Analysis of the modern occupation in the dhow according to the fgos. Analysis of a lesson in a dhow according to fgos before. a sample of introspection classes in dhow according to fgos before

Practical advice conducting classes on FGOS DOI

1. Think over the organization of the childrenin class and (alternation of various activities of children: sitting, standing, on the carpet, in groups, in pairs, etc.)

2.Quality preparation of visual materials for the lesson (accessibility to every child, modernity, quality and size of illustrations, it is possible to show multimedia presentations)

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, then he "participates" in activities with children during the entire lesson, at the end of the lesson you can summarize on behalf of the character)

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

V the main part the teacher can use various methods of leadership: visual, practical and verbal, allowing to solve the program tasks of the lesson and the set problem-search situations.

- After each kind children's activities, the teacher needs to analyze the activities of children (either on his own behalf, or on behalf of the character or with the help of other children) - this requirement

In the case when something does not work out for children, the teacher can use such a technique as pedagogical support. For example, the teacher says: "I really liked how Seryozha, Marina and Lena made a traffic light, but Maxim and Oleg's details came off, but I think that next time they will definitely try and do everything efficiently."

Throughout the lesson(especially on senior groups preschool age) the teacher should follow and encourage children to speech activity with the help of questions. Therefore, questions for children must be thought out in advance, they must be of a search or problematic nature; strive for children to respond with a “complete answer”. You also need to control your own speech and build speech phrases from a third person. For example, departing from the expression: "I want to invite you on a trip ..." - this is not correct, because the teacher, as it were, "imposes" the forthcoming activity. It would be more correct to address the children in this way: "Let's go on a journey ..."

Also, in accordance with the new educational standards, the teacher can use pedagogical technologies: problem learning, research activities, project activities, health-saving technologies and more. (Depending on their type of children's activity and on the tasks set in the lesson) For example, in the lesson on cognitive development On the second younger group"On a visit to 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 that solving a problem and search situation(so that the children see the solution to the problem: either a verbal conclusion, or the result of productive or research activities, etc.).

It is also necessary to summarize the entire lesson: give assessment 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 was set at the beginning of the lesson, see the paragraph above).

4.A distinctive feature of classes in the Federal State Educational Standard DO is active speech activity of children(questions to children should be of a problem-searching nature), as well as carefully thought out.

For example, children need to help Chicken find chickens. The educator may ask, “Do you want to help Chicken find the chicks? How can this be done? " That is, the question is problematic and makes the children think over the answer options: call the chickens, go after them, etc.

5. The teacher is simple obliged to provide children"Freedom of choice" for the upcoming activities and, at the same time, with their skill to captivate children with themselves . For example, the educator of the first junior group at a cognitive lesson told the children the fairy tale "Kolobok", and then offers the motivation for the upcoming activity (collective application of the Kolobok character)

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

Thus, one should conclude, at present, 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 of DO

Analysis of the modern occupation in the preschool educational institution according to the Federal State Educational Standard

General information

1. Topic of the lesson.

2. Date and place of its holding. Who conducts?

3. Group.

4. Purpose:

on the solution of what tasks and the formation of what qualities of the personality of the pupils this lesson is designed;

Tasks:

how the specificity and feasibility of the goal is realized (from the point of view of the sufficiency of time for its implementation, the correspondence of the preparedness of the children to its solution, in the previous lessons, the possibilities and abilities of the children);

how the integration of educational areas is implemented in accordance with the age capabilities and characteristics of the pupils in the classroom.

5. Psychological rationale for the choice of the form and content of the activity:

compliance of the lesson with the general educational and correctional-developmental goals and objectives, the level of development of pupils, their age characteristics;

implementation of a complex - thematic principle (the topic of a specific lesson is chosen in the context of the general topic being studied);

during the lesson, the joint activities of an adult and children are realized, the main component is interaction.

6. Observing the course of the lesson

How convincingly, clearly, emotionally were the goals and objectives of the upcoming activities revealed to the pupils?

What knowledge did the pupils acquire during the lesson:

what social attitudes were formed in the pupils, to what socially useful

activity prompted their occupation;

what vital values ​​were formed.

Controllability of the lesson:

how the opportunity to evaluate intermediate and final results is realized;

what conclusions did the pupils make during and at the end of the work;

what results have you achieved.

How did the lesson affect the formation of public opinion of the group and individual pupils on their relationship?

what could be the consequence of this activity for the development of the team, for the formation of its social orientation.

What is its impact on individual pupils:

emotional and aesthetic responsiveness to beauty in art;

work ethics, artistic activity.

aesthetics of behavior

Methodology of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of relationships in the team of the group.

7. Overall score educational activities

How did you manage to achieve educational goals and objectives?

Reasons for success, failure, error?

General assessment of the educational value of the work done.

Psychological and pedagogical conclusions and suggestions for educators and pupils:

the effectiveness of the lesson in relation to each child;

analysis of the activities of children (by the teacher) and self-analysis by children of their work;

reflexive moment (the teacher encourages the child to express his attitude to the situation, to his activity).

8.Analysis of the teacher's activities

What character traits of the educator contributed to the conduct effective work with pupils, who, on the contrary, interfered

the teacher encourages children to show initiative and independence, encourages the manifestation of subjectivity;

the teacher stimulates and encourages the individual achievements of children;

What pedagogical abilities were manifested during effective work with pupils?

the teacher takes into account the characteristics of each child (pace of activity, emotional state, level of development of mental processes, temperament)

the teacher “sees” each child: helps, stimulates, encourages.

Sample introspection of a lesson in a preschool educational institution

Target: To form in children an interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.

Tasks:

Formation of children's ideas about vegetables, about the place of germination and their preparation for the winter;

Strengthen the ability of children to describe vegetables according to characteristic features, according to the scheme;

Improving the ability to grammatically correct, consistently build your statements;

Expand the active vocabulary, activate the names of vegetables in the speech of children.

To continue to form in children the ability to distinguish and name colors, to exercise in comparing objects by color;

Encourage children to answer questions by speaking the words clearly.

Formation of the ability of children to coordinate movements with the text, to understand and follow verbal instructions;

Development of visual perception and memory, motor imagination and coordination of movements;

Development of fine general and fine motor skills of the hands;

Education is a friendly attitude towards peers;

Creation of a favorable emotional atmosphere and conditions for active play activities children.

Organizational activities, preparation for the lesson

The lesson was carried out in accordance with the outline. The abstract was drawn up independently, in accordance with the tasks of the main general educational program appropriate for the age of the children. For the implementation of each task, techniques were selected in an interesting and entertaining way.

At each moment of the lesson there were visual aids that stimulated and activated children to mental activity. The allowances are of sufficient size and aesthetically pleasing. Their placement and use was rational, thoughtful in the study space and in the lesson.

The lesson used music that enhanced the emotional perception. The organizational reception "Greetings" in poetic form "was aimed at developing communicative qualities, establishing friendly relations both within the children's collective and between guests and children.

The activity is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out problem situation with a hare - going to the garden, working with the test, developing fine motor skills of the hands - sitting on chairs, searching activity - standing, working with cereals “Find a vegetable”, logorhythmic exercise - “walking into the garden”. Rapid change of techniques and change of postures during the lesson allowed children to avoid fatigue.

Educator's didactic activity

All moments of the lesson are logical and consistent, are subject to one topic. In the lesson, moments from educational areas were integrated. Cognition: Strengthened the ability to describe a vegetable by its characteristic features, according to the scheme; formed the ability to distinguish and name a color;

Communication: children participated in a general conversation, listened without interrupting their peer; activated the children's vocabulary at the expense of words - the name of vegetables, exercised in the coordination of nouns, adjectives; "Socialization" to independently express benevolence, empathize. Artistic creativity: I improved the ability of children to roll plasticine between the palms with direct movements, consolidated the techniques of indentation, developing fine motor skills of the hands. Physical education; developed motor imagination and coordination of movements.

Health: formed children's ideas about vitamins and their importance. The techniques in the lesson were of a play nature, were based on play learning situations.

The use of the "Vegetable Garden" model helped in an interesting playful way to realize the main educational task - the formation of children's ideas about vegetables and their place of growth. My role was reduced to teaching to give detailed answers. This helped to achieve the optimal result.

At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped to acquire new experience, enhance independence and maintain a positive emotional attitude.

Search engine creation, problem situations activated the mental and speech activity of children,

The specificity of working with children in class was reflected in a personality-oriented approach. She encouraged and praised timid children in order to consolidate their situation of success.

During the lesson, I tried to communicate with the children at the same level, tried to keep the children interested in the lesson throughout the entire time.

The result of the lesson was organized in the form of a problematic game situation "Guess the treat?" so that in the course of it to check the quality of assimilation of the material.

Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve a clear pronunciation of words. Work on pronunciation, replenish active and passive vocabulary. But, in spite of these difficulties, I believe that all the program tasks set by me during the lesson were solved.

Transcript

1 Analysis in accordance with the Federal State Educational Standard of preschool education Consultation for preschool educational institutions Head of preschool educational institution Maslova T.M. February 2016

2 Structure Organizational moment Awakening the interest of children; attracting attention through the use of surprise moments Motivational-orientational stage Acceptance by children of a "problem situation", formulation and setting of goals and objectives Search stage Organization of joint activities (conversation, heuristic conversation, posing problem questions; activation of thinking; monologue and dialogical forms of communication Practical stage Immediate productive independent activity of children Reflexive-evaluative stage The situation of self-analysis and self-assessment of the activities of children in the classroom to achieve the set goal, or to solve a problem situation.

3 Organizational moment Analysis Methods of organizing the work of children in the lesson The essence of the methods used (what methods were used: "inclusion" of long-term educational motives; awakening the interest of children; attracting attention through the use of surprise moments; use of "disciplinary" methods). Evaluation of the methods chosen by the teacher (compliance with the age of the children; efficiency; compliance with the plot, the goals of the children in class, program tasks). The teacher relied on the personal motives of children, such as: the desire for communication, self-realization. Stimulating the cognitive activity of children (visiting the museum kindergarten, which they created themselves and acquaintance and new expositions). The goal corresponds to the age characteristics of children, their interests and needs, program tasks of education, training, development. The goal is clearly formulated (visiting the Transport Museum).

4 Motivational-orientational stage What was the basis for the formulation of the goal (problem situation; educational task; practical (creative) task, etc.). The formulation of the goal by children (clarity of formulation; degree of awareness and acceptance by children of the set goal; degree of participation of children in considering the problem tasks), the formulation of the goal of the forthcoming work). The purpose of the children’s work in the classroom To formulate the goal, the teacher used an educational task: to generalize and clarify existing knowledge and master new ones. The goal was realized and accepted by the children. They agreed to become tour guides and get acquainted with new expositions. The objectivity of the target setting proposed by the teacher (compliance of the goal with the age and individual characteristics of children, their interests and needs, program tasks of education, training, development). The target setting (excursion to the Transport Museum) corresponded to the age and individual (to become tour guides) needs of the children. The children showed interest in the work ahead.

5 Motivational-orientational stage Motivational foundations of the activities of children in the classroom: Orientation of the teacher to the creation of a motivational basis (achieves understanding and acceptance by children of goals and objectives, formulates criteria for achieving goals, knows how to arouse interest in various types of activities, in the information transmitted). The teacher created a motivational basis, the children aroused interest in the transmitted information (familiarity with new expositions) Reliance on personal motives (the desire for communication, self-realization, self-affirmation), cognitive interest, the emotional sphere of children (the desire to take part in the fate of the character, help comrades , to please loved ones with their work, etc.), the ability to build a task so that children feel their success. Formation of the foundations of motivation for learning (demonstration and organization practical application ZUN, competencies; showing the role of teaching in human life; acquaintance with examples of teaching in the life of people who are significant for the child; demonstration of the child's achievements in learning, creative and practical activities). The teacher relied on the personal motives of children, their desire for communication, self-realization, and self-affirmation. A cognitive interest was aroused in the children. Children could feel their success (excursion to the museum, which they created themselves). The educator created motivation for learning by demonstrating the role of learning in a person's life. Child presentation.

6 Search stage Organization of joint activities by the teacher to identify ways to achieve the goal of children's work in the classroom: Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; methods of activating thinking; the ratio of monological and dialogical forms of communication). The degree of children's participation in drawing up a work plan, independence in the choice of work forms, materials During practical methods and techniques (exercises with didactic material (arrange transport on the model by type; exercise "What is missing" - repair shop; "Help the fairytale hero find his own transport"), show the method of action (work on the model), play). During the course, the children showed independence in the choice of materials and forms of work (they depicted types of transport, worked in a repair shop, laid routes to the planets).

7 Practical stage Forms of organizing children's activities: Rational choice of methods (correspondence of the methods used and organizational forms of work to the goals, objectives, and the content of educational interaction, interests and needs, individual characteristics and capabilities of children; reasonable alternation of types of children's activities, activity, the ratio of collective, group , subgroup and individual forms of work). The ratio of reproductive (story, display, explanation) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, contests, projects, setting and solving cognitive, creative, practical and game tasks, tasks for the development of mental processes) methods, techniques enhancing the creative abilities of children, curiosity. The methods were chosen rationally. With the help of the visual method, the educator directed the child's perception to highlight the main, essential features in objects, formed knowledge about the properties and qualities of objects ("Workshop"). Verbal methods were accessible for children's understanding (presentations, teacher's story, children's story). In the lesson, control methods were used: self-control (work on the "Timeline" - correlating the color of your picture with the color on the "Timeline"), mutual control (checking the completion of the task "Lay a route"). The ratio of reproductive and productive methods in the lesson was appropriate (Explanatory-illustrative method - presentations, productive - creation of transport of the future). Conditions have been created for the child's mental development to unfold as a process of self-development.

8 Practical stage The content of the work in the lesson: Educational possibilities of the content (solving problems of moral, aesthetic, personal development). In the lesson, educational tasks were solved: interaction skills, a sense of camaraderie, independence, the ability to understand the educational task. Implementation of integration (integration of various types of activities, forms of work with children, content of educational areas). Integration of various types of activities and forms of work with children made it possible to solve an important practical problem: to rationally organize the educational process.

9 Practical stage The content of the work in the lesson: Compliance with didactic principles (systematic presentation of the material, compliance with age, program, objectivity, accessibility, clarity, relevance, novelty, problematicity, optimality of the volume of material). The unity of the structure (consistency of the storyline throughout everything, the presence of a logical connection between the forms of work, fragments, the preservation of goals, motivation, interest and a meaningful attitude to work). The proposed material was available, supported by clarity. When conducting, great importance was attached to the observance of the fundamental didactic principles (availability of the proposed material, visibility, individual approach, development principle, principle systems approach, the principle of communication of speech with other aspects of mental development). The structure meets the developmental tasks of training, education and correction. Story line was sustained throughout, motivation and interest in work was maintained. Fragments are logically related. The proposed tasks were given in order of increasing difficulty. All stages were interconnected and interdependent, subordinate to a given theme and goals.

10 Practical stage Methodological, didactic and technical equipment: the rationality of the choice of materials (compliance with age, the interests of children, aesthetic and sanitary requirements, ease of placement, a variety of materials that ensure individualization of work, an integrated approach to considering an object or phenomenon, reasonable use of modern information and communication technologies, TCO , clarity). To obtain better results in the activities of children, a variety of materials were used: visual aids, didactic handouts, and ICT. The visuals were consistent with the theme and goals. use of author's didactic and methodological developments... The lesson used the author's didactic manuals: the layout of the classification "Modes of Transport", "Magic Transport", adapted by the Montessorimaterial "Timeline". With these didactic aids you can teach children new material in a fun way, as well as consolidate the knowledge gained.

11 Practical stage Compliance with sanitary and hygienic requirements: Compliance of the duration of the event with age standards (compliance with time frames, rationality and efficiency of time use, optimal pace). The teacher's communication style with children as one of the factors of children's psychological comfort (authoritarian, democratic, conniving). Alternation of activities in the course (meeting the volume requirements motor activity, intellectual load, load on the organs of sight and hearing; the presence of tasks that provide relaxation, the teacher's ability to adjust the forms and volume of work in accordance with the well-being of children). Optimal sanitary and hygienic conditions contributed to the successful implementation. The time frames were respected according to the age of the children. the pace was optimal. At the lesson, an atmosphere of goodwill and mutual understanding was created. The teacher's communication style provided the child with a sense of psychological security and trust. In this case, both the adult and the child were equally subjects of interaction. Changing the types of activity at each stage made it possible to prevent fatigue and satiety with some one type of activity. Children dynamically switched from word games to games with objects. The lesson also included a physical education minute "Take a ride on the transport", which reflected the lexical topics. The teacher monitored the observance of the correct working posture by the children, the correspondence of the furniture to the child's growth. The volume of work was adjusted in accordance with the physiological characteristics of the children. Appropriate relaxation of tensions at the end.

12 Reflexive-evaluative stage The content of the evaluative activity (the teacher invites the children to name the results of the activity and the ways to achieve them; correlates the assessment of the results with the goals and work plan highlighted during the motivational-orientational stage in the lesson; argues the assessments, shows the children their achievements and shortcomings). The quality of the organization of assessment activities (the teacher acquaints children with the most obvious parameters and criteria for assessing various types of activities, forms of work; takes into account the age and individual characteristics of children when assessing; applies different methods assessment; knows how to combine the methods of pedagogical assessment, mutual assessment and self-assessment of children, contributes to the formation of self-assessment skills in children of various types of activity) At the end, a summary was made, reflection was carried out. Analyzing the activities of children in the classroom, it can be noted that they showed cognitive activity, emotionally reacted to the methods of activating activity, used the existing knowledge and skills. They were interested, attentive, organized. The chosen teaching methods provided motivation for activities, the organization of children to achieve the assigned tasks, helped to generalize and consolidate the knowledge gained. Correctional and developmental tasks were completed almost in full and the goal was achieved.

13 THANK YOU FOR YOUR ATTENTION Material for consultation was provided by the methodologist preschool education, MMC of the city district of Kolomna, Stein S.A.

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Self-analysis of gcd

Topic: "A fairy tale comes to visit us" in the senior group of kindergarten №1 "Topolyok", teacher Akinina N.А.

In the lesson "A fairy tale comes to visit us" the following goal was set:

Develop the ability to recognize individual fairy tales by their characteristic features and be able to play around with them, activate speech, enrich vocabulary, to teach to choose the words of antonyms that define the heroes; maintain interest in fairy tales, contribute to the education of the moral qualities of children, arouse sympathy, empathy, a desire to help.

Integration of educational areas: "Communication", "Cognition", "Physical culture", "Music".

Preliminary work: reading fairy tales about animals, magical, social and everyday tales, considering 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 GCD)

It was carried out with a group of senior preschool children 5 - 6 years old.

Directly educational activity consisted of three interrelated parts, during which the children gradually performed various actions... This structure is quite justified, since each part of the direct educational activity is aimed at solving specific tasks and offers a choice of methods and techniques

Introductory part organization of children, motivation for future activities. At the organizational stage of the GCD, the problem-situational method was applied. The children were invited to go to a fairyland.

Main part GCD was a specially organized and independent activity of children aimed at solving the assigned tasks.

In the course of all the NOD created problematic situations, saving the heroes of fairy tales from the Serpent Gorynych.

V the final part NOD also used a game problematic situation - returning to the group with the help of counting on the carpet on the plane, there were some surprise moments, these are characters from fairy tales - Baba Yaga and Cinderella, souvenirs (books). She consolidated the positive results of the lesson with verbal encouragement.

For the implementation of each task, I selected techniques that helped to solve them. The techniques were based on play situations, in which I tried to reinforce children's knowledge of fairy tales.

In working with children, I used conversation, questions to children for quick wits and logical thinking - all this contributed to the effectiveness of GCD, mental activity and the cognitive development of children.

The material for the GCD 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 comfortable. All this is confirmed by the results of the activity.

All elements of GCD are logically united by a common theme.

This structure of the lesson is quite 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, individual.

At GCD I used the following forms of work: frontal, individual, group.

