2 In modern conditions, one of the most pressing problems of preschool education is such an organization of cognitive development that will allow the child to realize the needs of the child in understanding the world around him and at the same time will not overload the preschooler with information, will not violate the condition of harmonious, equal and equivalent intellectual, personal and physical development of the child .
3 Requirements for the structure of classes according to the Federal State Educational Standard: Clarity, compactness, conciseness of educational material. The thoughtfulness and logical interrelation of the studied material of the program sections in each lesson. Interdependence, interconnectedness of the material of integrated subjects at each stage of the lesson.
4 of the educational program of primary general education and the achievement of planned results, as well as the mechanism for their formation.” Large information capacity of educational material used in the lesson. Systematic and accessible presentation of the material. The need to adhere to the time frame of the lesson.
6 Introduction to the topic (creating a problem situation) Draw the children’s attention to the hare (puppet doll) walking around the group. Take the hare on your lap and invite the children to sit on the rug to get to know him. Together with the children, find out where the hare came from and how it got into our group. It turns out that the hare lives in the forest and invites everyone to visit to meet other forest inhabitants.
7 Motivation for children’s activities Find out how far the hare lives, you need to go or visit him, decide what kind of transport they will use (bicycles). Goal setting Find out what the hare didn’t tell: who lives in the forest, what the home looks like, what they eat.
9 Updating previously acquired knowledge Note that everyone has arrived in the forest, ask the hare if he lives in this clearing. Offer to carefully look at the puzzle pictures (Wild animals) and find a “house” for each animal. Discuss the results of the game, note that all the animals went to their “homes”, no one got lost.
10 Obtaining (communication and acceptance) of new knowledge Invite the hare to introduce his friend to the squirrel. Carefully examine its hollow. Discuss with children the external signs of a squirrel, the differences in the lifestyle of a hare and a squirrel, note how these animals are similar and how they differ. Draw the children's attention to the barrel. Whose barrel is this? Offer honey to the hare and squirrel. Offer to look at the bear in the picture (appearance, where it lives, what it eats).
11 Independent activity of children to consolidate new knowledge Outdoor game “At a bear in the forest” (physical training) Modeling (treats for animals - fruits and vegetables (carrots, nuts, apple); choosing plasticine taking into account the color of the fruit, adding details: leaves, cuttings)
14 Further development of the theme Conversations alone with the teacher Illustrations by E. Charushin with wild animals. Providing additional information about animals in a conversation at the child’s initiative. Artistic and creative activity Study by a child and his parents of a family photo archive following a walk through the forest, a visit to the local history museum (fauna of the region)
15 Preschool childhood is a very important and difficult stage in the development of a child’s personality. It must be lived to the fullest with all the crises of three and seven years, with the manifestation of negativism. At this time, fantasy, speech, social skills, and role-taking are formed. If this period is not crumpled, then further studies at school and the person’s whole life will be more successful. Children in kindergarten do not need to be taught in the school sense of the word. They are not ready for this yet. The content of the outline of educational activities should be aimed at ensuring that the child has motivation for learning, cognition and creativity.
GCD Self-Analysis
Topic: “A fairy tale comes to visit us” in the senior group of kindergarten No. 1 “Topolyok”, teacher Akinina N.A.
During the lesson “A fairy tale comes to visit us” the following goal was set:
Develop the ability to recognize individual fairy tales by characteristic features and be able to play them out, activate speech, enrich vocabulary, learn to select antonyms that define heroes; maintain interest in fairy tales, promote the development of moral qualities in children, evoke sympathy, empathy, and a desire to help.
Integration of educational areas: “Communication”, “Cognition”, “Physical Education”, “Music”.
Preliminary work: reading fairy tales about animals, fairy tales, social fairy tales, looking at illustrations for fairy tales, talking about fairy tales, reading proverbs, dramatization games based on fairy tales.
GCD structure
Direct educational activities (hereinafter referred to as GED)
It was carried out with a group of children of senior preschool age 5 - 6 years old.
