder, cone, cube and geometric shapes (circle, square, triangle, oval, rectangle).
Developmental tasks: continue to develop logical thinking, attention, speech, spatial orientation;
Educational objectives: to cultivate independence, the ability to work in a team.
Integration of educational areas: “Cognition”, “Communication”, “Socialization”, “Physical Education”
Circle of joy – “smile” (emotional mood).
Flies into the group balloon, and an envelope is tied to a string.
- Guys, look, what is this? (the envelope is not signed). It's a strange envelope, there's nothing written on it.
- Let's open the envelope and see what's there? (the teacher opens the envelope; in the envelope there is a cut picture and a letter).
– There are cut-out pictures in the envelope, let’s collect them, and then maybe we’ll find out who it’s from. (Children collect pictures; the picture shows a wizard).
“Everything is clear, it means the Wizard sent us the letter.” Now we can read it with you. (The teacher reads the letter).
"Hello, Dear Guys! There is very little left until the warm, hot summer that you are all looking forward to. Right?! and today, I have prepared a surprise for you, you can find it if you pass all the tests. The tasks will be difficult but interesting; Having completed them, you will find out where the treasure lies. Are you ready to travel? Good luck then. I'll give you a hint:
The balls are in a basket,
And the basket is by the window.”
(Children find a basket of balls, each ball has a number on it, and the numbers corresponding to the numbers on the balls are located in advance throughout the group, each number is assigned a task that must be completed.) Throughout the entire journey, the children take out the balls and complete tasks. Let's count how many tasks we need to complete??
Children count in Russian and Tatar. And vice versa.
Exercise 1
Put the numbers in order.
Task 2 (Parts of the day).
Oh, there are riddles here, guys.
Educator: Do you know the parts of the day?
Children: Yes.
Educator: I will ask you riddles, and you guess what time of day this happens.
1. Dew falls on the grass,
Well, it's time for us to get up,
Get ready to charge,
To start the day better. (morning)
2. We are already yawning sweetly,
Shadows scurry here and there,
Brush your teeth to keep them tidy
And we get ready for bed. (evening)
3. Nothing was visible,

It's like someone's blanket

He wrapped us up completely.

What time of day is this? (night)

4. At noon the sun is at its zenith,

His rays are like threads

The earth is generously warmed,

Everyone is invited to dinner. (day)

Repeat the parts of the day in order. (Morning afternoon Evening Night)

Task 3

Orientation in space.

Place on the easel:

Ball - in the middle

On the right is a banana

On the left is a lemon

Above is a cat

Below is a bear

Cat, - upper left corner (Who?) - Dog

Dog, - lower right corner (Who?) - This

Hare, - upper right corner (Bu by whom?) - Kuyan

Bear, - lower left corner (Bu by whom?) - Ayu

Physical education minute

We will stomp first,
And then we'll clap
And then we'll turn around
And we will all smile together.

Task 4

Magic bag.

Take geometric figures out of the bag one at a time, name and give examples of what they look like, and where they can be found, where such figures have been seen.

Task 5

WITH previous tasks you coped with it, but can you cope with the last one???

Guys, look, there is something here, and again there is a letter.

Guys, this is a gift for my grandson. He is studying to become a wizard. But I didn’t have time to decorate it, please help me.

Guys, the wizard asks you to decorate a hat for his grandson! Shall we help?!

Children can draw and color the hat if they wish.

Development of Prototype in the Uncategorized section and published on March 24th, 2016
You are at:

Release:

UDC 378.147

Bibliographic description Articles to cite:

Dyachenko N.V. Integrated lesson as a way to enhance cognitive activity at a university // Scientific and methodological electronic journal"Concept". – 2016. – No. 2 (February). – pp. 11–15..htm.

Annotation. The article is devoted to a non-traditional form of conducting a lesson - an integrated lesson. The main methodological and pedagogical aspects of planning, preparing and conducting an integrated lesson are considered. The problems that arise when conducting an integrated lesson are updated. Are given practical recommendations for this lesson. The article is intended for teachers high school and high school teachers.

Modern education, both school and university, is oversaturated with didactic units. An increase in the amount of material is a problem for all disciplines without exception due to informatization modern life in general, rapid progress in science, a quantitative increase in the necessary information. Flow theoretical knowledge, coming from mentor teachers, is so great that immediately after receiving information (for example, during a lecture), students cannot reproduce the material, not to mention use this knowledge in practice.

Memorization statistics (according to M. Jones, USA) look like this:

65% of students immediately after the lecture reproduced the main ideas;

45.3% - after three to four days;

34.6% - after one week;

30.6% - after two weeks;

24.1% - after eight weeks.

Taking this into account, the teacher should use different shapes teaching, methods, techniques, technologies and alternate all this in such a way that for students individual topics (often the most important or difficult to perceive) stand out among the learning process and leave a vivid emotional trace that will be reflected in the future during the process of “remembering” educational material.

Unfortunately, teacher-mentors, over the years of their practice, get used to certain techniques and teaching techniques that they use in their work. So, I. Z. Glikman, speaking about school education, sees this as one of the reasons for the reluctance to learn: “Such routine and monotony cannot but turn students against lessons, against teachers, and generally against school teaching.”

The educational process itself is full of contradictions, pushing teachers to use non-traditional forms of conducting classes. Thus, the authors Yu. N. Bagno, E. N. Sergiychuk believe that “in education there is a deepening of contradictions between the requirements for the personality and activities of a teacher and the level of readiness of graduates of pedagogical educational institutions to fulfill their professional functions; between typical system teacher training and the individual and creative nature of his activities. These contradictions require updating the content of education, improving and further development methods and forms of teaching".

The use and widespread introduction of non-traditional forms of education will help to avoid monotony and aggravation of contradictions in the learning process. One of these forms, which is not new, can be considered an integrated lesson.

Integration is a synthesis, fusion, unification. In educational institutions, integration is considered in the sense of combining separate disciplines in one lesson with the help of two or more teachers.

IN different sources such classes are called differently: binary lectures, interdisciplinary classes (lessons), integrated lesson (lesson).

