Basis of classification

Name

1. Didactic task

Classes for mastering new knowledge and skills

Classes to consolidate previously acquired knowledge

Classes for creative application of knowledge and skills

Combined classes (several didactic tasks are solved simultaneously)

Single-topic (Classical classes by section of study)

Complex

Integrated

3. Form of organization

Traditional

Non-traditional (classes - competitions, classes - theatrical, classes - consultations, classes - role-playing games, classes - mutual education, classes - auctions, classes - doubts, classes - travel, classes - concerts, classes - games: the investigation is conducted by experts, field miracles, What? Where? When?, KVN, etc.)

Type of activity

Kind of activity

Educational
tasks

Structure of the main part of the classes

Mastering new knowledge

Cognitive and research activities

Motor activity

Musical activities

Visual activities

Communication activities

Constructive activity

Play activity

Perception

artistic

literature and folklore

Form….
Meet…
Give an idea…

Develop…..

Motivation

Submission of new material

Consolidation

Consolidating previously acquired knowledge

Generalize...
Systematize...
Fasten….

Motivation.
Games, exercises, conversations to consolidate and summarize the material

Creative uses knowledge and skills

Develop…
Guide….

Motivation

Repetition

Applying existing knowledge to a new situation

Combined

Repeat...
Form…
Meet…
Give an idea...
Fasten….

Motivation.
Repetition of previously studied Submission of new material.
Consolidation

Complex

1Communicative activities / Visual activities

2. Communication activities / Cognitive and research activities
development.

3. Basic labor skills // Constructive activity

4. Cognitive - research activities / Visual activities

At each lesson, the tasks of each type of activity are solved.

Motivation

Introduction to new topic according to the defining type of activity.

Practical activities

with data problem solving

types of activities

Integrated

educational and research activities

Motor activity

Musical activities

Visual activities

Communication activities

Constructive activity

Play activity

Perception

artistic

literature and folklore

Self-care and basic household work

Tasks are determined by a specific type of activity, and the means to solve them are other types of activities

Motivation

Repetition (may or may not be).

Introduction to a new topic.

Consolidation in other types

MBDOU " Kindergarten“Kindergarten “Romashka” in the village of Belyanka, Shebekinsky district Belgorod region

Prepared by: senior teacher Dracheva I.N.

Practical advice conducting classes at a preschool educational institution according to the Federal State Educational Standard

Think over the organization of children in class (alternating various types children’s activities: sitting, standing, on the carpet, in groups, in pairs, etc.)

High qualityPreparation visual materials classes (accessibility to every child, modernity, quality and size of illustrations, multimedia presentations can be shown)

Compliance with the structure of the lesson:

Introductory part (creating motivation and “not forgetting” about it throughout the entire lesson. For example, if Dunno came, then throughout the lesson he “participates” in activities with children, at the end of the lesson you can summarize the results on behalf of the character)

Also in the first part of the GCD it is necessary to createproblematic situation (or a problem-search situation) for children, the solution to which they will find throughout the entire event. This technique allows preschoolers not to lose interest and develops mental activity, teaches children to interact in a team or in pairs.

During the main part, the teacher can usevarious leadership techniques: visual, practical and verbal, allowing you to solve software tasks classes and problem-search situations.

After each type of children's activity, the teacher must conductanalysis of children's activities (either on your own behalf, or on behalf of a character or with the help of other children) is a requirement

In the event that children do not succeed in something, the teacher can use a technique such aspedagogical support . For example, the teacher says: “I really liked how Seryozha, Marina and Lena made the traffic light, but Maxim and Oleg’s parts came off, but I think that next time they will definitely try and do everything well”)

Throughout the lesson (especially in senior groups preschool age) the teacher must monitor and encourage children to engage in speech activity with the help of questions. Therefore, questions for children must be thought out in advance; they must wear a search or problematic character; strive to ensure that children answer “completely.” You also need to control your own speech and build speech phrases from a third person. For example, moving away from the expression: “I want to invite you on a trip...” is not correct, because... the teacher seems to “impose” the upcoming activity. It would be more correct to address the children in this way: “Let's go on a trip...”

Also in accordance with the new educational standards the teacher can useeducational technologies: problem-based learning, research activities, project activities, health-saving technologies and more. (Depending on their type of children’s activity and on the assigned tasks in the lesson) For example, in a lesson on cognitive development in the second junior group “Visiting Cockerel”, the teacher can conduct articulatory gymnastics on the development of breathing, etc.

The final part of the lesson should be organized in such a way thatproblem solving and search situation (so that children see the solution to the problem: either a verbal conclusion, or the result of a productive or research activities etc.).