The educational activity itself consisted of three interconnected parts, during which children gradually performed various actions. This structure is completely justified, since each part of direct educational activity is aimed at solving certain problems and offers a choice of methods and techniques
Introductory part organization of children, motivation for upcoming activities. At the organizational stage of the NOD, the problem-situational method was used. The children were invited to go to a fairyland.
Main part ECD was a specially organized and independent activity of children aimed at solving assigned tasks.
Throughout the entire process, the NOD created problematic situations, rescuing the heroes of fairy tales from the Serpent Gorynych.
IN final part GCD also used a game problem situation - returning to the group with the help of counting on an airplane carpet, there were surprise moments, these were characters from fairy tales - Baba Yaga and Cinderella, memorable souvenirs (books). She reinforced the positive results of the session with verbal encouragement.
To implement each task, I selected techniques that helped solve them. The techniques were based on play situations in which I tried to consolidate children's knowledge about fairy tales.
When working with children, I used conversation, questions to children about intelligence and logical thinking - all this contributed to the effectiveness of educational activities, mental activity and cognitive development of children.
The material for the educational activities was selected at a level accessible to children, corresponded to their psychological characteristics and was rational for solving the set goals and objectives. They were active, attentive, and felt comfortable. All this is confirmed by the results of our activities.
All elements of GCD are logically united by a common theme.
This structure of the lesson is completely justified. Since each part of the lesson is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. The content of the lesson corresponded to the assigned tasks.
Activities at GCD are characterized as joint and individual.
At GCD I used the following forms of work: frontal, individual, group.
Methods:
1. Verbal (questions for children, clarification, encouragement, selection of antonyms);
2. Visual demonstration (image of fairy tale characters, objects with which they are associated);
3. Practical (finger gymnastics “Favorite Fairy Tales”, puzzles of fairy tale heroes, physical education on a fairy tale, laying out grains, psycho-gymnastics “Kolobok”)
4. Game (travel to a fairyland, helping the heroes of fairy tales)
5. Methods of control (analysis of completed tasks, evaluation of performance results using souvenirs (books));
Methods include a system of techniques that are combined to solve learning problems. Techniques (explanations, instructions, demonstration, commands, play techniques, artistic expression, encouragement, helping the child, analysis, introductory conversation) are aimed at optimizing the individual development of each child.
I believe that the form of organizing the direct educational activities of children that I chose was quite effective and dynamic. I tried to comply with the norms of pedagogical ethics and tact. I believe that the tasks set in direct educational activities were completed! GCD has achieved its goal!
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
- 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.)
- High quality preparation of visual materialsclasses (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, it means that throughout the lesson he “participates” in activities with children, at the end of the lesson you can sum up the results on behalf of the character)
- Also in the first part of the GCD you need 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 something does not work out for children, 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 should 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 may 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
Tatyana Nikolaevna Lyutaya
Conducting an analysis of an open lesson
There are two types open class. The first one is self-analysis of teacher training. The second type is analysis of those present.
If this open lesson, where educators from other groups and teachers were present, then one should proceed from the purpose of this classes.
Each goal has its own viewing algorithm. Exchange of thoughts during analysis of the lesson watched an excellent opportunity to improve professional skills, not only for those who spent, but also those present. Very important analyze the lesson. For this purpose we propose a oriented algorithm analysis of the lesson during open viewing.
Step 1. Assess children's readiness for occupation
Firstly, you should pay attention to how the teacher explained to the children the presence of strangers in the class, then - on the motivation of subsequent work.
Step 2. Analyzing pursuing the goal
Necessary analyze compliance with actual content classes(the volume of material offered to children, its nature, the use of games and exercises) of the set goal.
Step 3. Determine the effectiveness of organizing children on class
According to the purpose classes it is necessary to determine the effectiveness of organizing children in him:
The choice of teaching methods and techniques from the point of view of relevance for achieving the goal classes;
The effectiveness of ways to stimulate children's cognitive activity;
Optimal tempo of the teacher’s speech and tempo of the children’s work;
Ways to attract children's attention;
Using techniques to prevent fatigue;
Level of formation of organizational skills and abilities.