“A binary lecture is a type of lecture in the form of a dialogue between two teachers (either representatives of two scientific schools, or both a scientist and a practitioner).

T. G. Brazhe’s approach to an integrated lesson is very interesting. Thus, the author believes that “ school items have long been integrative in nature. Most often this is intra-subject integration: a literature course at school and the science of literature, reading practice and writing experience.”

In turn, A. Ya. Danilyuk speaks about intra-subject integration based on semiotic pairs: reflection - written language, action - reasoning, practice - theory, image - narration.

A group of authors considers integrated classes a way to motivate students: “In universities, binary classes are carried out mainly in lecture form in order to show the existence of various scientific views to the same problem. Binary practical exercises, in turn, involve the combination of gaming technologies, technologies problem-based learning, innovative technologies (case studies), etc.” .

Thus, an integrated lesson is a lesson planned and prepared long before the scheduled date by two (or more) teachers in the same group (class) studying in parallel in the same program, but in different disciplines.

The so-called integrated lesson is quite often carried out and studied in preschool institutions, less often at school and very rarely at a university. There may be several reasons for this: the material is becoming more complicated, the amount of material is increasing, there is not enough time to plan, prepare and conduct such an unconventional lesson as an integrated one. One of the significant reasons is that university teachers do not consider it important to use non-traditional activities in their work, citing psychological and age characteristics students (imaginative thinking and emotional coloring are more characteristic of schoolchildren); on methodological features university classes (when the teacher acts as a relay of a large amount of material due to the lack of literature); to an acute shortage of hours for each individual discipline; for the scientific employment of the teachers themselves.

There are a number of positions that must be followed to conduct an effective integrated lesson. Let's look at them.

1. 1. Frequency of integrated lessons

Non-traditional forms of work in the process of studying at a university should not be used often, so as not to give students a false, incorrect idea of ​​learning as a process of constant surprise and celebration. The learning process is a focused and labor-intensive educational activities, performing certain tasks and functions, while being controlled at the output.

In this case, the teacher should not go to the other extreme - monotony in teaching, “gray” expectations, the notorious predictability of any lesson, “standard phrases” that students begin to quote outside of class time.

Each teacher, due to his pedagogical, methodological, psychological, scientific training, must choose for himself with what and how he will introduce something unconventional, non-standard into the learning process and with what frequency.

At the same time, preparing an integrated lesson takes more time and involves the most active students. Therefore, it is necessary to take into account the busyness of teachers and the ability to control students’ independent work long before the lesson.

1. 2. Planning an integrated lesson

It is necessary to plan an integrated lesson at the beginning of the academic year (semester), taking into account several important factors:

Conditions (quality of the audience - number of seats, availability of office equipment, TV, interactive whiteboard, i.e. logistics);

Increased preparation time for the teacher himself (hourly work);

The level of previous training of students (psychological preparation, theoretical basis knowledge, general outlook, depth of knowledge in both disciplines);

Level of motivation and the ability to stimulate it.

It is necessary to take into account that an integrated lesson can play the role of repetition/summarization of the material covered, tasks for which are given long before the scheduled lesson.

Thus, P.I. Ivanov believes: “Repetition can be continuous and distributed over time, that is, with breaks. Repetition with more or less significant breaks is more effective than repetition without a break";

Place of discipline in curriculum educational institution;

Interdisciplinary connections should be updated for students vast expanses sciences, intersections, interdependence of sciences;

In addition to the above factors, it is necessary to take into account a number of other requirements when planning specifically for an integrated (binary) lesson:

Thematic correspondence and overlap of similar content topics between the two different disciplines;

Teachers of the planned integrated lesson should work in this group so that students are not constrained by the presence of someone else’s teacher in the lesson;

The topic chosen for an integrated lesson must be meaningful for both disciplines;

Teachers' personal relationships should not be confrontational or competitive;

More time is required to prepare such a lesson, and this is the time for joint training of teachers and depending on the form of the lessons and students.

1. 3. Preparing for the lesson two weeks in advance

Direct preparation for an integrated lesson should begin no later than two weeks before the scheduled lesson.

The main stages of preparation include:

Methodological and pedagogical theoretical training(selection of methods, techniques, new technologies), work with literature in order to consider new fundamental research;

Administrative preparation (coordinate with the administration the preparation of an integrated lesson, class schedule, planned audience, group);

Drawing up a lesson plan (this includes two stages of work: initially, individual work by the teacher to select lesson material, outline a lesson plan, and the second stage is the joint training of teachers, when the selected material is combined and one lesson plan is written). It is necessary that one lesson goal is suitable for both disciplines. Knowledge, abilities and skills must be described in detail in the lesson plan from the perspective of each discipline. The same applies to competencies;

Lesson plan - essential attribute any pedagogical event. In an integrated lesson as a whole, teachers lead the lesson according to the plan, but no teacher should be afraid of deviating from it. Teaching is a creative process, but when two creative people unite, the content and effectiveness also double.

Undoubtedly, teachers during the lesson must achieve their goals, draw conclusions, evaluate students and maintain time limits. Otherwise, there is no need to restrain the creative process. At the same time, it is often difficult to correctly predict the actions of students in a non-traditional form of conducting a lesson, but it is also not worth restraining the manifestation of unplanned activity of students.

An integrated lesson in the form of delivery can be a lecture (that is, the presentation of new material); in this case, students will be minimally involved in preparing the lesson. If the integrated lesson is conducted in the form of a seminar, practical lesson or laboratory work, then teachers plan the work of students in preparation for a future lesson, discuss the topics of reports, messages, problematic issues and agree on the names of students who have received the task.

1. 4. Conducting the lesson directly

Main working conditions during the lesson:

At the beginning of the lesson, you need to move away from the usual beginning. The imagination of teachers will help here. This could be a musical introduction, a video, a collage on the board, a presentation of each discipline, poetry, statements by famous scientists, a welcoming speech prepared by both teachers and the students themselves. The number of options for starting a lesson depends only on the mood and imagination of the teachers who prepared this lesson, the main thing is that the beginning emphasizes the non-standard nature of the lesson being conducted;

It is necessary to involve as many students as possible in the work;

First of all, the task is given to those students who do not have time in one of the disciplines involved in preparing and conducting an integrated lesson. This will help awaken interest in the disciplines and psychologically support students;

The course of the lesson is planned so that the work of teachers alternates correctly. No single discipline should be dominant in such a lesson;

Assignments and problematic issues are considered from the perspective of each discipline, while students must speak out as much as possible and argue their point of view.

1. 5. The final stage of the lesson

Based on the results of the lesson, students are assessed during a joint discussion between teachers and with comments for students;

The grades of students who participated in the integrated lesson are necessarily duplicated in the journal of each of the two disciplines, which will also help increase interest in the upcoming lesson in the future;

Teachers’ conclusions (discussed in advance during joint planning) should be meaningfully approached on the topic for each discipline;

Don't forget to give students homework. To enhance the effect of the integrated lesson, teachers prepare material for homework increased complexity, better with problematic questions that require additional work from students, that is, tasks should raise more questions than answers. This will cause the Zeigarnik effect, which consists of the following: if you give a task and do not allow it to be completed (in in this case using the difficulty of the task), then students subsequently recall the unfinished task 2 times more often. Undoubtedly, homework is dealt with at the next lesson by each teacher in his subject separately.

Homework can be given in the form of clusters or comparison tables.

The effectiveness of the integrated lesson is visible directly during the lesson (activity of students, new interest to disciplines in their synthesis) and further throughout educational process(expanding the horizons of students, developing tolerance, desire to study a discipline in which they previously showed no interest).

1. 6. Self-analysis of the integrated lesson

Each teacher in his activities conducts a unique analysis of his classes. The basics of self-analysis are taught in pedagogical universities. Subsequently, in practice, the teacher, his methods and technologies are evaluated and analyzed both by colleagues and by the testing methodologist.

The following parameters can be taken as the basis for self-analysis of the lesson:

Characteristics of the group (level of general training, psychological characteristics, individual characteristics and student capabilities);

Assessing the place and role of the lesson in the overall topic;

Evaluation of each individual stage of the lesson;

Rational use of time;

Evaluating the choice of teaching methods;

Assessment of the choice of forms of training;

Students’ attention, interest in the content and learning process;

Activity and performance of students;

Organization of control;

Use of visualization;

Has the goal been achieved?

1. 7. Problems of conducting an integrated lesson at a university

In connection with conducting an integrated lesson, the question often arises: what disciplines can be used in such forms of work? It is a mistaken opinion that only disciplines can be integrated in cycles: humanities - history and literature - or mathematics - algebra and physics. The main goal of an integrated lesson is to show that education is an integral, mutually influencing system, each aspect of which is reflected in each other. So, an example for integration of classes can be: philosophy - technology, political science - higher mathematics, sociology - medicine, history - fire safety. Such examples can be given endlessly, it all depends on creative potential and professionalism of teachers.

“Ultimately, the best way to teach, be it mathematics, history or philosophy, is to make students feel the beauty of the subject,” says A. Maslow.

Thus, an integrated lesson in any form of its delivery, be it a lecture or a seminar, can take its rightful place in teaching activities in the holistic learning process. In an integrated lesson, competencies, knowledge, abilities and skills will be implemented most productively, but in addition, the integrated lesson will be remembered by students for its unconventionality, and perhaps novelty. As Plato said, “all knowledge is only memory”; Likewise, an integrated lesson in pedagogy and teaching methods is not know-how; this form of work in the learning process has already been used by teachers for decades.

An integrated lesson is ultimately a creative process both on the part of teachers and on the part of students. American scientist A. Malou believes that “we must teach them (students) to be creative, at least in the sense of the ability to cope with novelty, to improvise. This means that we must educate and prepare engineers not in the old standard sense, but in a new one - to prepare “creative” engineers.”

An integrated lesson, like any other, sets educational goals. But with the problems in education highlighted above (reluctance to learn, overload of courses, changed values, the emergence of new paradigm, new Federal State Educational Standards) it is necessary to try to conduct classes in a completely new way so that it does not turn out as the Soviet teacher Sh. A. Amonashvili wrote: “The lesson is devoted not to children, but to the laws of formal didactics - it is the main form of organizing the learning process, and not the main form of organization of the lives of children themselves." I would like to end the article with the words of the same scientist: “The lesson needs to be updated and humanized.”

Bibliography

1. General psychology / comp. E. I. Rogov. – M.: Vlados, 1995. – P. 257.

2. Glikman I. Z. O school order and children’s desire to learn // Innovations in education. – 2007. – No. 2. – P. 77.

3. Bagno Yu. N., Sergiychuk E. N. Organization teaching practice on the principles of the competency-based approach // Scientific and methodological electronic journal Concept. – 2015. – No. 07 (July)..htm.

4. Bordovskaya N.V., Rean A.A. Pedagogy. – M.: “Peter”, 2007. – P. 104.

5. Brazhe T. G. Integration of objects into modern school// Literature at school. – 1996. – No. 5. – P. 150.

6. Danilyuk A. Ya. Theory of educational integration. – Rostov n/d.: Pedagogical University, 2000. – P. 196.

7. Ivanchenko V. A., Kozlova Yu. A. Binary classes as a way to motivate student learning at a university // Psychology of motivation: past, present, future: materials of the international. scientific-practical conf., dedicated 85th anniversary of Dr. Psychol. Sciences, honor. prof. NSPU V. G. Leontyev (Novosibirsk, December 25–28, 2014). – Novosibirsk: NGPU Publishing House, 2015. – P. 171–174.

8. Ivanov P.I. Psychology. – M.: Uchpedgiz, 1959. – P. 139.

9. Zeigarnik B.V. Reproduction of unfinished and completed actions // Reader on general psychology: psychology of memory. – M., 1979. – P. 61.

10. Ermolaeva Zh. E., Gerasimova I. N. Using the Mind Map method in classes in natural science and humanities disciplines // School technologies. – 2014. – No. 5. – P. 108.

11. Maslow A. New frontiers human nature. – M.: Smysl, 1999. – P. 186.

12. A word about science. Aphorisms. Sayings. Literary Quotes/ comp. E. A. Lichtenstein. – M.: Zna-nie, 1978. – P. 25.

13. Maslow A. Decree. Op. – P. 99.

14. Amonashvili Sh. A. Foundations of cooperation pedagogy // New pedagogical thinking. – M.: Pedagogy, 1989. – P. 169.

Integrated and comprehensive classes in preschool educational institutions

: similarities and differences One of the activities of preschool teachers is to conduct integrated and complex classes based on the integration of educational material from several subject areas around one topic or concept. This helps to interest the children, prevents them from getting overtired, and the knowledge gained remains in the memory of preschoolers for a long time. Integrated lesson An integrated lesson is a type of lesson in which a certain topic is covered through several types of activities. Educational areas interpenetrate and complement each other. At the center of educational activity is a certain object or phenomenon (for example, water). He is embodied in a certain image (a living droplet that will travel). During such a trip, preschoolers will learn about the properties of water in a relaxed manner and learn about it. important information. At the same time, educational areas smoothly flow into each other (there is no clear distinction), since the lesson is united by a common plot. In an integrated lesson on the topic “Water”, children talk about water, conduct entertaining experiments, draw a funny drop. The purpose of such an activity is to study a specific subject, phenomenon or concept from the very beginning. different sides. For example, in the integrated lesson “Sea” the central concept is the concept “sea” itself. From it there are already words that reveal the essence of this concept: this is the environment, the properties of the sea, sea ​​transport, inhabitants of the sea, entertainment related to the sea. Then the scheme is supplemented with specific options: types water transport, representatives of marine plants and animals, etc. The concept of “sea” is revealed from different sides with the help of a number of other concepts. A similar diagram can be drawn for any other concept: sport, some time of year, water, any animal or plant, family, profession etc. During the integrated lesson, each component is revealed key image. Examples of developing concepts: forest: many animals and plants living in it, a place to relax; store: sellers and buyers, goods, price, money; construction: workers, construction machinery, equipment; wildlife: flora and fauna, key properties, living conditions, protection, ecology; museum: valuable exhibits, employees, culture of behavior in public place. Figuratively, the integration scheme can be depicted as a tree, the trunk of which is an artistic image, the roots are means of expression, and the branches are educational areas. The peculiarity of conducting an integrated lesson makes it possible to reveal the topic as completely and deeply as possible, while such activities do not take much time (as if the teacher were conducting separate lessons). Due to this, preschoolers free up time for other useful activities, for example, outdoor play. Integrated educational activities, in addition to the direct presentation of new material, presuppose the active position of the child, since for the most part consists of game elements. Game element- an integral part of an integrated lesson. The main objectives of an integrated lesson: the desire for a holistic perception by children of the picture of the world around them; developing skills in preschoolers independent development information and its use; development creativity, artistic taste. It is obvious that integrated classes are more complex in comparison with traditional types of educational activities. They require a certain skill from the teacher, serious preliminary work and preparation of preschoolers to perceive the material, so they are not held very often - usually 1-2 times a quarter. In addition, in this lesson, in addition to the teacher, other specialists are often involved, for example, a music director or a physical education instructor. Approximate structure of an integrated lesson: Introductory part. The teacher motivates children to engage in activities, for example, by creating a problem situation that needs to be solved (what will happen on our planet if water disappears or the sun becomes hotter?). Main part. The children gain new knowledge that will help them resolve a problematic issue (for example, what is the importance of water in the life of humans and all other living beings in nature). In this case, reliance on visibility is required. At the same time, activities are taking place to develop children’s coherent speech and enrich their vocabulary. Final part. Preschoolers consolidate their acquired knowledge in the process practical activities(this could be drawing, modeling, appliqué) or an exciting didactic game. The importance of integrated activities in pedagogical process preschool institution: Preschoolers’ knowledge is formed in unity with skills, children’s horizons expand, each object or phenomenon is examined from all sides. Interest in mastering knowledge increases, tension is relieved among children, and self-confidence increases. IN to a greater extent than traditional classes, they help the development of speech, the formation of mental operations of analysis, synthesis, the ability to compare and generalize. Develop emotional sphere preschoolers, since they include elements of music, choreography, painting, and literature. Complex lesson In a complex lesson they also interact different types activities, however, they are not used simultaneously, but sequentially. Each of them has its own task, although parts of the lesson are combined common theme. In this case, one type of educational activity will be the main one - dominate over others. For example, in the complex lesson “The Adventures of a Hare in the Forest” ( senior group) the hare will be a unifying character, participating in the development of the plot. Children can perform approximately the following tasks: a bunny talks with a squirrel about the rules of behavior in the forest (cognitive activity), physical education (again, related to the bunny), preschoolers, using facial expressions and gestures, show a sad and cheerful bunny, determine what animals are in the forest more - hares or hedgehogs (mathematics), depict hare tracks in gouache against the background of a winter landscape (collective drawing), etc. Each such task pursues its own specific goals (for example, updating knowledge about the culture of behavior in nature, learning to convey an artistic image). At the same time, the children receive new information on the topic and update their already known knowledge (in this case, about the hare and the forest). Another example of a comprehensive lesson with older preschoolers is “Walk in Nature.” You can offer the children the following tasks (the dominant educational area is cognition): Conversation about the concept of “nature”. Exercise - distribute the pictures into 2 groups: what was created by nature and man. A similar outdoor game with a ball: if the teacher names an object associated with nature, then the child catches the ball, if associated with a person, he pushes it away. Looking at pictures of flowers - highlight spring ones (including primroses) and summer ones. Count which of them is greater. A short conversation about the Red Book, where rare plants are listed. Examination of a man-made complaint book in the group’s ecological corner. The teacher suggests adding a lily of the valley there. Drawing a lily of the valley with cotton swabs (individual work, the best drawings will be placed in Complaint book nature)

Information used from an article on the Maam website

Complex classes in kindergarten - these are classes using different types of activities: art, artistic expression, mathematics, music, design, manual labor in different combinations. Such activities are usually preceded by thematic classes, since the work is mainly based on material familiar to children. The difference between complex classes and integrated ones The point is that complex ones solve several problems in a complex, while integrated ones solve one problem by integrating different types of activities.

Information used from an article on the website “Social network of educators nsportal.ru”

Comprehensive and integrated activities in kindergarten.

In the 70s the question arose about intensifying the cognitive activity of school students, overcoming the contradiction of artificial division into subject attribute. The student did not perceive holistically either the educational material or the picture of the world around him. This led to active search interdisciplinary connections, using them in differentiated learning. At the moment, the question arises about using an integrative approach to children’s education preschool age, organizing integrated classes. The need for this is explained by a number of reasons.

1. The world surrounding children is known by them in its diversity and unity, and often sections of the preschool educational program aimed at studying individual phenomena of this unity do not give an idea of ​​the whole phenomenon, breaking it up into isolated fragments.
2. Integrated classes develop the potential of the students themselves, encourage them to active cognition surrounding reality, understanding and finding cause-and-effect relationships, development of logic, thinking, communication skills.
3. The form of integrated classes is non-standard and interesting. The use of various types of work during the lesson keeps students focused on high level, which allows us to talk about the sufficient effectiveness of the classes. Integrated classes reveal significant pedagogical opportunities, relieve fatigue and overstrain of students by switching to various types of activities, and significantly increase cognitive interest, serve the development of imagination, attention, thinking, speech and memory.
4. Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists. To meet this need, the training of educated specialists must begin with kindergarten, junior classes, which is facilitated by integration in preschool educational institutions and elementary schools.
5. By strengthening interdisciplinary connections, hours are freed up that can be used for the developmental activities of students, as well as additional classes practical orientation.
6. Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, and contributes to the disclosure of his abilities. “The world today lacks its own image, because this image can be formed with the help of universal system meanings—synthesis.”

The integrated approach meets one of the main requirements of preschool didactics: education should be small in volume, but capacious.+

In the methodological literature on preschool education there is no clear definition of the features of combined, complex and integrated types of classes; often one is replaced by another or an integrated lesson is confused with a complex, combined one.

NOT. Vasyukova, O.I. Chekhonin give the following characteristics to these types of activities:

Combined- a combination of different types of activities or several didactic tasks that do not have logical connections among themselves (after drawing there is an outdoor game).

Complex– implementation of tasks through different types of activities with associative connections between them (a conversation about fire safety rules turns into drawing a poster on the topic). At the same time, one type of activity dominates, and the second complements it and creates an emotional mood.

Integrated– combine knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting).

Preschool childhood researcher N. Gavrish in her book “ Modern occupation» leads detailed analysis integration process, categorical, semantic, structural properties of modern occupation.

She identifies the following types of classes according to the focus of their content:

• unidirectional - subject-specific
• multidirectional - integrated and complex classes.

Consequently, complex and integrated classes are multidirectional. The main objectives in such classes are: the comprehensive development of the child, the formation of a holistic idea of specific subject based on integration different concepts involving children in various activities. However, these types of classes have a number of differences.

Integrated lesson- this is an activity that is aimed at revealing the holistic essence specific topic by means of different types of activities, which are combined in a broad information field of activity through mutual penetration and enrichment.

The lesson is complex, aimed at a versatile disclosure of the essence of a certain topic through different types of activities that consistently change each other [N. Gavrish / 1, p. 22].

Practical work with definitions. (What are the similarities and differences.)

Integrated lesson:

At the stage of preparation for conducting an integrated lesson, to maintain systematic knowledge, educators use the method of intellectual maps or maps of mental actions.

Smart card− a structural and logical diagram of the content-procedural aspects of studying a certain topic, in which the connections of the key concept, which is located in the center, with other concepts of this topic (problem) are reflected in a radial form (together they form an inextricable unity) [N. Gavrish / 1, p. 58].

These maps (schemes for studying a concept or topic) help to reveal the essence of the concept being studied in class and its relationship with other objects (phenomena, processes, objects). The developed map is the basis for further modeling and conducting a lesson or series of lessons (if the topic is very large in scope). This diagram can be further expanded concrete examples: names of animals, plants, vehicles, diving equipment, sports and the like. Such cards for the topic can be compiled from prepared material during the lesson with the children. Of course, in this option It's best to use all sorts of images.

The structure of integrated classes requires special clarity, thoughtful and logical interconnection of material from different disciplines at all stages of studying the topic. This is achieved subject to the compact, concentrated use of program material, the use of modern methods of organizing children in the classroom, and interactive work.

It should be noted that conducting integrated classes requires special preparation from the teacher and an already formed stock of knowledge and skills in children on the relevant topic. Therefore, conducting such classes every day is very difficult.

Complex classes:

Complex and integrated classes are necessarily thematic, they have a selected topic or key concept is the basis for combining tasks from different types of activities.

Consequently, integrated and complex classes provide for the presence of different types of children’s activities, combining knowledge from different fields. But these types of classes differ significantly from one another, although both are based on interdisciplinary (interdisciplinary) connections.

A complex lesson involves the occasional inclusion of questions and tasks from different disciplines and different types of activities. This promotes in-depth perception and understanding of a specific concept. For example, when studying the topic “Spring. Seasonal changes in nature”, the teacher activates children’s knowledge through conversation, accompanying the conversation with children’s drawings and works of artists.

If the main goal of the lesson is to create a holistic image of “spring,” it will integrate content from different disciplines and include tasks with different types of activities. The peculiarity of such an integrated lesson is that blocks of knowledge from different disciplines are combined in order to create a holistic system of knowledge on a specific topic.

It is also believed that the main goal of integrated classes is to create conditions for children to comprehensively consider a specific object, concept, phenomenon, form systemic thinking, awaken imagination, positive emotional attitude to knowledge.

“In an integrated activity, unification occurs with the penetration of elements of one activity into another, that is, the limits of such unification are blurred. In such an activity it is almost impossible, or at least very difficult, to separate one type of activity from another. In a complex lesson, one activity replaces another, and this transition is noticeable: we’ve drawn, now we’ll play, and then listen to a fairy tale. A complex lesson resembles a multi-layered cake, in which each of the layers remains separate” [N. Gavrish / 1, p. 23].

Theme "Plant Kingdom"

Thus

Integrated

Complex

In these tasks, it is difficult to determine which goal is the main one, since they are integrated in nature, allow you to consider the main concept from different angles, and reveal the main properties and features of the object. By completing all these tasks, children systematize their knowledge on the topic “The Plant Kingdom” and have the opportunity to learn something new.

Accordingly, each of the tasks is related to a general topic, but fulfills its specific purpose in accordance with the type of activity: physical - to develop psychophysical properties (speed, endurance, etc.); artistic - teach how to convey an artistic image by different means art, etc. And most importantly, by completing these tasks, children’s knowledge on the topic “The Plant Kingdom” is not systematized and most likely does not expand.

There are no age restrictions for conducting comprehensive and integrated classes with children. The main thing is the teacher’s ability to organize the work of children in class, the correct choice of the topic of the lesson and its content.

When planning to conduct integrated and complex classes in your work, you should remember that such classes require special training for both children and the teacher. Accordingly, conducting such classes every day is a colossal burden, primarily on the teacher.

When preparing integrated and complex classes, you need to know the basic requirements for planning and organizing their implementation:

• highlight in the program from each area similar topics or topics that have common aspects;
• identify connections between similar knowledge elements;
• change the sequence of studying the topic, if necessary;
• take into account specific tasks in the process of studying the topic;
• when planning a lesson, formulate the main goal and task;
• model the lesson (analysis, selection, verification) of the content of the lesson, fill it with material that meets the purpose of the lesson;
• identify the optimal load for children (mental, physical, speech activity, etc.).
• Selection of literature.

State educational institution of additional

professional

education (advanced training) of specialists

Kuzbass regional institute advanced training

and retraining of education workers.

Faculty of Advanced Studies

Department of Preschool Education

Integrated activities in kindergarten

Executor:

Demina Elena Alexandrovna,

Teacher at preschool educational institution

"Novoromanovsky kindergarten

"Smile"

Consultant:

Rothermel Victoria

Alexandrovna,

Methodologist of the Municipal Educational Institution "IMC"

INTRODUCTION

In the 70s The question arose about intensifying the cognitive activity of school students and overcoming the contradiction of artificial division according to subject matter. The student did not perceive holistically either the educational material or the picture of the world around him. This led to an active search for interdisciplinary connections and their use in differentiated teaching.

At the moment, the question arises about using an integrative approach to the education of preschool children and organizing integrated classes.

The relevance of integrated classes lies in the fact that there is differentiation of opportunities teaching staff in approaches to building an optimal model of the educational process.

The main objectives in using integrated classes in the educational process are: creating a holistic picture of the world for children; improving the quality of the educational process; formation of the personality of the teacher and the child; increasing the professional competence of teachers.

Chapter 1 Integration of the content of preschool education

The objective side of integration, as analysis shows pedagogical literature, is reflected directly in the content of education and determines the approach to the selection and arrangement of educational material in interrelated educational areas in such a way that the knowledge and skills acquired in the study of one or more areas are the basis for mastering others or are consolidated in their study. Here they must act in unity of interpretation of concepts revealed in programs of interrelated areas and rational selection of educational material.

Important for considering issues of content integration are the works of L.I. Balashova, M.N. Berulava, G.F. Hegel, V.V. Kraevsky, I.Ya. Lerner and others. I.Ya. Lerner, V.V. Kraevsky. In them, the authors consider the content of education as:

A system of knowledge about properties, phenomena, patterns, laws, concepts, categories that must be built on the principle of concentricity, which involves building up and expanding these categories of knowledge;

A system of ways of knowing the world around us, which could represent an interrelation and transfer of them to various educational spheres;

The emotional-value attitude of the individual to the objects of knowledge, reflecting a diverse range of feelings, emotions, protective and saving actions;

Sociocultural creative experience, developing on the basis of methods and feelings, allowing the child to transfer existing knowledge and methods into new types of life activities.

The conceptual ideas of three attempts to implement an integrative approach to education are of undoubted interest for developing the content of integrated knowledge. In area natural sciences such knowledge, according to L.Ya. Danilyuk, ideas about the system-level organization of nature, the physical, chemical and biological picture of the world, the conjugacy and general patterns processes occurring in inanimate and living nature. In the field humanitarian knowledge The leading principles are the principles of cultural sensitivity and cultural conformity, complemented by a common integrator of natural science and humanities knowledge - a person’s methodological approach to the study of being, the study of matter (nature) and ideas (spirit).

Despite the multiplicity and complexity of the content of integrated knowledge, it should reflect a number of ideological aspects, the main of which, according to A.V. Teremova, the following:

A moral - axiological view of the world, where the life and activity of each individual is considered as an independent value, and knowledge and faith - as a condition for the harmonious development of personality and the formation of a scientific worldview;

Reasonable attitude to the processes of transformation of the world, when a person, being a part of nature, possessing the power of reason and the ability to generate energy comparable to the energy of natural phenomena, actively participates in local and global processes, and most importantly, begins to understand responsibility for what is happening, for the fate of the world.

Sections of the program in a preschool educational institution, being multidimensional in their educational significance, can be interconnected in many ways along the lines of:

Cognitive activity. One of the manifestations of the basic component in education is its end-to-end presence in all educational fields. Applicable to the cognitive activity of children, this means that the system of knowledge about the surrounding reality acquired by children is contained in all sections of the program without exception, which requires the organization of their interrelation in order to obtain a holistic picture of the surrounding reality;

Formation of the child's personality. Each program as a whole, each section separately, makes its own special contribution, which cannot be replaced by the study of other sections;

Practical significance. Each section of the program has practical aspects that play an accumulating role.

The effectiveness of convergence and close connection between different areas can be achieved by developing the content of integrated knowledge directly for each section of the program, as well as by including knowledge from additional partial programs, used in working with preschoolers due to the presence in the preschool educational institution of any priority direction work.

Integration can occur in the following areas:

speech development - expansion and systematization of vocabulary, development of initiative speech, improvement of the grammatical structure of speech;

familiarization with the surrounding world - systematization and deepening of knowledge about objects and phenomena, development of cognitive motivation, formation of interest in various forms of knowledge of the world: modeling and experimentation, observation, reading, discussion, productive activity;

preparation for learning to read and write - development of speech hearing, sensory development of the child in the field of language, formation of sound analysis and synthesis, familiarization with sentences and words in a sentence;

productive activity - the implementation of impressions, knowledge, emotional state in role-playing games, fine arts, dramatizations, the implementation of communication skills in joint gaming and creative activity, development of sensory standards;

­ musical education to a greater extent than any other type of art, is accessible to a child, since in the process of listening to music, children develop a perception of musical images, they learn to relate them to literary and expressive images fine arts of various types (painting, graphics, sculpture, decorative and applied arts); learning songs enriches the child’s vocabulary and helps consolidate it;

familiarization with fiction, which in relation to other types of art acts as a unique basis associated with song, opera and ballet by general plots and images; a large number of the paintings were created based on myths, legends, fairy tales, therefore literature “seems to suddenly and not separately use all the means that are given separately to each of the other arts” (V. Belinsky); works of literature in this case can act as a kind of core that unites other types of art;

fine arts promotes the development of attention, observation, detail of the perceived image, movement, the ability to notice the transfer of features of objects by artists, sculptors, individual characteristics of objects, develops a vision of a given object or phenomenon, emotional coloring;

dramatization connects artistic creativity with personal experiences and allows you to get acquainted with the world around you through images, colors, sounds;

Practice confirms that the following combinations of subjects provide good grounds for conducting integrated classes:

music + mathematics; literacy + mathematics; fiction + speech development + literacy training; speech development + music + drawing; mathematics + labor; familiarization with the environment + music + drawing + work; getting to know your surroundings + reading fiction and etc.

All this allows for the integration of various educational areas.

Chapter 2 Integrated activities in kindergarten

2.1 General characteristics of classes

In the 70s The question arose about intensifying the cognitive activity of school students and overcoming the contradiction of artificial division according to subject matter. The student did not perceive holistically either the educational material or the picture of the world around him. This led to an active search for interdisciplinary connections and their use in differentiated teaching. At the moment, the question arises about using an integrative approach to the education of preschool children and organizing integrated classes. The need for this is explained by a number of reasons.

1. The world surrounding children is known by them in its diversity and unity, and often sections of the preschool educational program aimed at studying individual phenomena of this unity do not give an idea of ​​the whole phenomenon, breaking it up into isolated fragments.

2. Integrated classes develop the potential of the students themselves, encourage them to actively understand the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication abilities.

3. The form of conducting integrated classes is non-standard and interesting. The use of various types of work during the lesson maintains the students’ attention at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated classes reveal significant pedagogical opportunities, relieve fatigue and overstrain of students by switching to a variety of activities, significantly increase cognitive interest, and serve the development of imagination, attention, thinking, speech and memory.

4. Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists. To meet this need, the training of educated specialists must begin in kindergarten and junior grades, which is facilitated by integration in preschool educational institutions and primary schools.

5. By strengthening interdisciplinary connections, hours are freed up that can be used for studying foreign language, fine arts, music, for the developmental activities of pupils, as well as additional practical classes.

6. Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, and contributes to the disclosure of his abilities. “The world today lacks its own image, because this image can be formed with the help of a universal system of meaning - synthesis.” The synthesis carried out at this level as interaction, connection (integration) is the main principle of constructing content and leads to such an important cognitive result, as the formation of a holistic natural science picture of the world. This leads to the emergence of a qualitatively new type of knowledge, which is expressed in general scientific concepts, categories, and approaches.

In the methodological literature on preschool education there is no clear definition of the features of combined, complex and integrated types of classes; often one is replaced by another or an integrated lesson is confused with a complex, combined one.

An integrated lesson differs from a traditional lesson in the use of interdisciplinary connections, which provide only occasional inclusion of material from other subjects. The subject of analysis in it are multifaceted objects, information about the essence of which is contained in various programs or sections of the program.

2.2 Approximate structure of the lesson

Integrated classes are characterized by a mixed structure, which is a combination of linear, concentric and spiral structures. It allows you to maneuver when organizing content and present its individual parts in different ways.

1. Introductory part. A problematic situation is created that stimulates children’s activity in finding a solution (for example, the question is asked: “Guys, what will happen if there is no water on Earth?”).

2. Main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visualization. At the same time, work is underway to enrich and activate the vocabulary and teach coherent speech.

3. Final part. Children are offered any practical work (didactic game, drawing, etc.) to consolidate the information received or update previously learned information.

Integrated classes give the student a fairly broad and vivid understanding of the world in which he lives, the relationship of phenomena and objects, mutual assistance, and the existence of a diverse world of material and artistic culture. The main emphasis is not so much on the assimilation of certain knowledge, but on the development imaginative thinking. Integrated classes also require the mandatory development of students’ creative activity. This allows you to use the content of all sections of the program, attract information from various areas science, culture, art, referring to the phenomena and events of surrounding life.

The main features of the integrated lesson include synthesis:

subjects of the educational cycle among themselves;

activities of two or more teachers, etc.

Integrated classes are built on the principles of integration, both intra- and interdisciplinary, through:

integration of the content of educational material in order to reveal the essence of knowledge and ideas;

teaching methods for the purpose of comprehensive study of objects and phenomena;

theory and practice for the purpose of practical use of the knowledge acquired by children.

According to VT. Fomenko and E.Yu. Sukharevskaya, integration processes in preschool education manifest themselves at three levels: intra-, interdisciplinary, intersystem and have a high or weak degree integration, which significantly affects both the selection of content and the specific technologies of the teacher.

2.3 Methodology for preparing and conducting integrated classes

Before starting work on integration into a preschool educational institution, it is necessary to complete a number of important actions:

identify areas of knowledge, the integration of which is advisable and will contribute to the child’s creation of a holistic understanding of the object of study;

analyze and select from these areas the content whose integration is most important;

take into account software requirements and age characteristics of preschool children;

define one or more basic directions integration of educational content;

identify the basic principle of constructing a system of integrated classes (for example, thematic) and distribute tasks and content of classes in accordance with it;

think through developmental tasks;

use a variety of activities that can be integrated with each other (for example, dramatizing a fairy tale with constructing building material, musical arrangement and introduction of nominative and conceptual vocabulary into children’s active speech);

taking into account the peculiarities of the formation of different types of thinking in preschoolers, use a large amount of various visual and attribute materials (demonstration, handouts, games);

Use productive methods and techniques when working with children (problem situations, logical problems, experimentation, modeling, etc.);

take into account a person-centered approach in the process of constructing, organizing and conducting integrated classes.

When planning and organizing integrated classes, it is important for the teacher to consider following conditions:

mandatory consideration of the content of the basic kindergarten program;

an integrated lesson combines blocks of various items, therefore, it is extremely important to correctly determine the main goal of the integrated lesson. If common goal determined, then from the content of the objects only the information that is necessary for its implementation is taken;

when developing a lesson, it is necessary to highlight the main thing and use knowledge from related sections that contribute to the assimilation of the main material, eliminate duplication, and use advanced differentiated knowledge;

planning requires careful selection of the type and structure of the lesson, methods and means of teaching, as well as determining the optimal load with various types of children’s activities in the lesson;

integration helps relieve tension, overload, and fatigue of children by switching them to various types of activities during the lesson. When planning, careful determination of the optimal load of various types of activities of students in the classroom is required;

when planning and conducting an integrated lesson, teachers require careful coordination of actions;

it is necessary to maintain a positive-emotional style of relationships between adults and children in an integrated lesson, taking into account the age, individual and psychological characteristics of the children in the group;

in integrated classes it is advisable to use a variety of didactic games, developmental exercises, complex tasks, tasks, etc.

One of the important principles of planning an integrated lesson is determining the ratio of familiar and new material. The latter must necessarily be based on existing and well-learned knowledge, which contributes to the rapid construction of associations, involving the child in solving a problem situation from own experience. Great importance in integrated classes, the development of the child’s communicative abilities as one of the most important factors his readiness for school.

Integrated classes are the most important part of the system of interdisciplinary connections. Each of these classes is taught by two or more teachers. The material of such classes shows the unity of processes occurring in the world around us and allows students to see the interdependence of various sciences. Therefore, the main and initial activities of preschool educational institutions to implement the cultural approach to the integration of education are the integration and coordination of the activities of preschool educational institutions specialists (music director, teachers additional education, physical education instructor), the latter can initially be built only on the relationship between the content of education through integrated classes and integrated events (holidays, leisure).

The essence of teacher integration in teaching children lies in its interdisciplinary and interactivity basis in the implementation of program material.

2.4 Analysis of the integrated lesson

During the analysis, the teacher gets the opportunity to look at his lesson as if from the outside, to realize it as a phenomenon as a whole, to purposefully comprehend the totality of his own theoretical knowledge, methods, and techniques of work in their practical refraction in interaction with the group and specific students. This is reflection, which allows you to assess your strengths and weaknesses and clarify certain aspects of your individual style of activity.

Criteria for assessing the effectiveness of an integrated lesson: quality of knowledge on the topic (direction, etc.): completeness, correctness, awareness;

the ability to establish relationships between objects, phenomena and processes;

the attitude of pupils to an object, phenomenon, activity.

Specifics of analysis (according to S.V. Kulnevich)

1. Object of integration (culture, science, local history, people, technology, etc.).

in creating a new section (program);

cycle (block) of periodically repeated classes;

single integrative classes.

4. Level (stage) of content integration in a section or lesson:

4.1. organically unified, integral new structure;

4.2. parallel existence of different layers of material in one lesson or program;

4.3. transition stage from parallel connection material to a holistic new structure.

5. The topic of the integrated lesson, the problem posed for the children, the goal. Level of novelty.

6. Has the students’ knowledge been systematized, has a holistic view of the subject (object, phenomenon) been formed?

7. Activities of teachers and students in preparation for an integrated lesson. Does this activity occur spontaneously or is it the result of careful preparation? What independent work or “homework” the children should have completed before the lesson; its purpose, scope, character? Do these classes facilitate the learning conditions for pupils or do they complicate their education in preschool educational institutions?

8. Forms of conducting an integrated lesson, types of activities of teachers and students. Do they combine intelligently and lead to the set goal?

9. How many teachers participate in an integrated lesson?

Is cooperation between teachers carried out at an integrated level? How organic is it? Isn’t someone pulling the “blanket” over themselves? Are the problems and the content of the lesson they taught really the same? Are there any contradictions in the materials they use?

10. Results of children’s activities in an integrated lesson.

Did they have a unified (integrated) view of the problem; the breadth of their horizons; culture of judgments, their argumentation; a culture of speech; emotional involvement in the problem.

Conclusion

Integrated classes in pedagogical activity preschool educational institution:

are effective means formation of the personality of the teacher and the child; a means of increasing the professional competence of teachers;

lead to a reduction in static load through the use of different types of activities;

use everything educational space not only groups, but also kindergartens (offices, halls, hall, groups, kindergarten territory);

are used during final classes in order to generalize knowledge.

Due to the specifics of integrated activities, combining not only different types of activities, but also types artistic creativity there is a creative unification of children and teachers within the framework of some type of activity.

Integrated classes are a great opportunity to give children knowledge that is not in the program, but that requires implementation state standard, integrated classes make it possible to give children comprehensive knowledge, to form a holistic picture of the world in children, to apply a variety of techniques for working with children, and to use an individually differentiated approach to children.

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