The structure of the lesson in accordance with the Federal State Educational Standard. Educational and methodological manual on the topic

The structure of the lesson in accordance with the Federal State Educational Standard. Educational and methodological manual on the topic

MBDOO No. 11 “Kindergarten “Cornflower”, Dondukovskaya village”

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

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

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

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

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

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

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

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

Sample of writing a lesson in a dow according to the Federal State Educational Standard. Consultation “requirements for nodes according to Federal State Standards”

Tatiana Pylnova

How to correctly prepare a GCD outline in accordance with the Federal State Educational Standard

How to properly prepare a GCD outline

in accordance with the Federal State Educational Standard

Some teachers have difficulty preparing GCD notes. I suggest you remember how this is done. We'll start with the title page.

The full name of the preschool organization is indicated at the top of the title page. In the middle of the sheet is written the topic of the summary, educational area, age group. Below the title of the abstract, on the right, the surname and initials of the author, his position, and group number are indicated. At the bottom of the title page, in the middle, the city is written, and even lower is the year when the summary was written.

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

– this is the end result, what we strive for.
It is recommended to define the goal as a noun from a verb: creating conditions, forming, educating, strengthening, etc. Tasks
should be formulated with a verb in an indefinite form: creating, strengthening, educating, implementing, etc.

A task is something that requires execution or solution. Tasks in relation to the goal are:

Educational

(it is written what we will teach children in this lesson). Remember not to write the verb “teach”. Write more competently - promote, develop skills, create conditions, develop, etc.

Developmental

(it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).

Educating

(what mental, aesthetic, moral and volitional qualities will be formed in this lesson).

Remember that each new task is written on a new line.

After the tasks, we write down what preliminary work

with children (conversations, observation, reading fiction, where we went on excursions, what we learned, etc.).

The next thing we prescribe is methods and techniques

(game, visual, practical activities for children, verbal questions for children, didactic games, use of fiction, etc.).

Next we prescribe materials and equipment

– lists what equipment will be used at this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).

Then we indicate the demo material

, where not only all benefits are listed, but also their authors, quantity, and size are indicated.

Describing the handout

, it is necessary to list what material is taken, indicating the size and quantity.

I. Introductory part – 3 minutes.

II. The main part is 15 minutes.

III. The final part is 2 minutes.

Class time depends on the age of the group.

And finally, a description of the progress of the GCD begins. GCD move

written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.

Publications on the topic:

How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard for preschool education. How to correctly write a summary of educational activities taking into account the Federal State Educational Standard for Preschool Education? A frequent question from colleagues contributed to the preparation of the consultation.

Summary of a lesson on speech development in accordance with the Federal State Educational Standard in the junior group “How we taught Mishutka to wash his hands” Goal: to form cultural and hygienic skills in children of primary preschool age Objectives of educational areas: Cognition: 1. Give.

Summary of GCD for FEMP in the senior mixed-age group “Train Travel” in accordance with the Federal State Educational Standard. Summary of GCD for FEMP in the senior mixed-age group “Train Travel” in accordance with the Federal State Educational Standard. Compiled by teacher: Bobritskaya.

Notes on educational activities in mathematics in the senior mixed-age group in accordance with the Federal State Educational Standard "Journey to the Land of Mathematics" Notes on educational activities on FEMP, in the senior group, according to the Federal State Educational Standard "Journey to the Country of Mathematics" Program content: Learning objectives: Reinforced.

The goal is to summarize and systematize children’s knowledge about winter, teach them to answer questions, develop word formation skills, and instill a love for.

How to correctly prepare a GCD outline in accordance with the Federal State Educational Standard

Knis A.N. senior teacher of MBDOU “Kindergarten No. 3 “Smile” in the city of Kalach-on-Don, Volgograd region.

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

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

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

– this is the end result, what we strive for.
It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc. And tasks are formed by verbs in an indefinite form: create, strengthen, educate, implement, etc.
The goals and objectives of the lesson replace the program content. A task is something that requires execution or solution.
Tasks in relation to the goal are and are: 1. Educational
tasks (it is written what we will teach children in this lesson).
Do not write the verb “teach” in the tasks! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, etc. 2. Developmental
tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educational
tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is written on a new line. When the tasks are formulated, it is necessary to indicate what kind of preliminary work
with children, the entire scope of frontal and individual work with children (Conversations with children, observation, reading fiction, where they went on an excursion, what they learned, etc.)
Methods and techniques :
Game, visual, practical activities for children, questions for children, verbal, didactic games, use of fiction, etc.

Materials and equipment:

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

So, if we briefly describe all of the above, then the structure of the GCD outline is as follows: If there is a title page, then the second page begins with the Objective,

if without a title page, it looks like this:

Topic: “Snowflakes outside the window”

(Times New Roman 16) (Secondary group No. 1, Ivanov I.I.) (Times New Roman 14)
Educational area
: Artistic and aesthetic development
Purpose: Objectives:
Educational: Developing: Educational:
Preliminary work: Methods and techniques
:
Materials and equipment: GCD structure: I. Introductory part: II. Main part: III. Final part: GCD progress:
Thank you for your attention.

Selezneva Anastasia Vyacheslavovna

Consultation “Requirements for GCD according to the Federal State Educational Standard”

CONSULTATION

«Requirements for GCD according to the Federal State Educational Standard

»

With the introduction of the Federal State Educational Standard

preschool education, the approach to organizing and conducting direct educational activities with children is changing.
There is a rejection of traditional classes built in the logic of the educational model. The lesson is understood as an exciting activity with children, during which the teacher solves program problems. The role of the teacher is being rethought, becoming more of a “coordinator”
or
“mentor”
than a direct source of information. The position of a preschool teacher in relation to children changes and takes on the nature of cooperation when the child acts as an equal partner in a situation of joint activity and communication with the teacher.

Requirements

to the formulation of goals and objectives of direct educational activities
(ED)
:

focus of the goal on the expected and diagnosable result of educational activity;

compliance of the GCD goal with psychophysical capabilities, abilities, and needs

pupils of this age;

the reality of achieving the set goal throughout the entire educational activity;

presentation of the tasks of the educational activity as a system of actions of the teacher to achieve the goal of educational activity;

the presence of educational (oh, developing )

and educational
tasks
. It is recommended to formulate tasks with a verb in an indefinite form: consolidate, generalize, form, develop, educate, etc.;

clarity and specificity in the formulation of tasks (not just expand (fix)

children’s ideas about winter, and what exactly children learn
(reinforce)
about winter within the framework of this lesson).
This also applies to the formulation of developmental tasks: not just the development of children’s mental abilities, but which ones specifically (list)
.
The task should reflect the stage of work with the content (introduce, clarify, enrich, systematize, generalize, etc.)
.

Direct educational activities include three parts:

1. Introductory part:

the mood of preschoolers for the upcoming activity,

ensuring the psychological readiness of students for upcoming activities;

organizing children's attention,

motivation for upcoming activities for children to understand and accept goals, objectives, and enter into the problem;

establishing connections with children's past experiences (if possible)

.

2. Main part:

updating existing knowledge and ideas of children;

creating a situation in which there is a need to acquire new ideas, skills, abilities;

solving the main problems of GCD through the use of various techniques and forms of work, the use of ICT in work;

creating conditions for a variety of active activities for children.

3. Final part:

consolidation and generalization of what children have learned and learned;

summing up educational activities, assessing their results, involving children in self-assessment (the content should be aimed at children understanding the dependence of the results obtained on the quality of the work, taking into account the specifics of the type of activity, the level of interaction of children, and the manifestation of the necessary personal qualities).

Requirements

to the content of direct educational activities:

selected in accordance with the assigned tasks, including educational ones;

should be interesting for children, accessible, moderately challenging,

should be aimed not only at consolidating and clarifying what children know and can do, but also at expanding, enriching children’s experience, and developing new ideas;

If possible, a single line of content is thought out (if the GCD is plot-based)

;

there must be a practical focus (connection of content with life, discussion of where it is found, where it can be used);

includes the presence of integrative connections with other educational areas in order to update existing knowledge and skills from other types of activities;

provides for the implementation of a gender approach (if the content allows)

;

has an educational orientation (formation of a positive attitude towards what children learn, development of cooperation skills, formation of personal qualities).

For high-quality implementation of direct educational activities, it is necessary:

maintain children's interest throughout the entire educational activity;

comply with requirements

health-saving pedagogy;

ensure the implementation of an individually differentiated approach;

to activate independent cognitive activity of children;

create conditions for the development of children’s ability to interact, organize communication aimed at solving cognitive and practical problems, solving problem situations;

pay attention to teaching children the ability to listen to each other, not interrupt, and come to help if necessary (educational task)

;

create conditions for mastering methods of mental activity (analysis, synthesis, comparison, generalization, classification, concretization, seriation, abstraction, etc., development of mental processes, creative abilities, skills to think, reason, identify relationships and interdependencies, establish cause-and-effect communications;

organize children’s search for solutions; detection of patterns, cause-and-effect relationships; establishing dependencies;

searching for similarities and differences between the content of the lesson and similar phenomena studied earlier;

direct efforts to develop concepts; search for evidence; putting forward and testing a hypothesis.

In the process of carrying out direct educational activities, it is necessary to use:

problem situations, research situations (training in research activities, integrative tasks (combining knowledge, skills around and for the sake of solving an issue, understanding an object or phenomenon);

methods, techniques, technologies, and forms of working with children that contribute to the development of children’s initiative, independence, volition, responsibility, etc. (depending on the age of the children)

;

a combination of individual, group and frontal forms of work, in accordance with the age of the children;

a system of interrelated questions and tasks that help guide children to answer a question or solve a problem situation;

ensure children’s meaningful assimilation of information (it is necessary to think through the content of the conversation and practical activities for children to consciously perceive information);

competently summarize children’s answers, direct their attention to understanding the essence of the content of educational activities;

carry out reflective-corrective activities that ensure the formation of basic self-control skills.

Tips for educators on organizing educational activities:

Don’t rush to answer, do it for the children, correct it.

Give children the opportunity to assume, speculate, bring their thoughts to their logical conclusion, do not rush to give a ready answer yourself.

Lead children to conclusions and generalizations.

Notice the contradictions between the children's answers and your conclusion.

Do not forget about ensuring the subjective activity of children.

Carry out games, exercises, and use tasks that primarily affect the development of children.

Provide a change in activities in order to captivate, interest, and retain the attention of children as much as possible.

Ask your children more often to clarify what was said (pretending that it is important, but it is still unclear, to explain it differently.

After the children complete the tasks, talk with the children about how you managed to achieve the result, who succeeded and why.

When summing up the results of educational activities, it is important to note successful children, emphasizing how it was possible to achieve a positive result, to support shy, shy ones, and to pay attention to those children who are already doing something better in comparison with their previous results. At the same time, special emphasis should be placed on the manifestation of personal qualities and interaction skills. Take an interest in what you remember, liked during the lesson, what was difficult or very easy and be sure to ask “Why?”

. Ask the children questions:

What helped you complete the task?

What did you learn today?

What new did you learn?

Where will this be useful?

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

Competencies of a preschool teacher

Educators must have the basic competencies necessary to work with preschool children.

These competencies require:

1) ensuring the emotional well-being of children through:

Direct communication with each child;

Respectful attitude towards each child, his feelings and needs

;

2) support for children’s individuality and initiative through:

Creating conditions for children to freely choose activities and participants for joint activities;

Creating conditions for children to make decisions, express their feelings and thoughts;

Non-directive assistance to children, support for children’s initiative and independence in various types of activities (play, research, project, cognitive, etc.)

;

3) establishing rules of behavior and interaction in different situations:

Creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those who have different (including disabilities)

health opportunities;

Development of children's communication abilities, allowing them to resolve conflict situations with peers;

Developing children's ability to work in a peer group;

Establishing rules of conduct indoors, on a walk, during educational activities carried out in sensitive moments (meetings and farewells, hygiene procedures, meals, naps, direct educational activities and others, presenting them in a constructive ( without
accusations or threats)
and understandable children's uniforms;

4) construction of variable developmental education, focused on the level of development of each child, through:

Creating conditions for mastering cultural means of activity;

Organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;

Supporting spontaneous play of children, enriching it, providing play time and space;

Assessment of children's individual development;

5) Interaction with parents (legal representatives)

on issues of child education, directly involving them in educational activities, including through the creation of educational projects together with the family based on identifying
needs
and supporting the family’s educational initiatives.

One of the indicators of a teacher’s professional competence is his ability to self-educate, which manifests itself in dissatisfaction, awareness of the imperfections of the current state of the educational process and the desire for self-improvement.

Olga Pykhova

The structure of classes in preschool educational institutions according to the Federal State Educational Standard

Class

as a form of organizing education in a preschool educational institution.
The form of organization of training is a joint activity of the teacher and students, which is carried out in a certain order and established mode. Preparing the teacher for classes
.
Classes have a certain structure
, which is largely dictated by the content of training and the specifics of children's activities: beginning, course of
the lesson (process)
and ending.
The triune task of the lesson
.

Activities of the teacher Activities of the child

Motivation for activity The emergence of interest in the upcoming activity, readiness to perceive

Presentation of educational material Perception

Consolidation of educational material Comprehension

Summing up the lesson

, individual assessment of children The emergence of a feeling of satisfaction with cognitive activity

Definition of new goals Emerging interest in the upcoming new activity, anticipation of it

Non-traditional forms of conducting classes

(
Activity - creativity
,
Activity - gatherings
,
Activity - experiment, etc.
)

GCD structure taking into account the Federal State Educational Standard

. Methods and techniques of teaching.

Publications on the topic:

Approximate structure of the annual plan 1. Brief information about the preschool educational institution. 1.1 Type, type of institution, by whom and when the license was issued. 1.2 Software and methodological support for d/s.

Approximate structure of a fairytale therapy lesson PART 1: INTRODUCTORY. PURPOSE: a) developing interest and need for knowledge and health promotion, introduction to the magical fairy-tale world.

Structure of a speech therapy lesson on sound automation Topic: Sound ... Goal: to displace defective sound from speech and replace it with a normative one. Objectives: development of mobility of the articulatory apparatus;

The structure of a speech therapy lesson on the differentiation of sounds. The structure of a speech therapy lesson on the differentiation of sounds. Subject: Sound, sound…. Goal: teaching the correct use of sounds ... and ... c.

Structure of a speech therapy lesson on sound production Topic: Sound... Purpose: sound production... Objectives: development of the muscles of the articulatory apparatus; development of speech exhalation and voice; phonemic development.

The structure of writing GCD taking into account the Federal State Educational Standard The structure of writing GCD taking into account the Federal State Educational Standard In order to correctly organize the GCD, you need to have a good understanding of some issues and identify the difference.

Sinarik Mkrtchyan

The structure of writing GCD taking into account the Federal State Educational Standard

The structure of writing GCD taking into account the Federal State Educational Standard

To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”.

The distinctive features of GCD are primarily

Forms of its organization

In changing the position of the teacher in relation to children

In updating the GCD structure.

Initially, you need to think about the motivation with which GCD begins.

Motivation can be different - practical, playful, educational. It should contain something that will cause interest, surprise, amazement, delight in children, in a word, then after which the children will want to do “this.”

And so the structure of GCD

Introductory part.

1) Creation of a game situation (problem situation, target setting, any motivation that stimulates children’s activity in finding a solution to it.

MAIN PART

2) designing solutions to a problem situation, performing actions. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visualization, or children themselves obtain knowledge through research, search, and discovery.

FINAL PART,

3)Analysis of performance results, reflection. Summarizing.

Introductory part of GCD

, features of work on creating play motivation at different age stages.

Younger age

- you tell the children that something happened to some game characters, you turn to the children with a question, you agree

If they provide the required assistance, you gradually offer your children your

options for getting out of this situation...

Middle group

– you can bring a character because at this age children have already mastered roles or children take on a role and act in it. To do this, the teacher invites the children to play. Then, together with the children acting in the role, first a game task is set (we need to do something, and then a learning task (we will learn how to do it).

The older group - the main thing is not the characters, but the plots, plot structures (there is no character himself, but there is a letter, an SMS, a call). Plots can be long (travel in a time machine). During the GCD may

Use small paraphernalia, established roles, changing

In the preparatory group

— the need to create gaming motivation remains, but problematic situations can already be added here.

A problematic situation is a planned, specially conceived means by the teacher aimed at awakening children’s interest in the topic under discussion. In other words, a problematic situation is a situation in which a child wants to solve difficult problems, but he lacks data and must look for it himself.

You can also use games with rules as motivation; children make sure the rules are followed. The game used is a competition with the goal of winning. Give every child the opportunity to visit the world

situations of winning and losing.

MAIN PART

Having outlined a task for joint implementation (children choose a goal or several goals for themselves, the adult, as an equal participant, offers all possible ways to implement it. In the process of activity itself, he gradually “sets” the developmental content, offers his idea or his result for children’s criticism; shows interest as a result of others; is included in the mutual assessment and interpretation of the actions of the participants; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussion of emerging problems.

Do not evaluate children's answers - accept any. During the activity, V-l always asks the children “Why, why are you doing this, so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself: “What exactly is wrong, you can send a smarter child to help.

FINAL PART

Results and reflection, up to 5 minutes.

First of all, this part is characterized by an “open end”; Each child works at his own pace and decides for himself whether he has completed the research or work or not. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: that is, what he wanted to do - what happened.

Don’t ask your children: did you like it or not? We need to ask “why did you do this? To understand whether the child has realized the goal. Or “Why did you need this? “Could you ever need this?”

Find someone to praise for something, not only for the result, but also for the activity in the process of work. The assessment must be differentiated.

When organizing educational activities, the professional position of the teacher is to respect any statement of the child regarding the content of the topic under discussion. We need to think in advance about how to discuss children’s versions, not in a harsh, evaluative form

Publications on the topic:

The structure of the educational process is in accordance with the Federal State Educational Standards for Municipal Autonomous Preschool Educational Institution, combined type kindergarten No. 9 in the village of Konokovo municipality.

Algorithm for writing the main educational program of a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education Algorithm for writing the main educational program for a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education. "Basic educational program of preschool education."

Cyclogram for writing calendar planning (preparatory group) according to the Federal State Educational Standard Day of the week Monday Tuesday Wednesday Thursday Friday Morning Morning exercises Conversation\memorization Psychogymnastics Ind. slave. By.

Report at the Russian Educational Institution “Structure of direct educational activities in accordance with the Federal State Educational Standard” The leading form of organizing the education of preschool students is direct educational activities. DIRECTLY EDUCATIONAL.

Consultation for teachers of preschool educational institutions “Forms for writing a calendar plan in kindergarten according to the requirements of the Federal State Educational Standard for Preschool Education.”

Lesson structure according to Federal State Educational Standards

Structure of different types of lessons

Lessons on the Federal State Educational Standard are based on a system-activity approach. Such lessons can be divided into the following types:

• lessons of introduction (“discovery”) of new knowledge (ONZ);
• reflection lessons;
• lessons of general methodological orientation;
• lessons of developmental control.

The structure of a lesson according to the Federal State Educational Standard may differ slightly. For example, in EHS lessons there may be no stage of checking homework completion. There will be no learning of new material during reflection lessons. All stages are most fully traced in lessons with a general methodological orientation.

The structure of a lesson on “discovering” new knowledge according to the Federal State Educational Standard

• Motivation for educational activities . The student must consciously enter into learning activities. To do this, the teacher must create conditions when the student understands the requirements for him in the lesson, feels the desire to get involved in the work and believes that he is capable of learning activities.
• Updating knowledge . Students are prepared for proper independent implementation of a trial learning activity. While completing assignments, students record their difficulties.
• Identifying the location and cause of the difficulty . Under the guidance of the teacher, students restore the order of the actions taken and determine the specific location of the difficulty. By comparing their actions with the method (algorithm) used, students determine the cause of the difficulty - specific knowledge and skills that do not yet exist to solve the problem. It is very important to say all actions out loud.
• Building a project to solve a problem . Students think about and discuss their future learning activities: set a goal (eliminating a difficulty), determine the topic of the lesson, choose a method, build a plan to achieve the goal and select means. The teacher leads through suggestive or stimulating dialogue or through investigative methods. The choice of a specific method depends primarily on the degree of preparedness of the class.
• Project implementation . By discussing the various options proposed by students, the optimal course of action is selected and used to solve the original problem that caused the difficulty. At the same time, the teacher must quietly lead the students to the correct method. After solving the problem, students note that they have overcome a previously encountered difficulty and express the idea that this method is suitable for solving similar problems.
• Primary consolidation . Students solve standard tasks on a new method of action, saying the solution algorithm out loud. In this case, work can be carried out frontally, in groups or in pairs.
• Independent work with self-test according to the standard . Students are already independently completing tasks of a new type and checking the correctness of the solution themselves, comparing it with the standard. After this, the results are discussed. It is advisable to create a situation of success for every child.
• Inclusion in the knowledge system and repetition . It is determined when new knowledge can be applied and how it may be useful in the future. Tasks are given where the developed method of action is provided as an intermediate step.
• Reflection on learning activities in the classroom . Students remind themselves of new content learned in class. Self-analysis and self-assessment of students’ educational activities are organized. Conclusions are drawn about the achievement of the goal set at the beginning of the lesson.

CHILDHOOD GUIDE

When developing a developmental lesson, the teacher must organize joint activities so that they are aimed at the formation of cognitive independence, the development of thinking and speech activity.

Let’s look at a developmental lesson using the topic “Transport” . The main task: to find out together with the children why people need transport? Lesson structure: Introductory part (motivational stage). The teacher must motivate children to engage in cognitive (or play) activities using a problem play situation. For example, Buratino wrote a letter inviting him to visit. Problem: Pinocchio lives far away, how do we get to him? The result of the introductory part: the children’s motivation for the upcoming activity has been formed.

The main part (content, activity stage). In the main part, the teacher: 1. 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? 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, a teacher asks: “Guys, did you come on foot or did you come to kindergarten today?” (Addresses separately to Tanya, Sasha, etc.). Then a question for comprehension: “Why did you come on foot and not drive?” Children's answers: “We came on foot because the kindergarten is located next to the house.” Then you can ask about your parents: “Did your mother, Mashenka, go to work or walk?” The child analyzes the situation and explains: “Mom works far from home, so she went by bus.” Next is the teacher’s general question, which leads the children to formulate conclusions: “So why do people need transport?” 2. Uses didactic games. For example, a creative game based on TRIZ technology “Good and Bad” . Traveling by bus is good because it’s fast, warm, etc. Traveling on a bus is bad because an accident may happen; on the bus, when there are a lot of people, it’s very crowded, etc. Or the didactic game “Assemble a bus” (from puzzles, drawn parts of a bus). You can offer an exercise to develop attention and observation - paired pictures with drawn buses containing differences. 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. 3. Involves children in various activities. In the process of activity, children acquire new knowledge and ways of acting. For example, a teacher asks: “Is it possible to assemble a bus from furniture (or building blocks) in a group?”, “What else can you make a bus from?” Children offer their options, design a bus and “go” to Pinocchio on it. The result of the main part: a new method of action or new knowledge is learned.

The final part (reflective stage). It is necessary to capture new concepts and new knowledge. Adult questions: - What games did we play today? — Were you able to complete the tasks? - So why do people need transport? etc. The result of the final part: the children analyze their own and collective activities in the lesson.

It is important not only to develop a developmental activity, but also to conduct a competent pedagogical self-analysis of this activity.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments . I'll definitely help.

Golovina Bela Gennadievna, site administrator.
How to analyze a developmental lesson How to correctly develop a synopsis of direct educational activities according to the Federal State Educational Standard How to develop a methodologically competent presentation How to independently develop a didactic game >

Structure of developmental control lessons

This type of lessons can be compared to traditional lessons, when tests are carried out first, and in the next lesson, mistakes are worked on. The fundamental difference is that in these lessons the emphasis is on self-control, on the development of self-analysis in students. In such lessons, students continue to develop their control and assessment abilities. They are carried out after studying a large block of material and take two hours, so they are more often used in teaching subjects such as mathematics, Russian, and physics.

Developmental control lessons consist of the following stages.