Step 4. Analyzing the progress of the lesson
Very important analyze the proposed move(subsequence) work on class, exactly relevance:
Distribution of time for different types of activities;
Changes in different types of activities, both in content and in the form of perception.
Step 5. Evaluate the structure classes
Necessary analyze compliance with the selected structure activities relative to the goal, as well as the motivation and sequence of each stage classes, a logical connection between them. Motivated microclimate should be assessed classes.
Step 6. Determine the communication style of the teacher, presenter class
One of the signs of success classes is the style of communication between the teacher and children. Therefore it is very important define:
Communication style of the teacher with children, presenter class;
General emotional atmosphere of communication;
Correctness and normativity of the teacher’s speech;
Techniques for encouraging children to interact.
Step 7 Analyzing used methods of forming assessment and control actions
Systematic training of preschool children in evaluative and control actions allows the teacher to develop their correct speech and form the prerequisites for educational activities for school. Therefore it is important analyze:
Does the teacher encourage children to control and evaluate speech activity;
Does it create situations of mutual control?
Step 8. Carry out general assessment classes
Finally, it is necessary to summarize the previous findings and carry out an evaluation classes.
The path to high skill as teachers is long and even thorny. Success depends on many factors. Firstly, from their comprehensive psychological and pedagogical training. No less important is the acquisition of practical professional experience, the enrichment of which is indicative open classes including.
And the help of a senior teacher in mastering technology and technology analyzing and attending classes of your colleagues, is the key to teachers improving their own skills in self-analysis.
Analysis of the lesson during open viewing
Step 1 Assess children's readiness for occupation
Step 2 Analyzing compliance with actual content pursuing the goal
Step 3 Determine the effectiveness of organizing children at class
Step 4 Analyzing necessity of the proposed move classes
Step 5 Evaluate the structure classes and provide a qualitative description of its individual elements
Step 6 Determine the teacher’s communication style on class
Step 7 Analyzing methods used to form assessment and control actions
Step 8 Carry out general assessment classes
Publications on the topic:
Analysis of the group lesson “Sounds [w]-[zh]” Analysis of a group lesson conducted by a student…. in the preparatory group of kindergarten No. "" Lesson conducted by student ....by.
Analysis of the test and final lesson on speech development in the second junior group Analysis of the test and final lesson on speech development in the second junior group 1. The topic of the lesson: “How the bunny looked for his fairy tale.” 2. Educator:.
Analysis of an open lesson for grade 2 “Of all the earthly wonders, the Russian forest is dearer to me” Analysis of an open lesson for grade 2. The topic of the lesson is “Of all the earthly wonders, the Russian forest is dearer to me.” Goals: formation of a responsible attitude.
Analysis of the open lesson of ECD on FEMP in the middle group “In search of treasure” In my work, I have always strived to make children enjoy mathematics, and the program “Classes on the formation of elementary skills” helps me with this.
Analysis of a lesson on speech development in the preparatory group “Sounds, letters and words” Age group: pre-school group-subgroup of children (8 people) Purpose: To improve the ability to distinguish by ear and pronunciation.
Objectives: Educational: 1. Filling gaps in the development of the sound side of speech: development of phonemic processes; formation of analysis skills.
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 the title page.
The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription: 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 is the end result, what we strive for. It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc.
And tasks should be formed by verbs in an 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. This means that educational tasks will include both teaching 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 the development of mental functions and various properties).
3. Educators tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is 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 we went on an excursion, what we learned, etc.)
Forms are indicated organizations collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if planned).
Methods and techniques: Game, visual, practical activities for children, questions for children, verbal, didactic games, use of fiction, vocabulary work or activation of the dictionary; individual work; differentiated approach, parental participation in educational activities (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.).
Next, the demonstration material is indicated, which lists not only all the manuals and paintings, but also their authors, quantity, and sizes.
When describing handouts, it is necessary to list what material is taken, indicating the size and quantity.
The following describes the structure and methodological techniques used in the lesson. 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 phenomena 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 arrived - the grove is already shaking off
The last leaves from their naked branches;
The autumn chill has blown in - 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: