Psychological and pedagogical analysis of GCD in accordance with the Federal State Educational Standard DO Methodological development on the topic

Analysis of modern classes in preschool educational institutions

Margarita Rabzhaeva
Analysis of modern classes in preschool educational institutions

Analysis of modern classes in preschool educational institutions according to the Federal State Educational Standard

1. Topic of the lesson . 2. Date and place of its holding. Who conducts it?

3. Group. 4. Purpose of the lesson :

• to solve what problems and develop what personality traits of students this lesson ;

• how the specificity and realism of the goal is realized (from the point of view of sufficient time to complete it, compliance with the children’s preparedness for solving it in previous lessons , the capabilities and abilities of the children);

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

5. Psychological justification for choosing the form and content of the activity:

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

• implementation of a comprehensive thematic principle (the topic of a particular lesson is chosen in the context of the general topic being studied);

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

2. Observing the progress of the lesson

How convincingly, clearly, emotionally were the goals and objectives of the upcoming activity revealed to the students?

How meaningful, interesting and organized was the work?

What knowledge did the students acquire during the lesson :

what vital values ​​were formed.

3. Controllability of the lesson :

• how the opportunity to evaluate intermediate and final results is implemented;

• what conclusions did the students make during the course and at the end of the work;

• what results have been achieved.

How did the lesson the formation of public opinion of the group and individual students on their relationships:

• 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;

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

4. General assessment of the educational event

• To what extent were educational goals and objectives achieved?

• Reasons for successes, failures, mistakes?

• General assessment of the educational value of the work performed.

•Psychological and pedagogical conclusions and suggestions to teachers and students:

• the effectiveness of the lesson in relation to each child;

• analysis of children’s activities (by the teacher)

and
children's self-analysis of their work ;
• reflective moment (the teacher encourages the child to express his attitude to the situation, to his activity).

5. Analysis of the teacher’s activities

Which character traits of the teacher contributed to effective work with students, and which, on the contrary, hindered:

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

• the teacher stimulates and encourages individual achievements of children;

What pedagogical abilities were demonstrated when carrying out effective work with students?

• 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

Analysis of GCD classes in accordance with the requirements of the Federal State Educational Standard

my analysis with the question: did I manage to cope with the main didactic goal of the presented lesson , which in turn had a trinity of goals, as an image of the desired result. Let me remind you that the goal is pedagogical, the development of the educational process, professional and personal self-development.

I believe that the main indicator of achieving a pedagogical goal is the solution of the tasks I set for the lesson , the results of which you saw during reflection in the children’s art activities. During the lesson, it was possible to see the children’s supra-subject skills, which manifested themselves in generalization when talking about winter, in comparison and analysis of children when performing a didactic exercise on the relationship between an animal and its trace, and in comparing children’s pictures with a forest clearing. The children also implemented a chain of subordinate goals in drawing, when the children, after analyzing , built a system of actions to achieve a result.

During the lesson, the children performed creative tasks, during which we saw the ability to imagine, these are the “Snow”

,
“Getting ready for a walk”
,
“Snowflakes”
, during the sketch you saw the development of children’s facial skills, the opportunity to express themselves, as well as the aspect of moral education, which consisted of expressing sympathy, pity for the hero, caring for him.

The children actively communicated with the teacher and answered questions that were higher in nature than the level of questions for younger children. And I think the most important thing is children’s interest in the activity , which is an indicator of the effectiveness of children’s activities at a given age. The goal of the educational process was achieved by me using all groups of methods, i.e. methods of achieving the goal, visual, verbal, practical, gaming, which reflected the same topic and were interrelated.

I implemented these methods using a variety of techniques such as a teacher’s example, showing methods of action, looking at illustrations, using teaching aids in the form of objects that correspond to the educational objectives of the lesson , questions, artistic expression, explanations of actions, children’s exercises, didactic games and game exercises. I achieved the research goal of the lesson

I conducted an integrated lesson , where you saw the interdisciplinary connection between speech, visual, musical, and motor activities; I tried to conduct a dialogue with the children, choosing a democratic style of communication, which was visible in inviting children to participate in exercises, taking into account the child’s opinion, desire to complete the task, answer questions. question. My personal goal, which is the activity and results of the children’s activities during the lesson , was also achieved, as I said above, the children, due to their interest, were activated throughout the lesson and mastered the technique of drawing with their palm and finger.