It is also necessary to summarize the entire lesson: giveassessment of children's activities (can be used pedagogical support, analysis of each other’s children, themselves, praise the children on behalf of the character, etc.). The main thing is not to forget about motivation (which is set at the beginning of the lesson, see point above)

4. A distinctive feature of classes in the Federal State Educational Standard for Preschool Education isactive speech activity children (questions to children should be problem-solving in nature), and also carefully thought out.

For example, children need to help the Chicken find chickens. The teacher can ask: “Do you want to help the Hen find the chickens? How can this be done?” That is, the question is problematic in nature and forces children to think through possible answers: call the chickens, follow them, etc.

5. The teacher is simply obliged to provide children with"freedom of choice" upcoming activities and, at the same time, with his skill to captivate children with him. For example, the teacher of the first junior group on educational activity told the children the fairy tale “Kolobok”, and then offered motivation for the upcoming activity (collective application of the character Kolobok)

“Guys, Kolobok ran away from his grandparents, they are crying bitterly. How can we help our grandparents? Then he offers possible answers: maybe we should draw a Kolobok and give it to our grandparents? Thus, she captivated the children, organized motivation for drawing, got them interested, and also decided educational task: make children want to help their grandparents in search of Kolobok.

Thus, it should be concluded that currently the requirements for conducting classes have changed, because there are pedagogical technologies that must be used in the implementation of the Federal State Educational Standard for Education

Kozarenko E.S., teacher

GBDOU kindergarten No. 53, Kolpinsky district

St. Petersburg

Algorithm for preparing a GCD outline in accordance with the Federal State Educational Standard for Educational Education

Some teachers have difficulty preparing GCD notes. Let's remember how this is done. Let's start with title page.

The full name is indicated at the top of the title page preschool. Approximately in the middle of the sheet there is an inscription: Synopsis of direct educational activities in (Area) on the topic: “………………..” for children of senior preschool age.
Below the title of the abstract, on the right, the surname, initials of the author and his position, group number are indicated.
At the bottom of the title page, in the middle, the city is written, and even lower, the year when the summary was written.

The next sheet begins with the gcd goal. What is a goal?

Target - This final result, what we strive for. It is recommended to define the goal as a noun from the verb: creating conditions, forming, educating, strengthening, etc.

And tasks to form verbs in indefinite form: create, strengthen, educate, implement, etc..

The purpose and objectives of the lesson replace the program content.

Draw your attentionto an interesting nuance: many teachers write the word “educational” instead of the word “educational”, meaning only educational tasks. But the concept"education" (read the law “On Education in the Russian Federation”)includes both training and education. So, in educational objectives there will be both training and educational together . In this case, you will have 2 groups of tasks:developmental and educational.

Task - something that requires execution, decision. Tasks in relation to the goal are and are:
1. Educational tasks (it is written what we will teach children in this lesson).Do not write the verb “teach” in the tasks! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, etc.

2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting about the development mental functions and various properties).
3. Parenting tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that every new task written on a new line.
When the tasks are formulated, it is necessary to indicate what was carried outpreliminary workwith children, the entire scope of frontal and individual work with children (Conversations with children, observation, reading fiction, where you went on an excursion, what you learned, etc.)

Forms are indicated organizations collective activity(work in subgroups, in pairs, Team work teacher with children) and independent activity children (if planned).

Methods and techniques: Gaming, visual, Practical activities children, questions for children, verbal, didactic game, use of fiction, vocabulary work or activation of the dictionary; individual work; differentiated approach, parental participation in GCD (if applicable).

Materials and equipment:it lists what equipment will be used on this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).
The following is indicated demo material, where not only all manuals and paintings are listed, but also their authors, quantity, and sizes are indicated.
Describing Handout, it is necessary to list what material is taken, indicating the size and quantity.
The following describes the structure and methodological techniques, used in class. The parts of the lesson and specific methodological techniques are indicated. For example:
I. Introductory part - 3 minutes.
a) reading the poem “Autumn” by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game “Come up with a word” (selection of adjectives for the words sky, autumn, foliage).
II. Main part- 15 minutes.
a) conversation about weather events in autumn;
b) looking at weather calendars;
c) physical minute;
d) writing stories about autumn weather;
e) children naming autumn signs and sayings about autumn;
f) didactic game “Which tree is the leaf from”... etc.
III. Final part(reflective stage)- 2 minutes.
a) generalization by the teacher;
b) GCD analysis (about what knowledge the children showed).
And finally, a description of the progress of the GCD begins.
The GCD move is written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.
For example:
GCD move:
1. Reading the poem “Autumn” by A.S. Pushkin;
Educator: “Children, would you like me to read you a poem by A.S. Pushkin's "Autumn"?
Children: “Yes, we want!”
Educator: " October It's already here - the grove is already shaking off
The last leaves from their naked branches;
Breathed autumn chill- the road is freezing..."
So further on all points of the GCD structure.

So, if we briefly describe all of the above, the structure of the GCD summary is as follows:
If there is a title page, then the second page begins with Goals, if without a title page, it looks like this:

Topic: “Snowflakes outside the window”(Times New Roman 16)
(Medium group No. 1, Ivanov I.I.)(Times New Roman 14)
Educational area: Artistic and aesthetic development
Target:
Tasks:
Educational:
Educational:
Educational:
Preliminary work:
Methods and techniques:
Materials and equipment:
GCD structure:
I. Introductory part:
II. Main part:
III. Final part:
GCD move:

BDOU SMR "General developmental kindergarten No. 15" Sokol

Koksharova Olga Pavlovna, highest qualification category.

Practical advice for conducting classes on Federal State Educational Standards for Preschool Education

1. Think over the organization of childrenduring the lesson (alternating different types of children’s activities: sitting, standing, on the carpet, in groups, in pairs, etc.)
2. High quality preparation of visual materialsclasses (accessibility to every child, modernity, quality and size of illustrations, multimedia presentations can be shown)
3. Compliance with the structure of the lesson:

• Introductory part (creating motivation and “not forgetting” about it throughout the entire lesson. For example, if Dunno came, then throughout the lesson he “participates” in activities with children, at the end of the lesson you can summarize the results on behalf of the character)
• Also in the first part of the GCD it is necessary to createproblematic situation(or a problem-search situation) for children, the solution to which they will find throughout the entire event. This technique allows preschoolers not to lose interest, develops mental activity, and teaches children to interact in a team or in pairs.
• During the main part, the teacher can usevarious leadership techniques:visual, practical and verbal, allowing you to solve program problems of the lesson and posed problem-search situations.
• After each type of children's activity, the teacher must conductanalysis of children's activities(either on your own behalf, or on behalf of a character or with the help of other children) is a requirement
• In the event that children do not succeed in something, the teacher can use a technique such aspedagogical support. For example, the teacher says: “I really liked how Seryozha, Marina and Lena made the traffic light, but Maxim and Oleg’s parts came off, but I think that next time they will definitely try and do everything well”)
• Throughout the entire lesson (especially in groups of senior preschool age), the teacher must monitor and encourage children to engage in speech activity with the help of questions. Therefore, questions for children must be thought out in advance; they must be exploratory or problematic in nature; strive to ensure that children answer “completely.” You also need to control your own speech and construct speech phrases in the third person. For example, moving away from the expression: “I want to invite you on a trip...” is not correct, because... the teacher seems to “impose” the upcoming activity. It would be more correct to address the children in this way: “Let's go on a trip...”
• Also, in accordance with the new educational standards, the teacher can usepedagogical technologies:problem-based learning, research activities, project activities, health-saving technologies and more. (Depending on their type of children's activity and on the assigned tasks in the lesson) For example, during a lesson on cognitive development in the second junior group “Visiting the Cockerel”, the teacher can conduct articulatory gymnastics to develop breathing, etc.
• The final part of the lesson should be organized in such a way thatproblem solving and search situation(so that children can see the solution to the task: either a verbal conclusion, or the result of productive or research activity, etc.).
• It is also necessary to summarize the entire lesson: giveassessment of children's activities(you can use pedagogical support, analysis of each other’s children, themselves, praise the children on behalf of the character, etc.). The main thing is not to forget about motivation (which is set at the beginning of the lesson, see point above)

4. A distinctive feature of classes in the Federal State Educational Standard for Preschool Education isactive speech activity of children(questions to children should be problem-solving in nature), and also carefully thought out.

For example, children need to help the Chicken find chickens. The teacher can ask: “Do you want to help the Hen find the chickens? How can this be done?” That is, the question is problematic in nature and forces children to think through possible answers: call the chickens, follow them, etc.

5. The teacher is simply obliged to provide children with“freedom of choice” of upcoming activities and, at the same time, with your skill to captivate children with you.For example, during an educational lesson, the teacher of the first junior group told the children the fairy tale “Kolobok”, and then offered motivation for the upcoming activity (collective application of the character Kolobok)

“Guys, Kolobok ran away from his grandparents, they are crying bitterly. How can we help our grandparents? Then he offers possible answers: maybe we should draw a Kolobok and give it to our grandparents? Thus, she captivated the children, organized motivation for drawing, got them interested, and also solved the educational task: to make the children want to help their grandparents in finding Kolobok.

Thus, it should be concluded that currently the requirements for conducting classes have changed, because there are pedagogical technologies that must be used in the implementation of the Federal State Educational Standard for Education