Self-development 

What is the difference between NOD and classes? First of all, in updating the structure and forms of organization of the entire educational process, in its individualization, change. A new plan-model of nodes that will save educators from long notes

Valentina Evgenievna Prikhodko
Workshop for young professionals “Modern GCD in preschool educational institutions. Their content and types

Modern GCD in preschool educational institutions. Them content and types. Workshop for young professionals

Prikhodko Valentina Evgenievna

primary school teacher

Candidate of Pedagogy, Associate Professor of the Department of General Pedagogy

TI im. A. P. Chekhov (branch) FGBOU VO RGEU (RINH) Taganrog

Target: to systematize the knowledge of teachers about the structure of GCD, their classification and features, to improve the professional level of teachers, creative activity

materials: equipment for conducting a fragment of a traditional GCD for drawing (album sheets, paints, brushes, water cups, wax crayons, cotton swabs, a toy to create a surprise moment; cards with a brief description of the lesson to determine the type of lesson; handout for teachers « Types of non-traditional GCD» , "Comparative classification of GCD types".

Workshop progress:

1. Concept "NOD"- What is an occupation? GCD is a form of organization of education in kindergarten.

2. The structure of the lesson - GCD includes three stage: organization of children, the main part of the GCD and the end of the GCD. Organization children:

Checking the readiness of children for GCD (appearance, correct fit, concentration of attention)

Generating interest in GCD (techniques containing entertainment, surprise, mystery)

The main part of the NOD:

Organization of children's attention

Explanation of the material and showing the method of action or setting a learning problem and a joint solution (3-5 min)

Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material)

End of NOD:

Summing up (analysis with the children of the work performed, comparison of work with didactic tasks, assessment of the participation of children in GCD, a message about what they will do next time)

Switching children to another activity

3. GCD classification

Basis of classification Name

1. The didactic task of GCD is the assimilation of new knowledge and skills

GCD for consolidating previously acquired knowledge

GCD of creative application of knowledge and skills

Combined GCD (several didactic tasks are solved simultaneously)

Complex

Integrated

3. Form of organization Traditional

Non-traditional (NOD - competitions, NOD - theatrical, NOD - consultations, NOD - role-playing games, NOD - mutual learning, NOD - auctions, NOD - doubts, NOD - travel, NOD - concerts, NOD - games: the investigation is carried out by experts, a field of miracles, What? Where? When, KVN, etc.)

Each of these types of GCD will differ in the structure of the main part.

4. Difference between complex and integrated GCD

A complex is a whole that is formed from separate parts. (arts, types of children's activities). Comprehensive classes are usually scheduled once a quarter instead of a musical or visual activity class. A comprehensive lesson is based on material familiar to children. In this lesson, the tasks of each of the activities are solved.

for example: before drawing a festive city street, children sing a song about the holiday, read poetry.

Integrated GCD implies a deeper form of interconnection, interpenetration of the different content of the upbringing and education of children. In integration, one type of activity is pivotal, while others help broader and deeper understanding. Integrated GCD is aimed at learning new material. The lesson is planned on a common topic for several subjects, it can be conducted by several educators. The integration of the content of the educational material occurs around a specific topic.

for example: GCD "Fairytale bird - swan" included the following methods we:

A story about the lifestyle and characteristics inherent in these birds

Conversation: the behavior of people in relation to the animal world

Discussion of the image of a swan from fairy tales "Wild Swans", "The Tale of Tsar Saltan", "Ugly duck"

Listening to a fragment from Tchaikovsky's ballet "Swan Lake", Saint-Saens "Swan"

Doing creative tasks: show how the swan moves to the music.

Examination of Rylov's paintings "In the Blue Space", Vrubel "The Swan Princess"

Drawing flying swans.

In this lesson, tasks are combined in sections of the child and the world around him, the development of speech and literary reading, music, visual activity. And the purpose of all these assignments: to form in children an idea of ​​\u200b\u200ba fabulous bird - swans.

5. Practical task

Teachers receive cards with a brief description of GCD. It is necessary to determine what type of GCD they belong to, which kinds activities are combined.

Determine what type the open GCD conducted by teachers belongs to.

6. Preparing the teacher for classes

The preparation of the educator for GCD consists of three stages: planning GCD, preparing equipment, preparing children for GCD.

Lesson planning:

Select program content, outline methods and techniques, think over the course of the GCD in detail

Make a plan - a summary that includes myself:

Program content (educational tasks)

Equipment

Preliminary work with children (if it's necessary)

The course of the GCD and methodological techniques

It is necessary to plan not one GCD, but a system, gradually complicating and consolidating the material. We use methodological literature, but do not mechanically rewrite it, but apply it taking into account the characteristics of children.

Equipment preparation:

On the eve of the GCD, select the equipment, check whether it is in good condition, whether there is enough didactic material, etc.

Some GCDs need to be prepared in advance (for example, if you need to show a sprouted seed of a plant, you need to germinate it in advance)

When conducting an excursion, the teacher must go to the place in advance, select objects for observation, think about how the children will be placed, choose the shortest and safest route.

When organizing a GCD with preschoolers, it is necessary, first of all, to determine its main goal. And it lies in whether this GCD will be of a developmental nature or pursue a purely educational goal. At the training GCD, children accumulate the necessary personal experience: knowledge, abilities, skills and habits of cognitive activity, and on developing they, using the acquired experience, independently acquire knowledge. Therefore, in the educational process of a preschool institution, both developing and teaching GCD should be used. At the same time, it must be remembered that in order for a child to be successful in his own research activities, he needs certain knowledge and skills.

Children begin to acquire the skills of independent research activity at educational GCD. To this end, they introduce elements of a problematic presentation of educational material, a heuristic conversation, organize a collective or individual independent search, and experimental activities. Often in practice such GCD in a preschool institution is called developing. Unfortunately, this is not true. Such GCD is only an approach to real developmental activities, the essence of which is the development of the categorical structure of consciousness and the ability for independent search activity on the child’s own initiative, the ability to redefine and redefine tasks coming from an adult. Educational and developing GCD are built according to completely different schemes, and educators should be well aware of this. Consider a learning model (often referred to as traditional) and developing GCD.

Model for building a training GCD

Model for building a developing GCD

Preparing children for GCD

Generate interest in future work

Warn children about the beginning of GCD in advance (10 minutes before the children have time to finish their games and tune in to GCD

Organize the work of those on duty in preparation for the GCD

7. Summing up

Questions for the crossword:

1. The form of organization of education in kindergarten. (Lessons)

2. One of the varieties of GCD in terms of the form of organization. (Traditional)

3. GCD, which includes several types of children's activities, one of which is key, the rest help a broader and deeper understanding. (Integrated)

4. NOD - competitions, NOD - auctions, NOD - games, NOD - concerts, etc. (non-traditional)

5. GCD, where several didactic tasks are solved simultaneously (Combined)

6. GCD, combining two types of children's activities and solving the problems of each of the activities. (Complex)

Assignments to the GCD on the topic "Help Fedora"

1) The dishes returned to Fedora, they must be placed on shelves, each is indicated by a number from 2 to 5, It is necessary to correlate the number with the number of items.

2) Fedora decided to cook soup, what dishes does she need? (kitchen) The soup is ready, you need to set the table for dinner, choose the dishes. (dining room) The dishes are selected, but is everything on the table? What is missing? No spoon. Placed in front of the children problem: where to get a spoon? The spoon was lost, because it is very small, you have to go into the forest in search of it.

3) In search of a spoon, Fyodor gets into a fairy tale "Zhiharka" and watches as he lays out his spoons. Children are offered a dramatization game based on this fairy tale.

4) Fedora did not ask Zhikharka for a spoon. And the children decided to make a spoon for Fedora. Children are offered a choice of materials: clay, paints, paper, stencils.

Card 2

Description of GCD by topic "Journey to Nosaria"

The teacher invites the children to make a trip to the extraordinary country of Nosaria, the map of which resembles the silhouette of a nose. In this country, children will have unforgettable meetings in the zoo, where animals and birds with unusual noses live - a woodpecker, a camel, a wild boar, an elephant, a pelican. Children compare their noses to machines and tools. On one of the streets they meet Pinocchio, who never "didn't hang your nose", but "poking your nose" in other people's affairs and was surprised that "spring on the nose". Children explain these phrases by choosing pictures for them.

Part of this GCD was a conversation about the role of the sense of smell in human life and how to take care of your nose.

In conclusion, the children did "nose" in the origami way, since everyone who visited Nosaria left with a nose.

Publication date: 08/24/17

"Organization of direct educational activities (NOD)

in accordance with GEF DO".

“To make a serious occupation entertaining for a child is the task of initial education”

K.D. Ushinsky .

Surgut

Organized educational activities

according to GEF DO

The "Law on Education" provided teaching staff with the opportunity to choose educational programs. But whatever program the kindergarten chooses, the content of preschool education should be aimed at solving the following tasks:

  • maintaining the health of the child;
  • development of basic personality traits;
  • building an educational process based on the game as the main activity of a preschooler.

The basis of the effectiveness of the work of the preschool educational institution is the constant improvement of the educational process, which affects the results of the work of the preschool educational institution

The main feature of the organization of GCD in preschool educational institutions at the present stage:

  • withdrawal from educational activities (classes),
  • raising the status of the game as the main activity of preschool children;
  • inclusion in the process of effective forms of work with children: ICT, project activities, game, problem-learning situations within the framework of the integration of educational areas.

The most important condition for the development of a preschooler is the skillful inclusion of it in direct educational activities (GCD), which is based on adequate forms of work with children and an individual approach

GCD is the main form of education in kindergarten.

GCD - this is the leading form of organizing joint activities of an adult and children, which is determined by the level of mastering the general educational program of preschool education and solving specific educational problems by the age of children, the immediate environment of the educational institution, the current topic, etc. But the learning process remains. Teachers continue to "engage" with children.

Meanwhile, it is necessary to understand the difference between the "old" training and the "new".

The GEF DO is based on the most important didactic principle - proper organized learning leads to development, the result of which is the success of the upbringing and education of children in a preschool educational institution. GCD - combines the learning function and joint activities. The standardization of preschool education does not provide for the presentation of strict requirements for preschool children, does not consider them in a rigid "standard" framework.

Criteria for assessing the quality of educational activities in accordance with the Federal State Educational Standard

Creation of conditions for the preservation and promotion of children's health;

Compliance with the goals and objectives of the educational activities of the Federal

the program and the main general educational program of the preschool educational institution;

Implementation of a set of tasks: teaching, developing, educational;

Integration of educational areas.

Integration of directions of development and education of children

(Educational Areas) GEF

Social and communicative development

Speech development

Artistic and aesthetic development

cognitive development

Physical development

TYPES OF NOD:

1 Combined GCD - a combination of different types of activities or several didactic tasks that do not have logical connections with each other (after drawing there is an outdoor game).

2 Comprehensive GCD - implementation of tasks by means of different types of activities with associative links between them. At the same time, one type of activity dominates, and the second complements it, creates an emotional mood. (a conversation about fire safety rules turns into drawing a poster on the topic).

3 Integrated GCD - combine knowledge from different educational areas on an equal basis, complementing each other (consideration of such a concept as “mood” through works of music, literature, painting).

GCD preparation includes following components :

Integration of all 5 educational areas (combining knowledge from different educational areas equally legal basis, complementing each other)

- Compliance and well thought out the structure of the GCD to the tasks, the storyline of the GCD (a chain of logical sequence and the interconnection of stages, the transition from one part to another)

The expediency of time allocation; alternation of intellectual and physical activity, differentiated approach and task variability

Preparation of material and equipment; PRS to GCD (age appropriateness, aesthetics, safety, rational o e placement, etc.).

Target component (trinity of tasks - a clear definition of training, educational and developmental tasks, taking into account the integration of the OO)

Learning task : enhance the development of the child.

Educational : to form the moral qualities of the individual, attitudes and beliefs.

Developing: during training, to develop in pupils cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

Goals of the GCD

Target – this is an image of the desired result (intention, desire, aspiration, dreams, social order, etc.), which orients the activity of the teacher to the choice of means and the creation of conditions necessary and sufficient for them

achievements.

Requirements when setting goals :

The main basis for setting GCD goals should be the analysis of existing needs and problems at this stage of the program implementation, on the one hand, and the analysis of opportunities, means, resources (including temporary), on the other.

Goals should be relevant, responding to the most significant problems; tense, but real (in the child's zone of proximal development).

Goals should be formulated so specifically that it can be clearly determined whether they have been achieved.

Goals should be motivating, stimulating in nature and consistent with the core values ​​of the preschool educational institution.

The goals should be known to all participants in the activity, understandable and consciously accepted by them.

GCD methodology

Implementation of children's activities

They have the following components:

Children's ability to accept a cognitive task

Preschool activity

Readiness of preschoolers for problem situations

Assimilation of program material by children

Use of various forms of organization of children

Form of organization of training is a way of organizing training, which is carried out in a certain order and mode.

Forms are different : according to the number of participants, methods of activity, the nature of interaction between them, the venue.

-Individual (with one child)

-Subgroup (individual collective)

-Frontal (general group)

The choice of the number of children depends on: age and individual characteristics of children; type of activity; children's interest in this activity; the complexity of the material.

Need to remember : Every child should receive the same starting opportunities for schooling

Method as a way to achieve the goal

"Method" - the way to something, the way to achieve the goal. , i.e., a set of techniques and operations used to achieve the goal.

Teaching methods in didactics are understood as ways of joint activity of the teacher and students in the learning process, with the help of which the fulfillment of the intended tasks is achieved. Each method consists of certain techniques, which is aimed at solving a narrower educational problem. (Practical, visual, verbal, game, etc.)

Choosing a teaching method depends on the purpose and content of the GCD. All methods are used together, in various combinations with each other, and not in isolation.

"Reception" - it is an element of this or that method, particular in relation to the general.

Motivation in the formation of NOD

MOTIVATION - a set of motives, motives that determine the content, direction and nature of the activity.

The choice of motivation depends on: from tasks and goals, taking into account age.

The main motive for the participation / non-participation of the child in the educational process

– presence/lack of interest

Types of motivation (Motivation of communication, personal interest, problem-household, fabulous, cognitive, informational (after 6 years), semantic (denoting) 6-7 years, success (5-7 years), competitive (6-7 years)

Principles of motivation :

You can not impose your vision on solving a problem on a child.

Be sure to ask your child for permission to engage in a common activity with him.

Be sure to praise the child's actions for the result.

Acting together with the child, you introduce him to your plans, ways to achieve them.

By following these rules, you give children new knowledge, teach them certain skills, and form the necessary skills.

Requirements for the organization of the NOD

Sanitary and hygienic requirements.

didactic requirements.

organizational requirements.

The form of communication between the teacher and children during the GCD:

These are partnerships:

Adult - partner, next to the children (together), in a circle

Children allowed

Allowed free movement of children in the course of activities

Allowed free communication of children (working hum)

(At different stages of the GCD, the partner position of the educator manifests itself in a special way)

Features of the organization of GCD :

  • organization of educational activities without coercion;
  • non-violent forms of organization;
  • the developing nature of teaching preschoolers;
  • sensual way of knowing the world;
  • the presence of subject relations of the teacher and

children (cooperation, partnership)

  • game goal or other interesting for children;
  • reliance on the experience and knowledge of children;
  • the predominance of the dialogue of the educator with the children;
  • giving children the opportunity to choose activities and

organization of problematic search activities;

  • more free, in contrast to the occupation, the structure of OD;
  • creating situations of success;
  • development of creativity, independence, initiative of children
  • active participation of the junior teacher.

Conclusion

The main goal of educational work is the implementation of the requirements of the program of education and training.

The main task is to equip children with knowledge, skills and abilities.

And this can be achieved in the process of proper organization of OD, which implies the activity of children, business interaction and communication, the accumulation of certain information about the world around them, the formation of certain knowledge, skills and abilities. The success and effectiveness of educational work depends on the teacher. GCD of an integrated nature contributes to the formation of a holistic picture of the world, since an object or phenomenon is considered from several sides: theoretical, practical, applied. The transition from one type of activity to another allows you to involve each child in an active process; contribute to the formation of collective relationships; as a result, a children-adult community is formed.

Thus, a properly organized GCD is:

  • Motivation.
  • Subject-subject, cooperation.
  • Integration.
  • Project activity.
  • Partnership.
  • An integrated approach to learning.
  • Self-search activity.
  • Variety of activities.
  • Joint activity of the educator and the child.
  • Interaction with families of children.
  • Taking into account the interests of children.
  • Emotional richness, interest in what children are doing

Literature :
1. Vasyukova N. E. A systematic approach to planning pedagogical activity as a condition for integrating the content of preschool education // Theory and Methods of Continuous Professional Education. Proceedings of the All-Russian Scientific and Methodological Conference - Togliatti TSU, 2002 - Volume 1,
2. Vasyukova N E, Chekhonina O I Integration of the content of education through the planning of pedagogical activity // Kindergarten from A to Z -2004 - No. 6 (12)
3. Vershinina N.B., Sukhanova T.I. Modern approaches to planning educational work in kindergarten. Reference-methodical materials. - Publishing house "Teacher", 2010
4. Vasil'eva A.I., Bakhturina L.A., Kibitina I.I. Senior kindergarten teacher. – M.: Enlightenment, 1990.
5. Vorobieva T.K. Planning the work of a preschool educational institution. - M .: "Ansel-M", 1997. .
6. Law of the Russian Federation of December 29, 2012 "On Education in the Russian Federation"
7. Implementation of the complex-thematic principle of organizing the educational process in a preschool educational institution (guidelines). Yekaterinburg, 2011.

Appendix 2

The educational program of the city preschool educational institution of the kindergarten of the combined type No. 187 "Umka"

The main program directions for the development of the baby.

Parshina S.V. | The activity approach in preschool education

To form the practical assimilation of the lexical and grammatical means of the language.

Form the correct pronunciation (education of articulation abilities, sound pronunciation, syllabic structure and phonemic perception).

Develop communication skills.

Provide work on preparation for writing, teaching literacy and speech.

Selection and integration of upbringing, education and development programs children preschool age.

^ Development directions and goals.

Partial programs and technologies.

1. The program of education and training in kindergarten/ Ed. M.A. Vasilyeva, V.V. Heraldic.T.S. Komarova. - 6th ed., Rev. and additional - M.: Mosaic-Synthesis, 2010.

1. Greenish health light. - M.Yu. Kartushina, 2000, decision of the editorial board of AO IPPC of Arkhangelsk.

^ Social - personal direction:

1. Introducing kids to the origins of Russian folk culture. - O.V. Knyazeva, M.D. Makhaneva, 1998 recommended by the Ministry of General and Vocational Education of the Russian Federation.

1. The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Heraldic.T.S. Komarova. - 6th ed., Rev. and additional - M.: Mosaic-Synthesis, 2010.

1. Preparation for school of children with general underdevelopment of speech in the criteria of a special kindergarten. - T.B. Filicheva, G.V. Chirkina,

1. The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Heraldic.T.S. Komarova. - 6th ed., Rev. and additional - M.: Mosaic-Synthesis, 2010.

1. Musical masterpieces. - O.P.Radynova, 2002,

^II. Organization of the children's stay in preschool.

2.1. Model of the daily organization of the educational process in a preschool institution.

^ Younger preschool age.

Directions of child development.

1st half of the day.

Reception children outdoors (during the warm season)

Exercise after sleep.

direct educational activities.

NOD in an individual form.

morning reception children, individual and subgroup.

NOD in an individual form.

^ Senior preschool age.

Directions of child development.

1st half of the day.

Physical development and health improvement.

Reception of children in the air (during the warm season)

Exercise after sleep.

GCD of the cognitive-speech cycle.

Morning reception of children, individual and subgroup conversations.

Education in the process of household labor and labor in nature.

GCD on musical development and fine arts.

2.2 A working version of building an educational process in a preschool institution for a month.

2.3. Model of the organization of the educational process in preschool for the academic year.

2.4. Organization of the educational process, independent play activities and walks during the day.

2.5 The basic curriculum for directly educational activities for the 2011-2012 academic year for general developmental groups implementing a comprehensive "Program of education and training in kindergarten»

^ Name of directly educational activity.

Preparatory (No. 5, 7)

^ Base part (invariant)

The child and the environment.

The development of speech. Fiction.

Speech development and preparation for literacy.

Formation of elementary mathematical representations.

Design and manual labor.

^ Variable part (modular)

The name of the additional directly educational activity.

Abstracts

Kindergarten teachers, school teachers. Nod what you need Synopsis of GCD on physical development in the preparatory group p. Health-saving technologies - NewReferat. What are the forms of health work in preschool preschool education. FGT preschool education. What is FGT? domestic preschool education? that in senior preschool. Modern pedagogical technologies in preschool education. that the teacher work in small groups at GCD, in preschool education / T. Planning in a preschool institution. Home > GCD abstracts > Planning in B preschool education"What it is. Robotics in education - What is it. What is the use of interactive constructors in a preschool application 5 GCD. Consultation "What is a lapbook". Educators. and in preschool education. What is a game and how in GCD for development. "Preschooler. ru" - "Innovative technologies in preschool. “Innovative technologies in preschool Abstract of GCD on cognitive. Educational technologies in kindergarten. that the Book of T. Khabarov "Pedagogical technologies in preschool education" T. Physical culture - Preschool education. Synopsis of an open lesson in physical education "What is GCD in the eldest, what do children take.

In order to properly organize GCD, you need to understand some issues well and identify the difference between “occupation” and “GCD” ...

Distinctive features of direct educational activity, primarily in –
* forms of organization,
* in changing the position of the teacher in relation to children,
* in updating the GCD structure.
Let's go in order...
What do the Federal State Educational Standards offer us? The educational block is excluded from the educational process, but not the learning process is excluded, but the form of classes is changing. In the joint activity of children and adults, a new form appears - directly educational activity, filled with new content. If earlier there was a position - educational activity and play, then today - play and other types of children's activities. Now we are offered to solve the goals and objectives set in the joint activities of adults and children (GCD and regime moments) and independent activities of children. We are offered to abandon the educational model in kindergarten, i.e. from classes. And this requires teachers to turn to new forms of work with children that would allow them, figuratively speaking, to teach preschoolers in such a way that they do not know about it.
To do this, we are recommended to use: game techniques, frequent changes in activities, a variety of game tasks that allow you to create a positive emotional background, an atmosphere of ease, and achieve your goals. And it is for this that the emphasis is placed on the integration of educational areas.
If earlier in the lesson the main goal was the development of knowledge, skills, skills (ZUN), now the main goal is the genuine activity (activity) of children, and the development of knowledge, skills and skills is a side effect of this activity. The main activity is realized through children's activities.
According to the GEF, they have changed a little and you need to learn them again: (8)
- game,
- communicative,
- perception of fiction and folklore,
- construction from different materials,
- pictorial,
- motor,
- self-service and elementary household work.
The choice of activities is carried out by teachers independently, depending on the contingent of children, the level of development of the general educational program of preschool education and the solution of specific educational problems.
Examples of forms of educational activities and types of activities in Appendix 1. The next distinguishing feature is the style of behavior of an adult (teacher) changes : from administrative-regulatory to relaxed-confiding, partnership. It is necessary to remember the main theses of the organization of partner activities of an adult with children, which are pointed out by N.A. Korotkova:
- the involvement of the educator in the activity on an equal basis with the children (not “above”, not “nearby”, but “together”);
- voluntary involvement of preschoolers in activities (without mental and disciplinary coercion), and in order to achieve this, it is necessary to interest children as much as possible (motivation);
- free communication and movement of children during activities (subject to the organization of the working space);
- open time end of activities (everyone works at their own pace).
The partner position of the teacher contributes to the development of activity in the child, independence, the ability to make a decision, to try to do something without fear that it will turn out wrong, causes a desire to achieve the goal, favors emotional comfort. In the classroom, the main model of organizing the educational process is educational. The teacher voices the topic of the lesson and gives ready-made knowledge (“the teacher speaks - the child listens and remembers”). The main forms of work with children in the organization of GCD are examination, observation, experimentation, research, collecting, project implementation, workshop, etc. Here, the process of assimilation of new knowledge by children is more effective, because it is based on the personal experience of the child and his zone of interests. You can not oblige the child to understand something, he needs to be interested. Therefore, the task of the teacher is to build the GCD in such a way as to keep the child's attention, his interest, and enthusiasm for educational activities as much as possible.
Here we come to the third distinguishing feature - structure. And initially it is necessary to think over the motivation with which educational activity begins directly. Motivation can be different: practical, playful, cognitive. It should contain something that will arouse interest, surprise, amazement, delight of children, in a word, something after which children will want to do “this”. Before moving on to the structure of the GCD, I would like to focus on this.
One of the main features of the NOD is system-activity approach to her organization. Or simply an "activity approach" - the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems (L.G. Peterson). Under the conditions of the activity approach, the child-personality acts as an active creative principle, his self-development and self-actualization of his personality take place. And it is from the standpoint of the technology of the activity approach that it is necessary to observe the principles of construction, or the structure of the GCD. Here I give a simplified GCD structure, later we will analyze it, split it up and specify each part of it (full analysis in Appendix 2).
Introductory part.
1. Creation of a game situation (problem situation, target setting, any motivation), stimulating the activity of children to find its solution. There can also be any exercise for organizing children.
Main part.
2. Designing solutions to a problem situation. Taking action. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visibility, or children themselves acquire knowledge through research, search, discoveries ...
Final part.
3. Analysis of performance results, reflection. Summing up. So, let's analyze each of the three parts ... Introductory part of the GCD, features of work on creating game motivation at different age stages.
Younger age: you inform the children that something has happened to some game characters, you turn to the children with a question whether they agree to provide the required assistance, gradually offer the 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 children to play. Then, together with the children acting in the role, a game task is first set (it is necessary to do something), and then a training task (we will learn how to do it).
Senior group: the main thing is not characters, but plots, plot construction (there is no character himself, but there is a letter). Plots can be long (travel in a time machine). In the course of directly educational activities, small paraphernalia, established roles, changing roles can be used.
In the preparatory group, the need to create game motivation remains, but problem situations can already be added here. A problem situation is a planned, specially conceived by the teacher means aimed at awakening children's interest in the topic under discussion. In other words, a problem situation is a situation in which the child wants to solve problems that are difficult for him, but he does not have enough data, and he must look for them himself. A correctly created problem situation contributes to the fact that the child: he formulates the problem (task), he finds its solution, solves and self-controls the correctness of this solution.
Also, games with rules can be used as motivation, children follow the rules. A competition game is used with a win setting (chips are used). Give each child the opportunity to experience win and lose situations.
In the absence of motivation, there is no development of logic.
Rules for building motivation:
taking into account age (at an older age, cognitive interest displaces game motivation);
motivation should be economical (2-3 minutes), it should not dominate, otherwise cognitive interest is lost;
completeness of the situation, the character should manifest itself during the directly educational activity.
The main part of NOD.
Having outlined a task for joint implementation (children choose a goal or several goals for themselves, goal setting), an adult, as an equal participant, offers all kinds of ways to implement it. In the very process of activity, he gradually “sets” the developing content (new tasks, methods of activity, etc.); offers his idea or his result for children's criticism; shows interest in the results of others; is included in the mutual assessment and interpretation of the actions of the participants; enhances the child's interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, discussion of emerging problems. Do not evaluate the answers of children, accept any. In the process of activity, the teacher always asks the children “Why, why are you doing this?” So that the child comprehends each 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.
The final part of the NOD.
Results and reflection.
First of all, this part is characterized by an “open end”: each child works at his own pace and decides for himself whether or not he has completed the study or work. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: what he wanted to do - what happened.
Do not ask the children: did you like it or not? You need to ask: “Why did you do all this?” To understand whether the child realized the goal ... Or “What did you need this for?”, “Could you ever come in handy?” ...
Find someone to praise for something, not only for the result, but also for activities in the process of work. When organizing directly educational activities, the professional position of the teacher consists in a knowingly respectful attitude to any statement of the child on the content of the topic under discussion. You need to think in advance how to discuss children's "versions": not in a rigidly evaluative form (right or wrong), but in an equal dialogue. Only in this case, children will strive to be "heard" by adults. At the same time, during the entire GCD, the child finds himself in a situation in which he needs to argue, object, make a request and assessment, engage in other types of communication, i.e. speak. This is the system-activity technology.
And some more nuances in the organization of the NOD.
1. The teacher should be emotional, artistic, use maximum visibility, elements of a fairy tale, surprise, a lot of game moments.
2. Children should not sit at tables, only when working in notebooks or with handouts. They must move in the group space (the teacher uses for this dynamic, relaxation pauses, finger games, logorhythmics, game training, physical minutes, round dance games connected by a common theme).
3. And, of course, the integration of GCD, which involves changing the types of children's activities (dramatization of a fairy tale with construction from building material, making attributes for any game with theatricalization; listening to a musical work with reading poetry, examining works of fine art and drawing, etc. .d.).
You know how often the mood and interests of children change ... from this lies the advantages of GCD, change, interpenetration in various areas. The advantages of integrated GCD also lie in increasing the motivation of learning, during which a phenomenon is considered from several sides, forming a cognitive interest.
Pushing pupils to mental activity, the integrated GCD in kindergarten teaches children to receive information, thinking outside the box, compare and generalize it, and draw conclusions. You know very well that switching to a variety of activities helps to keep the attention of children, which increases the efficiency of GCD, relieves fatigue and overstrain. Children are engaged with great interest. And now, having identified the cardinal differences between the old-fashioned activity and the GCD activity, you can conclude that occupation-gcd – this is an entertaining activity that is based on one of the specific children's activities (or several - integration) carried out jointly with an adult, and is aimed at mastering one or more educational areas by children (integration of the content of educational areas).
GCD should ensure the activity of children, business interaction and communication, the accumulation by children of certain information about the world around them, search and experimentation. And although the lesson changes form, the learning process remains. Teachers continue to "engage" with children. But he teaches children in such a way, I repeat, that they do not know about it. This is the main postulate of the new transformations. Appendix 1. Forms of educational activity (Examples of forms of work)Motor children's activity
- Mobile games with rules
- Mobile didactic games
- Game exercises, game situations
- Competitions, leisure
- Rhythm, aerobics, children's fitness
- Sports games and exercises.
- Attractions
- Sports holidays
- Gymnastics (morning and awakening)
- Organization of sailing
Play children's activity
- Story games, games with rules
- Creation of a game situation (by regime moments using the works of writers)
- Games with speech accompaniment
- Finger games
- Theatrical games
Productive children's activities
- Workshop for the production of products of children's creativity
- Implementation of projects
- Children's design
- Experimental activities
- Exhibitions, mini museums
Reading children's fiction
- Reading, discussion
- memorization, storytelling
- Conversation
- Theatrical activities
- Independent artistic speech activity
- Quiz, KVN
- Questions and answers
- Book presentations
- Exhibitions in the book corner
- Literary holidays, leisure.
Cognitive - research activities
- Observation, excursion
- Solving problem situations
- Experimentation, research
- Collecting
- Simulation
- Project implementation
- Intellectual games (puzzles, quizzes, joke tasks, rebuses, crossword puzzles, charades)
- Design
- Hobbies
Communicative children's activities
- Conversation, situational conversation
- Speech situation
- Making and guessing riddles
- Games and game situations (plot, with rules, theatrical)
- Etudes and performances
- Logarithmics
Labor children's activity
- Duty, assignments, assignments
- Self-service
- Collaboration Appendix 2
Full analysis of NOD.
GCD is built taking into account the activity approach, and a single technology for building classes is a problematic dialogue.
Introduction
1. Introduction to the game situation (or organizational moment).
2. Motivation.
Formation of ideas about upcoming activities. (The game situation should be directly related to the topic of the lesson: what children need to be taught). The main task at this stage is the formation of interest among pupils in the content of the GCD, the direction of the attention of children, the disclosure of the educational task. Formation of skills to listen and be guided by the instructions of an adult.
3. Statement of the problem.
Difficulty in a game situation. This stage allows the teacher to introduce children to the features and objectives of the upcoming activity, or to create a problem situation that needs to be resolved.
Finding a way out of a difficult situation.
Main part
4. Updating knowledge
The tasks of this stage: actualization of existing knowledge, ideas. Creating a situation in which there is a need to obtain new ideas and skills. The activity of the teacher: with the help of leading, problematic questions, storytelling, explanation, organization of search activities, lead the children to reproduce the information necessary to successfully resolve the problem situation, or to learn something new.
5. "Discovery" by children of new knowledge, a way of action.
At this stage, the educator, using the lead-in dialogue, organizes the construction of new knowledge, which is clearly fixed by him together with the children in speech.
5. Independent application of the new in practice. Or actualization of already existing knowledge, ideas, (performance of work).
The task of this stage: mastering the methods of action, applying the acquired (already existing) skills, ideas. The activity of the teacher is to organize practical activities, provide the necessary assistance, organize interaction in achieving results.
Inclusion of new knowledge in the child's knowledge system and repetition. At this stage, the educator offers games in which new knowledge is used in conjunction with previously learned ones. It is also possible to include additional tasks for training mental operations and activity abilities, as well as tasks of a developmental type aimed at preparing children ahead of time for subsequent classes.
Final part
6. The result of the lesson. Systematization of knowledge.
Summing up the GCD from different points of view: the quality of learning new knowledge, the quality of the work performed, the generalization of the experience gained by the child. In conclusion, the teacher, together with the children, fixes new knowledge in oral speech and organizes the comprehension of their activities in the classroom using the questions: “Where were you?”, “What did you do?”, “What did you learn?”, “Who did you help?”. The educator notes: "We were able to help because we learned ..., learned ...".
7. Reflection. Formation of elementary skills of self-control, self-assessment (for a younger age - a reflection of mood and emotional state, for an older one - a reflection of activity, or the content of educational material).