"Exhibition of Miracles and Fantasies." Photo report from the Museum of Modern Art Lyudmila Rybakova. "Exhibition of Miracles and Fantasies." Photo report from the Museum of Modern Art. “The greatest scientific discoveries over time.

Analysis of a speech lesson conducted incorrectly Analysis of a speech lesson (conducted incorrectly) Topic: “Home helpers” Age: 4-5 years There is no purpose of the lesson. According to the Federal State Educational Standard, the tasks must.

Birthday of Santa Claus: the story of a modern wizard Surprisingly, the good Grandfather Frost was born in the fall. All children and adults who believe in miracles celebrate the birthday of the winter wizard. Photo report on the conference “Competence-based activity-based approach in the modern education system” In accordance with the annual plan of methodological work, a scientific and practical workshop was held at the Leushin boarding school for students with disabilities.

Consultation for parents “The role of music in the life of a modern child” The role of music in the life of a modern child. Consultation for parents From a very early age, children are very sensitive and emotional.

The role of physical education in the system of modern school education Currently, there is a significant change in Russian education, which requires active transformations in the field of physical education.

Photo report “Exhibition of contemporary art “Cinema” in Krasnodar” In mid-August, the opening of the exhibition of contemporary art “Cinema” took place in the Krasnodar Exhibition Hall of Fine Arts.

Source

Methodological commentary for the lesson “Travel with a Kolobok”

Methodical comment

for the integrated lesson “Travel with a Kolobok”

1-Peresypkinsky branch of MBOU 2-Gavrilovskaya sosh.

Preschool teacher Nosaeva Irina Alekseevna.

Age group: 5 years (8 people)

This lesson traces the integration of educational areas: the leading one is “Formation of mathematical concepts”, as well as “Cognitive development”, “Artistic and aesthetic development”, “Physical development”, “Social and communicative development”, “Speech development”

The joint activity of the teacher and children of the preparatory group is the final stage of the thematic cycle from the PEP (main educational program) of the preschool educational institution: “Geometric shapes”, “Counting to five” (adult-children (partnership) activities No. 3 and No. 4)

Integrated classes with preschoolers combine knowledge from different educational areas on an equal basis, complementing each other (considering such a concept as “the desire to help” through the creation of imaginary problem situations).

During the lesson, the teacher used effective methods and techniques to solve the goals and objectives of the integrated lesson:

Comparative analysis, comparison, search.

Problematic questions, the use of tasks such as “prove”, “explain”, “how did you know?” and etc.

A variety of didactic games for the formation of mathematical knowledge.

The teacher has fulfilled the basic requirements for an integrated lesson:

Clarity, compactness, conciseness of this material.

Thoughtfulness and logical interconnection of all stages of the lesson;

Interdependence, interconnectedness of the material of integrated subjects at each stage of the lesson;

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.

When choosing the topic of the lesson and materials for it, the teacher relied on the basic principles of didactics, which underlie the educational program of the preschool educational institution, the exemplary educational program “From birth to school”, ed. N.E. Veraksa, took into account the age and gender characteristics of children, as well as their levels of development.

The group teacher conducted preliminary work with the children: reading fairy tales, looking at illustrations, didactic games in mathematics

The following forms of organizing children were used:

group – d/i “Lay it out correctly”, “Count the nesting dolls”, visual, breathing and finger exercises;

individual – d/i “Define a geometric figure”, “Collect chanterelle beads”

The following conditions were thought out:

1. The room is ventilated and clean.

2. The placement of children has been thought out and the equipment has been arranged.

3. Appropriate material for joint learning activities has been prepared.

The structure and content of the lesson corresponds to the age capabilities of the children and consists of 3 interconnected parts: introductory, main and final.

Characteristics of parts of the lesson:

The introductory part of the lesson is aimed at motivating children. At this stage, the problematic situation “Help the bun return home” was proposed, which stimulated the children for further activities: completing the teacher’s tasks, intensifying cognitive activity, and also aroused the children’s interest in further work.

The main part of the lesson was based mainly on the use of all groups of methods: visual, verbal, practical, which reflected the same topic and were closely interrelated.

Visual:

illustrative colorful material, demonstration, presentation;

Verbal: composing constructions - simple sentences, reading poetic texts, pedagogical assessment: teaching during the lesson and educating at the end of the lesson;

Practical: children perform visual, respiratory and finger exercises, participate in didactic games.

The set of methods used made it possible to increase the effectiveness - children’s mastery of the chosen topic. The teacher tried to reveal these methods using a variety of techniques. The following were selected from the main techniques: the reproductive method - a sample of correct speech, questions, verbal explanations for actions, the teacher’s speech was a model for children: the speech was clear, emotional, literate, and the activity was aimed at the effectiveness of the planned methods and techniques; the research method - solving a problem-game situation - we will help the “bun” to return home. ESM was also used: sound and visual files. Health-saving technologies: finger, visual and breathing exercises.

The final stage, at which the educational activities were summed up with the help of children’s answers to the questions asked.

The variety of equipment and materials used in the lesson made it possible to maintain the attention and cognitive interest of children throughout the lesson. Throughout the lesson, a situation of success was created for each child. Joint communication was emotional, partnership relations were maintained throughout the entire lesson (which is what the Federal State Educational Standard for Education defines).

The goal of the lesson was achieved through the implementation of all assigned tasks.

How to analyze an open lesson in kindergarten

Analysis of activities in kindergarten should be carried out regularly. If we are talking about an open lesson, then analysis is a prerequisite for conducting a demonstration lesson. After all, it is this form of interaction between the teacher and students that allows you to look at the educational process from the inside, and therefore evaluate not only the final result: the knowledge, abilities and skills of children, but the ways in which the teacher achieves them. At the same time, carrying out the analysis also requires taking into account certain methodological subtleties.

Determining the goals of the analysis

An open lesson in kindergarten is held with the aim of demonstrating the pedagogical skills of the teacher in working with children. In particular, show a variety of techniques used to achieve the educational objectives. On the other hand, demonstration lessons allow you to see progress in the development, training and education of children. In order to correlate these tasks, an analysis of the open lesson is carried out. In addition, analysis of an open lesson allows you to achieve a number of other goals.

Each stage of the lesson, especially the game one, must be accompanied by suitable equipment, then the lesson will be bright and memorable

Verbal, visual, gaming and creative techniques must be correctly combined

Types of analysis from different points of view: self-analysis and peer analysis

Each lesson in kindergarten, in accordance with the instructions of the Federal State Educational Standard, is subject to self-analysis. However, if such an analysis is usually carried out by a teacher in a free form and reduces all analyzed positions to an assessment of “it worked - it didn’t work,” then an open lesson is considered in detail.

In addition, an open lesson implies the presence of guests: kindergarten methodologists, colleagues, representatives of the city and/or regional methodological association of workers of preschool educational institutions (PED), as well as parents. In this regard, the analysis of the demonstration lesson is carried out by the teachers present at it:

This is interesting. In recent years, methodologists have defended the opinion that it is necessary to invite mothers and fathers to open classes so that they can see their child in the work process, in interaction with the teacher and with peers. And also such visits will allow you to involve the family in the educational process.

Parents are usually happy to attend open classes whenever possible, providing moral support to their children

So, analysis of an open lesson can be of two types, depending on who is doing it:

How self-analysis is carried out

Of course, the algorithm for the two types of parsing will be slightly different. Generally speaking, self-analysis will be more subjective, because it is not for nothing that there is an opinion that a good lesson for a teacher is a child, whom it would be a pity to scold.

Self-analysis is a unique genre of analysis, which is characterized by a subjective approach

The author’s analysis of the lesson is intended to:

The emotional background is one of the most important assessment parameters, because the productivity of both children and the teacher depends on it

Algorithm for self-analysis

Self-analysis is carried out according to a certain scheme

Examples of self-analysis of open classes

Even with an analysis algorithm in practice, some analyzes are more emotional and subjective, which is often expressed in the absence of shortcomings.

Self-analysis of a complex lesson in the middle group “Journey to the Thirtieth Kingdom to Ivan Tsarevich”

The lesson was conducted with children of the middle group, 16 children were present. Children in this group have developed learning skills. Children easily make contact with adults. They know how to hear and listen to the teacher.

Theme of the lesson: “Journey to the thirtieth kingdom to Ivan Tsarevich.” This activity is complex, it combines educational areas: cognition, socialization, work, communication, fiction, physical education, artistic creativity and music. When developing this lesson summary, I first of all took into account the age, mental, and individual characteristics of children in the middle group. Taking all this into account, I outlined the goal, objectives, content of the lesson, determined the form of delivery, methods, techniques and means necessary for positive results.

The purpose of the lesson is designated as the activation of children’s mental abilities, logical thinking, and children’s creative abilities.

I set the following tasks: educational - to teach how to creatively and proactively approach solving problematic problems, to teach how to select figurative and opposite words; developmental - develop analytical, aesthetic perception, sustained attention, memory, speech, imagination, continue to develop ideas about geometric shapes, strengthen children’s ability to draw in unconventional ways (with cotton swabs, cork impressions); educational - to cultivate moral qualities: kindness, responsiveness, desire to help others during a joint discussion.

I introduced a playful motivation into the lesson: a journey into a fairy tale.

During the lesson, learning was structured as an exciting problem-based game activity. Traveling on the bus, children performed various tasks. This activity created a positive, emotional background for the learning process, increased children’s speech activity and maintained interest throughout the lesson.

During the lesson, I used visual, verbal and practical techniques aimed at using speech, cognitive, motor, practical skills and abilities and improving them. The proposed tasks were given in order of increasing complexity, which contributed to the solution of the assigned tasks for the development of attention, imagination, memory, speech and artistic and aesthetic perception. Throughout the entire lesson, the children were friendly, responsive, and helped each other.

The type of lesson is complex. Which contributes to solving the assigned tasks in a comprehensive manner.

All stages of the lesson were interconnected and interdependent, subordinated to the given topic and goals of the lesson. Changing the type of activity at each stage of the lesson made it possible to prevent fatigue and satiety with one type of activity. Children dynamically switched from word games to playing with objects and drawing.

To obtain better performance results for children, a variety of materials were used: visual aids, didactic handouts, ICT. The visual material corresponded to the topic and purpose of the lesson.

At all stages of the lesson, the speech, cognitive, and motor activity of the children intensified.

The following methods were used in the lesson: verbal (were used several times) to create game motivation, solving problem situations, dialogue with Ivan Tsarevich; visual methods were used throughout the lesson when looking at a magic map, geometric shapes, and drawing samples; practical methods - performing a creative task (drawing feathers for the Firebird).

A method of control and stimulation in the form of approval and praise.

The methods used were consistent with the material being studied and the ways of organizing children’s activities in accordance with the level of the group.

Analyzing the activities of children in class, I would like to note that they showed cognitive activity, reacted emotionally to methods of activating activities, and used existing knowledge and skills. They were interested, attentive, organized. Children were offered tasks that encouraged them to solve assigned problems. Encouraged indecisive and shy children to speak out.

The duration of the lesson is 20 minutes, which corresponds to the standards of San PIN.

Analyzing the lesson, we can say that the assigned tasks were successfully completed. I believe that the lesson is structured logically, and the stages of the lesson are interconnected.

The logical structure of the lesson made it possible to conduct it without going beyond the time allotted for completing the task.

I think that the game motivation aroused the interest of the children and the activity was quite high. However, the children worked at their own pace and completed the creative task a little later, not because of slowness, but because of their individual capabilities. Although this does not indicate that they have less skills and knowledge.

The children pleased me that the kindness of the child’s soul, their curiosity was felt throughout the entire lesson and in the practical part of the lesson,

A survey of children after the lesson revealed that the children liked the lesson and would like to participate in the continuation.

Goryunova T.V., teacher of MKDOU No. 5 “Alyonushka” p. Khorol, Primorsky Krai

https://nsportal.ru/detskiy-sad/raznoe/2012/05/22/samoanaliz-zanyatiya

Self-analysis requires a detailed consideration of each of the techniques used within a particular method at a specific stage of the lesson.

When presenting self-analysis, do not forget to evaluate the use of techniques for individualizing tasks

Self-analysis of a lesson on speech development in the senior group “A fairy tale comes to visit us”

During the lesson “A fairy tale comes to visit us,” the following goals were set: to 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 antonym words 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.

Direct educational activities (hereinafter referred to as GED) were 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.

The main part of the educational activity was a specially organized and independent activity of children aimed at solving assigned problems.

Throughout the entire process, the NOD created problematic situations, rescuing the heroes of fairy tales from the Serpent Gorynych.

In the final part of the NOD, she also used a game problem situation - returning to the group by 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 for 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.

The following methods were used: verbal (questions to children, clarification, encouragement, selection of antonym words); visual demonstration (depiction of fairy tale characters, objects with which they are associated); practical (finger gymnastics “Favorite Fairy Tales”, puzzles of fairy tale heroes, physical education on a fairy tale, laying out grains, psycho-gymnastics “Kolobok”), gaming (travel to a fairy tale land, helping the heroes of fairy tales), as well as control methods (analysis of completed tasks), the results were evaluated activities with the help of memorable 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 achieved its goal.

Akinina N.A., teacher of MBDOU No. 1 “Topolyok”, p. Samara, Azov district, Rostov region

https://multiurok.ru/files/samoanaliz-otkrytogho-zaniatiia-po-fgos-2016gh.html

Video: self-analysis of a lesson in a preparatory group on the topic “You are good, Zimushka-winter”

Analysis by those present

To assess the practical benefits of the demonstration lesson and the methodological knowledge of the teacher, a plan is used that structurally resembles self-analysis.

This is interesting. The plan for analysis by those present in an open lesson does not differ from the analysis of a regular lesson.

Analysis by those present is useful for guests in that it works to enrich their own methodological experience

Table: algorithm for conducting analysis by those present

Table: example of analysis of a lesson on speech development in the preparatory group “Retelling the story by E. Charushin “The Little Foxes”

Author - Orlova E.E., senior teacher of the Municipal Budgetary Educational Institution "Veshchevskaya Secondary School", pos. Veshchevo, Leningrad region.

The goal was achieved within a sufficient amount of time (35 minutes), children were prepared to solve this goal in previous lessons, the goal corresponds to the capabilities and abilities of the children. Integration of educational areas in accordance with the age capabilities and characteristics of students in the classroom is implemented through appealing to the experience of children in other educational areas (cognitive development, social and communicative development). The lesson corresponds to: general educational and developmental goals and objectives, the level of development of students, their age characteristics; complex thematic principle (the topic of this lesson was chosen in the context of the general theme “Autumn”). During the lesson, joint activities of adults and children are realized; the main component is interaction.

Video: analysis of three open classes in kindergarten to assess children's readiness for school

Group analysis

The essence of this analysis is that the guests present at the lesson take turns expressing their opinions regarding what they saw and heard, without adhering to a clear plan. This method of analysis is subjective, but useful from the standpoint of exchanging experiences and opinions. In other words, this conversation is a kind of mini-teaching council.

This is interesting. From the point of view of productivity of analysis, group analysis is less effective, since each viewer identifies something close and interesting for himself, but this approach does not allow him to see the whole picture. Therefore, methodologists, even using this type of discussion, still insist on self-analysis and analysis by those present according to the scheme.

Parents can participate in a group discussion by giving ratings in the form of hearts

Video: group form of analysis of an open lesson on patriotic education on the topic “Our friendly family”

Analysis of an open lesson is carried out in two forms: by the teacher himself and by the guests present at the lesson. At the same time, the structure of both one and the other analysis is generally the same, but the differences lie more in the degree of objectivity than in the approach to analyzing what was seen. To analyze the open lesson of a teacher participating in a teacher training competition, a point scale is used to evaluate each stage of the lesson, which prevents subjectivity in the distribution of prizes between participants. Each of these types can be supplemented by a group discussion of a demonstration lesson.

Source

Methodological recommendations for writing lesson notes at preschool educational institutions.

How to correctly write a summary of educational activities taking into account the Federal State Educational Standard for Education? A frequent question from colleagues contributed to the preparation of this material.

Dear colleagues, it should be noted that there may be minor differences in each region, but we must always remember that the outline must be methodologically correct.

Let me start with the fact that at the moment there is no clear replacement for the word “occupation”. Classes in kindergarten are always organized in a playful way using a surprise moment, a problematic situation, physical education sessions for the motor activity of pupils and health-saving technologies.

Organized educational activities - OOD (according to the Federal State Educational Standard) reflect specific educational activities.

So:

- Title page. The direction of educational activity is indicated (for example, Summary of educational activities on speech development. Speech development in the second junior group on the topic: “Autumn has come to visit us.”)

— Program content. I would like to especially draw the attention of teachers to the mistakes that colleagues most often make. Many people write “GOAL” when planning educational activities (OD), instead of “PROGRAM CONTENT”. This is methodologically incorrect. Usually we write a goal, for example, when planning the topic of the week, when developing a project, entertainment, holiday and other educational events that extend over time, so as a goal cannot be achieved, for example, in 10-15 minutes of educational activity in early preschool age.

“A GOAL is what they strive for, what they want to achieve, to realize.” (Ozhegov S.I., Dictionary of the Russian language). The goal is the overall result.

Moreover, there can be ONE goal, but there can be MANY tasks. The goal always answers the question: WHAT? (Formation, expansion, improvement)

A TASK is something that requires fulfillment, resolution.” (OZHEGOV S.I., Dictionary of the Russian language.)

The tasks must be realized during the lesson, and they must be specific to the topic and there should not be too many of them.

Tasks can be replaced with the phrase “program content” and divided into three groups: teaching, developing, educational (educational).

Here I also want to draw your ATTENTION to an interesting nuance: many teachers write the word “EDUCATIONAL” instead of the word “EDUCATIONAL”, meaning only educational tasks. But the concept of the word “EDUCATION” (read the law “On Education in the Russian Federation”) includes both training and upbringing. This means that educational tasks will involve both teaching and educational tasks together. In this case, we plan only two tasks: developmental and educational. The task always answers the question: WHAT TO DO? (teach, form, introduce)

The following are indicated:

— Material and equipment (demonstration material and handout material);

— Vocabulary work (activation of the dictionary during the lesson);

— Preliminary work (conversation, looking at illustrations, books, encyclopedias, reading poems, stories, preparing background templates for drawings, etc.);

— Methods and techniques (during OD);

— Progress of educational activities:

Organizing time.

Dividing children into subgroups or organizing educational activities through a daily group ritual (children gather in a circle where they play a word game, count how many children are in the circle, how many girls and boys, name the days of the week, work on the nature calendar in older groups, etc. .) or when dividing into subgroups (cards by color, who has blond hair, who has buttons, etc. It is very important to take into account the level of development, for example, “The Smurfs” - with a high level of development and “Smeshariki” - an average .)

Introductory part (motivational stage).

The teacher must motivate children to engage in upcoming activities using a problem or game situation.

For example, children find a letter and learn that autumn invites you to visit. Problem: Autumn lives far away in the forest, how to get to him?

The main part (content, activity stage).

In the main part the teacher:

— Applies pedagogical methods that are aimed at enriching creative imagination, thinking, memory and speech.

The teacher activates children's thinking with the help of search and problem questions.

— Search questions: Where? Where? Where? How? When? Which? Search questions develop observation and attention.

— Problematic questions: Why? For what? What would happen if? How? These questions require a certain motivation for answers, understanding of cause-and-effect relationships, establishing semantic associations and are directly related to the development of logical thinking.

Questions should facilitate the formation of judgments. The teacher helps to put forward assumptions, hypotheses, justify them and draw conclusions. Thanks to the use of these questions, children's speech activity will increase.

For example, the teacher asks: “Guys, how can we quickly get to the forest where Autumn lives?” (Or addresses the child separately, etc.). Then a question for comprehension: “Why do you want to go by bus and not on foot?” Children's answers. You need to accept any child's answer, even if it is not correct. This approach helps to develop in children a desire for active participation, a desire to express their opinion on a particular issue during educational activities.

In this way, the child analyzes the situation and explains: “By car you can quickly get to the forest and you won’t get tired, but on foot by the time you reach the forest through the whole city you will get tired and it will become dark.”

— Didactic games.

It is advisable to use substantive actions with models and diagrams, as well as methods of comparison and generalization. Collective and individual forms of work (in pairs, groups) are possible.

— Involves children in various activities. In the process of activity, children acquire new knowledge and ways of acting.

For example, a teacher asks: “What happens if the leaves on the trees remain green for the winter?”, “How can you preserve beautiful autumn leaves?” Children offer their options, the teacher clarifies and generalizes knowledge.

— Result of the main part: a new method of action or new knowledge is learned (the trees stop flowing sap and go into hibernation and dry the leaves for crafts or to create a “Herbarium” folder).

The final part (reflective stage). It is necessary to capture new concepts and new knowledge. To do this, the teacher reminds or lists together with the children the stages of work during OD.

Adult questions:

— I’m very interested to know what new, interesting things you learned today?

Now, let's remember what we did.

- What did you (addressing a specific child) like to play most?

-Which child would you like to praise and why?

- Well done! You also made me very happy with your knowledge. I am proud of you.

Dear colleagues, I will be glad to hear every comment and wish.