Methods:

1. Verbal (questions to children, clarification, encouragement, selection of words of antonyms);

2. Visual demonstration (image of characters from fairy tales, objects with which they are associated);

3. Practical ( finger gymnastics"Favorite fairy tales", puzzles of the heroes of fairy tales, physical education after a fairy tale, laying out the seeds, psycho-gymnastics "Kolobok")

4. Game (travel to a fairyland, helping the heroes of fairy tales)

5. Methods of control (analysis of completed tasks, assessment of the results of activities with the help of souvenirs (books));

The methods include a system of techniques that are combined to solve learning problems. Techniques (explanations, instructions, demonstration, commands, play technique, artistic word, encouragement, assistance to the child, analysis, introductory conversation) are aimed at optimization individual development every child.

I believe that the chosen form of organization of direct educational activities of children was quite effective and dynamic. I tried to comply with the norms of pedagogical ethics and tact. I believe that the tasks set in the direct educational activities have been completed! GCD has achieved its goal!

Tatiana Bogdanova
FGOS lesson before

In accordance with FSES preschool children are taught in the process of organized educational activities. Organized educational activities combine various types of children's activities: (play; cognitive and research; motor; artistic and aesthetic).

As the main unit of the pedagogical process of the kindergarten, it can be distinguished - The educational situation is a form of joint activity of the teacher and children, which is planned and purposefully organized by the teacher in order to solve certain problems of development, education and training in various types of children's activities.

An educational situation is a special design and use by a teacher of situations spontaneously arising in the pedagogical process in order to solve educational problems in different types educational (organized educational activities, regime moments, independent activities of children) and children's activities (cognitive, play, musical, visual, communicative, theatrical, reading fiction etc.).

A feature of the educational situation is the appearance of an educational result (product) in the course of a specially organized interaction between the educator and the child. Such products can be both tangible (story, drawing, collage, craft, etc., and intangible (new knowledge, image, idea, attitude, experience)... The focus on the final product determines the technology for creating educational situations.

At the beginning of the educational situation, the educator arouses children's interest in its content, sets an educational task for the children and ensures its acceptance. In younger groups - it is solved through the use of play and problem-play situations, surprise moments, bright and colorful material, toys. In older preschool age, problem situations are posed before children, practical and cognitive tasks that require solutions, plot situations are created that ensure the acceptance of the educational task.

Technology for creating an educational situation

The types of children's activities organized on a single thematic content are successively replaced.

Each part of the educational situation ends with the creation of a relatively small intermediate educational product.

A change in activities within the same educational situation is associated with a change in the location of children in a group (standing, sitting at tables).

It is important to combine tasks that require the participation of a teacher and tasks that can be completed by children on their own, for example, using handouts.

The educational situation can be constructed in various forms of interaction with children ( classes, joint activities, heart-to-heart conversation, business conversation, examination of illustrations, play, etc.).

Completion of the educational situation.

Completion of the educational situation requires summing up, assessing children's achievements. In younger groups, the completion of the educational situation is associated with an increase in the emotional response of children; in older groups, the teacher evaluates the results learning activities of all participants in the educational situation and individual children, attracts them themselves to the assessment, stimulates mutual assessment and self-assessment of activities.

Requirements for modern pedagogical event:

1. The form of the educational event - integrated class, travel game, mini-project, quiz, etc. must be spelled out (Annex 1).

2. The type of educational event - generalizing, consolidating, developing.

3. The goal is specific, realistic, achievable in a given period of time. (If the goal is not fully presented, or is completely absent, respectively, the effectiveness of the educational event is absent.)

The goal is always the same.

4. Tasks should be of a triune nature, that is, they should include teaching, developmental, educational orientation. Moreover, there can be more than three tasks themselves. (A lot of tasks cannot be completed to the full.)

Formulation of educational (training) tasks must correspond to the programmatic tasks and must begin with a verb. (Educational task - to increase the level of development of the child - ZUN).

Choice the desired verb depends on what kind of OOD you are are planning: according to the message of new knowledge, training or final.

Approximate formulations of educational tasks of OOD according to the message of the new knowledge:

, "To form knowledge about ..."

"Motivate children to study on their own ..."

"To enable children with the help of an adult to learn about ..."

"To formulate in children the need to correctly use possessive pronouns in their own speech", "Teach…", "Introduce ...", "Form ...."

Approximate formulations of educational tasks of the training and final GCD character:

"To update the knowledge of children about ..."

"To expand the knowledge of children ... through the organization of independent experimental activities"

"To give the opportunity to apply in practice the knowledge gained about ..."

"To consolidate in independent activity the ability ..."

"To practice the skills of children ...."

Developmental tasks are aimed, as a rule, at the development of higher mental functions (thinking, memory, imagination, attention, will, general, fine, articulatory motor skills, prosodic components of speech (voice, rhythm, tempo, intonation, speech breathing, cognitive interest, creativity. The formulation of developmental tasks must meet programmatic tasks and must begin with a verb.

Depending on the degree to which the function that you want to work on is formed in the children, a choice will be made verb:

If the function is not formed, then the task will start with the words "Form ...", "Start work on development ...", "promote…." etc. ;

If the function is not sufficiently formed, or it is necessary to consolidate a skill, then the choice will be the following "Continue to shape ...", "Continue to develop ...", "Improve ..." etc.

Develop business experience (play, movement, music, etc.)

Educational tasks are aimed, as a rule, at the development of value attitudes, personal qualities of the child, his emotional - volitional sphere. The formulation of educational tasks must meet programmatic tasks and must begin with a verb. Depending on the degree to which that quality is formed in children (the property you want to work on, a choice will be made verb:

If the quality (property) is not formed, then the task will start with words "Form ...", "bring up …" etc.

If the quality (property) insufficiently formed, or it is necessary to fix it, then the choice of the verb will be as follows "Continue to shape ...", "Continue to educate ...", "Improve ..." etc.

5. Types of children's activities:

In young years (1 year - 3 years)- objective activity and games with compound dynamic toys experimenting with materials and substances (sand, water, dough, etc., communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects-tools (spoon, scoop, shovel, etc., perception of the meaning of music, fairy tales , poems. Consideration of pictures, physical activity

For preschool children (3 years - 8 years)- a number of activities, such as games, including role-playing games. Game with rules and other types of games, communicative (communication and interaction with adults and peers, cognitive and research (studying objects of the surrounding world and experimenting with them, as well as the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors) , construction from different material, including constructors, modules, paper, natural and other material, visual (drawing, modeling, applique, musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, games for children musical instruments) and motor (mastering basic movements) forms of child activity.

6. Methods and techniques used in OOD:

By outward signs activities of the teacher and pupils:

conversation; excursion; story; briefing;

demonstration; exercises; work with illustrative material

By source knowledge:

Verbal;

- visual: demonstration of posters, charts, tables, diagrams, models; the use of technical means; watching movies and video programs;

- practical: practical tasks; games; analysis and solution of conflict situations.

By the degree of activity of cognitive activity pupils:

explanatory; illustrative; problem;

partial search; research; creative.

By the consistency of the approach:

Analytical (From general to specific);

Synthetic (from particular to general);

Learning methods:

Individual work (work by cards, by options);

Individually - group;

Group (group work, pair work);

Frontal (explanation, control, consolidation)

Teaching methods:

Distressed;

Search engines;

Research;

Teaching pupils to consciously use the methods activities:

Prerequisites for Regulatory ELMs (goal setting, reflection);

Prerequisites for Cognitive UUD (analysis, synthesis, comparison);

Creative (imagery, associativity).

Techniques of a productive nature (problem situations, logical tasks, experimentation, modeling, etc.).

Pupil development methods:

1. Methods of increased cognitive activity

repetition method. comparison. method of modeling and design. method of questions

solving logical problems. experimentation and experimentation. elementary analysis (establishing causal relationships).

2. Methods for increasing emotional activity.

game and imaginary situations. dramatization games. coming up with fairy tales, stories, poems, riddles, etc.

surprise moments. elements of creativity and novelty. humor and joke.

3. Methods of teaching and developing creativity

emotional saturation of the environment (background music, bright picture, BBBB toy, etc.) research of objects and phenomena of animate and inanimate nature (survey) forecasting (the ability to consider objects and phenomena in motion - past, present and future) problem situations and tasks. obscure knowledge (guesses)

motivation of children's activities, play techniques. humor and joke experimenting assumptions (hypothesis)

7. The structure of the OOD

Introductory part (2 - 3 minutes):

Organization of children;

Switching children's attention to upcoming activities, stimulating interest in it, creating an emotional mood,

Accurate and clear guidelines for the upcoming activity (sequence of tasks, expected results);

Creating an educational problematic situation, motivating children for future activities (in a form accessible to children, bringing the goal of GCD to the goal (for example, helping someone, finding or learning something, finding, building, making a gift, etc.);

MOTIVATIVE COMPONENT OF COOPERATION

Three types of motivation (S. G. Yakobson)

The purpose of introducing these motivations into educational activities is to meet the child's needs in their importance, competence, consistency; encouraging children to master new knowledge and skills.

Game motivation

Target: realization of the child's need for its significance and competence through the solution of practical and intellectual problems that have arisen in the game characters.

Motivation for communication in the context of helping an adult

Target: to contribute to the realization of the needs of children to feel their need, significance, the possibility of obtaining approval; develop children's interest in joint activities with a teacher. Personal interest motivation

Target: support the child's desire to feel able, competent, encourage him to create various items for his own use.

Motivation - (from lat. set in motion, push)

1. Motivation for activity.

2. The whole set of persistent motives, impulses that determine the content, direction and nature of the individual's activity, her behavior.

What is motivation for?

The purpose of motivation is to make children interested in occupation, an entertaining business, or any activity, create conditions of enthusiasm, mental stress, direct the efforts of children to consciously master and acquire knowledge and skills.

Motivation determines the “program” of play actions. In this case, we take into account the following conditions:

1. An organization in which the child is involved in the process of independent search and discovery of new knowledge, solves problems of a problematic nature.

2. Intellectual and practical activities on occupations should be varied.

3. It is necessary to constantly change the form of questions, tasks, to stimulate the search activity of children, creating an atmosphere of intense work.

5. The more new material linked to the existing personal experience child, so it is interesting to him.

6. Taking into account the individual, age, medical, mental characteristics of pupils.

7. Emotionality of the teacher, his ability to support and direct interest in the content classes or assignments, stimulate the cognitive activity of children.

Game methods, exercises used in the work of teachers, allow you to solve several tasks:

Expand and enrich the range of playable skills and abilities.

To increase the cognitive activity and performance of children.

To activate the processes of perception, attention, memory, thinking.

Smoothly regulate the behavioral difficulties of children, gradually teaching them to obey the rules of the game.

Increase the volume of corrective action by including play exercises at various regime moments.

The play method involves the use of various components of play activity in combination with others. tricks:

showing, explanations, instructions, questions.

One of the main components of the method is an unfolded imaginary situation.

Why does the child not want to perform this or that task or assignment for occupations or in any kind of activity?

Stubbornness

Bad mood

Feeling unwell

Not interested

Difficult not for age

Poor teacher preparation classes(ill-considered, lack of visual material, plan)

Lack of motivation, lack of interest in the end result.

How and how to interest a preschooler child, so that he breaks away from his business and with interest takes up the business you offer?

You should use such tricks:

Emotions are in the foreground - this is relevant for early and junior preschool age. For example: teacher (during packing for a walk. summer): guys, the bunny is going for a walk with us, bunny, put on a blouse and catch up with us. and the bunny replies that he cannot. guys, let's show the bunny how to dress. bunny, look, our guys know how to dress themselves. children show an example of how to dress properly.)

You can also be interested in the problem posed. (for older age). For example: children, going for a walk, find a note from the garden Scarecrow “Guys, help. the sun is baking so hot that all the plants in my garden are about to die. And my hat doesn’t save me from the heat at all. ” The teacher asks the children what to do in this situation, the children voice the options and go outside to water the garden. You can extend the game further, not just bring a hat for the Scarecrow from home or the corner of the dressing-up, but arrange a competition for the best hat for the Scarecrow. At the end, the Scarecrow will again send a letter of thanks.

The brightness of the proposed image (beautiful, aesthetic, anatomically correct toy or manual)

Novelty (an unfamiliar object always attracts attention, little researchers wake up in children).

The main stage

Creation of conditions for variable activity (differentiation of tasks, conditions of choice, work in subgroups (pairs, triplets, etc., methods of supporting the independence and initiative of children);

Setting several educational tasks to choose from, for example, who wants to build a bridge from cubes ... who wants from paper ... who wants from a constructor ... The possibility of individual choice. The task of the teacher is to provide the child with this opportunity.

Communication of new knowledge, or training in the use of new knowledge in children's own practical activities (depending on the nature of the OOD);

The inclusion of the allocated physical minutes for observing the regimen of physical activity in the course of the GCD is not necessary if during the GCD there is a constant change of types of activity! In this case, you can use exercises for the development of fine motor skills, phonemic hearing, a sense of rhythm, the development of interhemispheric interaction, etc.

During OOD, remember:

At any time, children can offer you an educational and developmental situation that is not in YOUR plan. Don't let her go. Remember the proverb "Spoon road to dinner" and don't be afraid to deviate from the synopsis! Knowledge gained in the right time, learned by children much better.

Do not rush the children with answers! Pause. Try to reformulate your question, because the lack of a childish answer may be due to the incorrectly asked question, and not from ignorance.

Competent formulation of the question by the teacher increases the effectiveness and efficiency of the event.

Never ask a question that can be answered "Yes" or "No"... It is pointless.

Take your time to answer children's questions. Try to ask in response his: "What do you think?" and listen carefully to the child's suggestion, and then, together with him or with others, find the answer to the question in various sources or by doing some experiment.

Encourage the children to ask questions, especially at the stage of fixing the difficulty in something. "You do not know? And what to do when you don’t know something? ( "You can ask someone") Ask me!"

Change of activities: motor, productive, play, etc. an important component of an educational event.

The final stage (2 - 3 minutes):

Consolidation and generalization of the studied material;

Summing up the results of activities, assessment of the results of children's activities (Appendix 2)

Encouragement of children who have coped with tasks of increased complexity.

Transition from educational activity to joint or independent;

At the end of the GCD, it must be remembered that

in the younger group, the teacher praises for diligence, activates positive emotions;

v middle group- takes a differentiated approach to assessing the results of children's activities;

in the senior and preparatory group, children are involved in the assessment and self-assessment of the results (the content should be aimed at understanding by children the dependence of the result obtained on the quality of the work, taking into account the specifics of the type of activity, the level of interaction of children, the manifestation of the necessary personal qualities);

Competently generalize the answers of children, direct their attention to understanding the essence of the content classes.

Carry out activities that provide the formation of basic self-control skills (reflection, comparison and correction of the result).

It is important to note successful children, emphasizing, due to which it was possible to achieve a positive result, to support shy, shy ones, to reach out to those children who are already doing something better in comparison with their previous results.

A special emphasis should be placed on the manifestation of personal qualities, the ability to interact.

Questions should not be aimed only at retelling the main stages of an educational event by children. "Where we were?", "What did you do?", "Who came to visit us?" etc.

Use more problematic questions such as "What allowed us to help the bunny?", "Why did we do this?", "Is it important what you learned today?", "Why is this useful in life?", “What was the most difficult task for you? Why?", “Which task did you like the most? Why?", "What would you like to say to the guys, Masha?", "What will we need to do next time?", "What do you tell your parents about our game today?" etc.

Do not praise all the children with words every time. "You are all great!"... Celebrate the specific merits of EVERYONE baby: "Dima, you thought of a very cool way for us to cross the river.", “I was very pleased to see how Polina and Sasha agreed on who would be the first to draw”, "Marina has done a wonderful job on a difficult task ..."“Pasha made me happy today. Although he did not succeed in coping with the task, he showed a real example of how to overcome difficulties, "and so on, as needed.

A positive point is the presence in the final part of an emotional mood for subsequent activities, for the use of the information received, the acquired skills in independent activity.

Note: when writing a synopsis of organized educational activities at each of its stages, it is necessary to reflect the goals and objectives, the activities of the teacher and the activities of children, methods and ways to achieve the goals, the main content of the corresponding stages, the organization of work at each stage, taking into account the real characteristics of children in this age group.

Analysis of the lesson: I was ready for the lesson. The structure of the lesson is observed. This lesson is methodically structured correctly, the topic and purpose are clearly traced. Highlighted specifically those tasks that were implemented throughout the lesson.

The lesson consists of stages, for each of which clear instructions are given. Throughout the session, the children were kept motivated.

Step by step

la change of activities. This allowed the children to maintain a positive emotional attitude.

Analysis of the FEMP lesson

Lesson objectives:

To consolidate the skills of counting and counting within 5, to exercise in memorizing 2 numbers, names of objects and their location. To consolidate the ability to distinguish between a circle, a triangle, a rectangle and a square.

Organization of the lesson - everyone sits at a separate table. Each has its own set of handouts. Children are seated taking into account their physical characteristics. The conditions for the lesson are correct. The visual aids are neat, the drawings are clear, large, and, in general, the primary colors are used. This lesson is methodically structured correctly, the topic and purpose are clearly traced. Highlighted specifically those tasks that were implemented throughout the lesson. The lesson consists of the main parts: organizational moment, motivation, practical part and summing up. The basic techniques are used: word art, surprise moment, and sensory exploration. To ensure the emotionality and interest of children, a surprise moment and playing out the practical part, as well as physical education, are used. This makes it easier for children to assimilate the material. The teacher's speech is clear, correct intonation, accessible to children. During the lesson, the children listened to the teacher, were not distracted, diligently completed the assignments. In the course of work, the teacher monitored children's fatigue and tried to prevent this by switching them to another type of work.

Analysis of a drawing lesson. Topic: "Decorate the plate"

Learn to make a pattern on a circle, filling the edges and the middle, using wetting techniques, drawing with the end of a brush. To cultivate accuracy in working with paints.

The teacher was ready for the lesson. The structure, logical sequence and interconnection of the stages are well thought out. The time of the lesson is appropriately allocated. The form of training was rationally chosen. Lesson equipment: visual and demonstration material that was effectively used. The content of the lesson meets the requirements of the program, is complete, reliable and was passed on to the children in an accessible form. Methods, techniques and teaching aids were correctly chosen, which corresponded to the content of the educational material, the goals set, the educational opportunities. given age children. The material is presented emotionally. With the help of a surprise moment and visual aids, children's interest and discipline are maintained.

Negative points: the teacher forgot to spend a dynamic pause (physical education).

Watching an Explore the World Class

The tasks set by the teacher:

To give children knowledge about kindergarten, its purpose. Learn to compose a sentence for demonstrating actions, harmonizing nouns with pronouns. Expansion of the vocabulary by topic.

The teacher acted competently and professionally: all methods were identified and used to solve the assigned tasks; without exception, all the techniques corresponded to the age of the children and the requirements of the methodology of this program. All the techniques used by the teacher in the lesson were correct and accurate. All the tasks of the program content were mastered by the children completely, in the classroom the children were active, were attentive when the teacher explained the new material, and carried out new tasks with interest. The children demonstrated high educational skills.

The teacher's technique for presenting new material is interesting. The scope of the program content is observed and adhered to. In the classroom, the children were active, mastered the tasks of the program content, but not all. Negative point: not very successful in class individual work with kids.

Conducting a design class. Theme: "Tulip"

Software content:

Teach children to make paper crafts by folding, without using glue.

Continue to learn to navigate on a piece of paper, determining the middle, corners.

To teach to be accurate, to consolidate the ability to bring the work to the end.

The development of fine motor skills of the hands.

Fostering a benevolent attitude towards others.

Educator activity	Children's activities	Notes (edit)
1. Game motivation. I invite the children to make gifts for the kindergarten staff. At the same time, I clarify that all women love flowers. What flowers do you know? I am showing a sample of a tulip, I propose to make such flowers with my own hands. 2. Showing ways to do the job. Together with the children, we consider the sample, clarify what details it consists of (flower and stem). Then I offer the children a demonstration and explanation of the stages of work. physical education: 3. Independent work children. I do the craft at the same time as the children. 4. After the end of the lesson, the children give their tulips to the educators, the nanny.	List the name of the flowers. Observe the stages of work. Do the craft on their own.	Needed individual assistance. Many do not cope.

Analysis: This lesson is methodically structured correctly, the topic and purpose are clearly traced. Highlighted specifically those tasks that were implemented throughout the lesson.

The lesson consists of stages, for each of which clear instructions are given. It started from an organizational moment, where the attention of children was activated.

The organizational moment also pursued the goal of forming a positive emotional background. Throughout the session, the children were kept motivated.