MAP ANALYSIS
GCD IN ACCORDANCE WITH GEF TO.
Date: _________2017
Directly educational activities were carried out in ______ group.
There were _____________ people.
GCD theme : " " is a component of the content of the educational area "________________".
Integration of educational areas : ___________________________________
Target:
Based on the purpose of the NOD, set tasks:
The GCD has chosen the following structure:
2. Actualization of knowledge - a way out to the problem. Motivation.
3. Statement of the problem and "discovery" of new knowledge.
4. Consolidation of new knowledge, repetition
5. Reflection (result of GCD)
6. Continuation of research outside the GCD
which corresponds to the GCD design model in accordance with the Federal State Educational Standard.
For the successful solution of the identified tasks, I prepared the following demonstration material……………………………………., handout……………………………………………. He helped me to reveal the topic brightly, interestingly, etc. OR why didn’t it work?………………………………………………………………………………..
In preparation for the GCD ball, preliminary work was carried out:……….
At the first stage, "Organizational Moment", I used the "Social Game" or team building game.
At the second stage of the GCD, to ensure children's interest in the topic, an emotional response to it, I used motivation, a riddle………………… OR created a problem situation……… which corresponds to the following task.
At the third stage “Statement of the problem and “discovery” of new knowledge”……..
What methods were used.
Which fits the bill....
At the fourth stage of the GCD, the children and I consolidated new knowledge, repeated by what methods, techniques .... which corresponds to the next task.
At the fifth stage, a reflection was carried out (the result of the GCD).
Or
Summing up the lesson, I involved children in this, asked them to speak on the topic ... ..? She was able to create a situation of success.
As a result, the children continued the study on the topic………. outside GCD
Application of innovative technologies: Underline whatever applicable
Technology of information training - ICT (information and communication technologies).
Problem learning technology
Project based learning technology
Game learning technology
Person-Centered Technologies
TRIZ technology - the theory of inventive problem solving
Research technologies
To satisfy the motor activity of children and preserve their health, I used health-saving technologies. List which ones. Organized/Dynamic Pause? physical education minute? /, breathing exercises, finger gymnastics, constantly monitored the landing of children ... ..
During the GCD, there was a change in activities, a differentiated and individual approach was applied.
Types of children's activities Underline the ones used in the lesson:
(motor, communicative, game, labor, cognitive-research, musical-artistic, productive, reading fiction).
To implement the tasks, I used various principles: (visibility, systematic, accessibility, consistency, individual approach, development, voice and emotional modulation, psychological comfort).
applied the following forms work: frontal, individual, group.
Work in small subgroups …………WHERE?
Work in pairs …………WHERE?
Collective work…………WHERE?
Individual in …………WHERE?
Methods and techniques. (Underline those used in the lesson)
(Practical METHODS: experience, exercise, experimentation, modeling;
Visual methods: observation, demonstration of visual aids;
Verbal methods: teacher's story, conversation, reading fiction;
Game methods: didactic game, imaginary situation in expanded form
During the lesson, the children were active ... OR?
Interest remained... OR?
Be careful…..OR?
The duration of the GCD ... .. min, which corresponds to the SanPina standards.
CONCLUSIONS:- The declared topic fully corresponded to the content of the lesson OR the topic does not correspond to the content because ...
I believe that I was able to fully achieve the tasks set… OR I was not able to complete the task……………. because………. In ind. and a subgroup of work with children I will plan ………
Or
Thus, the goal and objectives set within the framework of the GCD have been implemented. Educational activities contributed to the increase of game motivation for learning, creative development, and cognitive interest. The degree of activity of children is at a sufficient level, all children were covered by activities, interest was maintained throughout the entire GCD. All kinds of tasks planned with the children were carried out.
Svetlana Kokornova
GCD Analysis Sample
Fix elementary labor actions
Develop a desire to work together
Raise the desire to help adults
Build a positive attitude towards work
3. Methods and techniques correspond to program tasks.
The teacher used various methods and methods of organizing joint educational activities:
game method (help grandmother Fedora) in combination with such techniques as questions, instructions, explanations, showing the course of action, reminders and verbal methods of conversation, thin. words contributed to the creation of an interested, relaxed atmosphere, the establishment of a psychologically comfortable climate, the emergence of a desire to work together, to help adults.
Demo method (display of dishes) contributed to the generalization of children's ideas about dishes.
The method of demonstrating the method of performing labor actions and independent performance of labor actions allowed children to consolidate practical skills and abilities.
4. Lighting, temperature conditions, duration of the lesson, motor mode and load corresponded to the SanPin requirements.
5. As a result of the lesson:
Children have the skills of elementary labor activity.
Systematized ideas about dishes and how to care for them.
During the lesson, the children were active, emotionally responsive, participated in labor and play activities with pleasure.
Pupils independently performed practical labor actions: washed, rinsed,
wiped, arranged the dishes.
6. Construction educational activities based on, known to children, the works of K. Ya. Chukovsky "Fedorino grief", the introduction of a fairy-tale character, grandmother Fedora, a competent selection of methods and techniques, allowed the teacher to create an original, non-standard lesson.
7. The material of the lesson was presented to the children in a form accessible to them.
The speech of the teacher is emotional, expressive, accurate, without grammatical errors. The teacher was friendly to the children, skillfully disposed them to herself, regulated the behavior of the children in the process. educational activities, maintained interest throughout the lesson, used individual work with pupils.
In the process educational activities the teacher stimulated children: praised, encouraged, helped if necessary (indication, explanation).
The educator contributed to the emergence in children desires: help grandmother Fyodor, provide all possible assistance to the junior teacher, adults, work together; receive satisfaction from the results of labor activity.
Related publications:
For parents. Sample application for admission to the DOE. To the director of MBOU secondary school p. Priuzensky Mezhakov L. V. from ___ (full name of the parent, (legal representative).
Synopsis of the NOD "The Royal Family as a Model of Family Traditions" The royal family as an example of family traditions and values. Program content: - Acquaintance of children with members of the royal family. - Initiation.
Summary of the GCD on improving the skills of sound analysis and literacy for children with FFN (preparatory group) Program content: 1. To generalize and systematize the knowledge gained in children about vowels and consonants, the syllabic composition of a word, letters.
Summary of GCD in the senior group. Mastering the sound analysis of words, clarifying children's knowledge about the elements of railway transport Summary of direct educational activities B senior group"Carnation" On the topic: "Visiting Uncle Fedor" PURPOSE: Mastering the sound.
The culture of the teacher's speech is a role model. The teacher's speech culture is a role model. Cultural speech is obligatory element general human culture. It is no coincidence that it is considered
Sample project design for preschool teachers Designing a project for preschool educators Contents 1. Introduction ... 2. Relevance of the project ... 3. Goals, objectives, expected results and products ....
Avdonina Victoria IvanovnaView Publication Certificate
Lesson Analysis
Date: 11/26/16.
Group: "Sun"
Educator: Kolmychenko A.I., Pavlova S.V.
Occupation: Development of speech, drawing.
Theme: "Give good"
Purpose: the formation of ideas about the world, love, goodness.
The lesson I reviewed was prepared and conducted in accordance with the program of the group and with the scope of the program content. The lesson corresponded to the level of development of the children of this group, all stages of the lesson corresponded to their age characteristics in full.
Characteristics of the educator's activity: educators in working with children used the following techniques to solve the tasks: visual techniques (showing illustrations, samples), verbal techniques (teacher's story, children's answers), practical techniques (drawing). All techniques used corresponded to the age of the children in this group. Teachers paid close attention to taking into account the individual characteristics of children in the preparation of the lesson. This was clearly visible in the course of their work, for example, children with visual impairments were closer to the demonstration material.
Characteristics of children's activities: children easily mastered the presented new material. The working atmosphere was favorable. Children behaved actively in dialogues with educators, and attentively in mastering new material. They responded to activation techniques with ease and desire. In my opinion, the children have achieved the didactic goal, they have mastered the new material. It was also noticeable that children throughout the lesson experienced positive emotions: joy, surprise, fun.
In this group, the educators were able to correctly set up the children for work, used a surprise moment to make the children psychologically liberated.
At the lesson, the optimal ratio of dialogic and monologue communication between educators and children was traced.
The appearance of the educators was neat, tidy, disposed the children to communicate and work in the classroom, especially since costume elements were used.
There was a psychological distance “nearby”, i.e. children felt comfortable interacting with educators.
The conditions corresponded to sanitary and hygienic requirements: the room was ventilated, cleaned, in my opinion there was not enough lighting.
Educator: Avdonina V.I.
. .The topic of GCD corresponds in a complex way - thematic planning the main general educational program of the preschool educational institution (project), developed taking into account the approximate basic general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, the correctional part of which is based on the system of work in speech therapy group for children with general underdevelopment of speech NV Nishcheva. On the basis of the topic, goals were formulated, the content of the GCD was selected, taking into account the age characteristics of children and their speech profile.
The set goals and objectives are implemented in a complex form of activity, in a subgroup form. Achieving the goals of the NOD was carried out through the unity of correctional-educational, correctional-developing and correctional-educational tasks.
The synopsis, from the point of view of the well-known ways of developing new methods, is the application of the created experience with elements of modification in new conditions.
In order to prevent fatigue in children, a dynamic pause was carried out in a timely manner, which also contributed to the differentiation of the groups "Fruits" - "Vegetables" - "Berries". During the activity, the children were given the opportunity to realize the need for motor activity.
In order to attract and hold the attention of children, to ensure emotionality and interest, various methods and techniques (verbal, visual, practical) were used based on various forms of activity (auditory, visual, motor-motor).
In the process of GCD, the speech of children was monitored, the mistakes made were identified and corrected in a timely manner in the correct form, taking into account the speech capabilities and personality characteristics of each child. The NOD consisted of the following steps:
An organizational moment (entertaining), which is presented to children in the form of a solution to a "life situation" in order to involve children in activities;
The main stage consisted of didactic games, each of which is aimed at solving certain problems (development of dialogic speech, improvement of the grammatical structure of speech, development of articulatory praxis, coordination of speech with movement, development of physiological breathing, development of fine motor skills);
The final stage contained a reflection of the activities carried out.
In the structure of the lesson, a logical sequence is visible, the smoothness of the transition from one stage to another. The duration of the GCD was 25 minutes, which corresponds to the current SanPiN for children aged 5 to 6 years.
NOD is organized with 6 children. The environment of the speech therapy room, in which the NOD was carried out, is aesthetically designed. Colorful equipment, visual and didactic material of high quality, necessary in the GCD process, was prepared in advance.
The wording of the questions motivated the children to solve a certain problem, which ensured the activation of cognitive and speech processes.
In order to form motivation and the need for communication, children were offered problem situations. Finding a solution to the problem involved the use of elements of role-playing games, which allowed children to show independence and creative character traits. Also, in the process role-playing game children needed to work on the formation of communication skills, both with their peers and with a familiar adult.
The goals and objectives set during the development of the GCD have been fully implemented, but the degree of assimilation of the material by children is different, due to the peculiarities of the speech abilities of children.
1 Analysis in accordance with the GEF DO Consultation for teachers of the preschool educational institution Head of the preschool educational institution Maslova T.M. February 2016
2 Structure Organizational moment Awakening the interest of children; attracting attention through the use of surprise moments Motivational-orienting stage Acceptance by children of a “problem situation”, formulation and setting goals and objectives Search stage Organization of joint activities (conversation, heuristic conversation, posing problematic questions; activation of thinking; monologue and dialogic forms of communication Practical stage Immediate productive independent activity of children Reflective-evaluative stage The situation of introspection and self-assessment of the activities of children in the classroom to achieve the goal, or solve a problem situation.
3 Organizing moment Analysis Techniques for organizing the work of children in the classroom The essence of the techniques used (what techniques were used: “turning on” long-term educational motives; awakening the interest of children; attracting attention through the use of surprise moments; using “disciplinary” methods). Evaluation of the techniques chosen by the teacher (correspondence to the age of children; effectiveness; correspondence to the plot, the purpose of the work of children in the lesson, program tasks). The teacher relied on the personal motives of children, such as: the desire for communication, self-realization. Stimulation of the cognitive activity of children (visiting the museum of the kindergarten, which they created themselves and getting to know new expositions). The goal corresponds to the age characteristics of children, their interests and needs, the program objectives of education, training, and development. The goal is clearly formulated (visiting the museum "Transport").
4 Motivation-indicative stage What was the basis for the formulation of the goal ( problem situation; learning task; practical (creative) task, etc.) Formulation of the goal by children (clarity of the wording; the degree of awareness and acceptance of the goal by the children; the degree of participation of children in considering the problem (learning task), formulating the goal of the upcoming work). The purpose of the work of children in the classroom To formulate the goal, the teacher used the learning task: to summarize and clarify existing knowledge and master new ones. The goal was recognized and accepted by the children. They agreed to become guides and get acquainted with new expositions. The objectivity of the target setting proposed by the teacher (the correspondence of the goal to the age and individual characteristics of children, their interests and needs, the program objectives of education, training, development). The target setting (excursion to the Transport Museum) corresponded to the age and individual (to become guides) needs of children. The children showed interest in the upcoming work.
5 Motivational-indicative stage Motivational bases of children's activities in the classroom: The teacher's focus on creating a motivational basis (achieves understanding and acceptance by children of goals and objectives, formulates criteria for achieving goals, knows how to arouse interest in various types of activities, in the transmitted information). The teacher created a motivational basis, the children were interested in the transmitted information (acquaintance with new expositions) Relying on personal motives (the desire for communication, self-realization, self-affirmation), cognitive interest, the emotional sphere of children (the desire to take part in the fate of the character, to help comrades , to please their loved ones with their work, etc.), the ability to build a task so that children feel their success. Formation of the foundations of learning motivation (demonstration and organization of the practical application of ZUN, competencies; showing the role of learning in human life; acquaintance with examples of learning in the lives of people significant to the child; demonstration of the child's achievements in learning, creative and practical activities). The teacher relied on the personal motives of children, their desire for communication, self-realization, self-affirmation. The children were interested in learning. Children were able to feel their success (excursion to the museum, which they created themselves). The teacher created the motivation for learning by demonstrating the role of learning in human life. Child presentation.
6 Search stage Organization by the teacher of joint activities to identify ways to achieve the goal of the work of children in the classroom: Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; methods of activating thinking; the ratio of monologic and dialogic forms of communication). The degree of children's participation in the preparation of the work plan, independence in the choice of forms of work, materials practical methods and techniques (exercises with didactic material (arrange vehicles on the layout by type; exercise “What is missing” - repair shop; “Help the fairy-tale hero find his transport”), showing the method of action (work on the layout), game). During the course, the children showed independence in the choice of materials and forms of work (depicted types of transport, worked in a repair shop, laid routes to the planets).
7 Practical stage Forms of organization of children's activities: Rationality of the choice of methods (correspondence of the methods used and organizational forms of work to the goals, objectives, and content of educational interaction, interests and needs, individual characteristics and capabilities of children; reasonable alternation of types of children's activities, activities, the ratio of collective, group , subgroup and individual forms of work). The ratio of reproductive (story, show, explanation) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, competitions, projects, setting and solving cognitive, creative, practical and gaming tasks, tasks for the development of mental processes) methods, techniques activating the creative abilities of children, curiosity. The methods were chosen rationally. Using the visual method, the educator directed the child's perception to highlight the main, essential features in objects, formed knowledge about the properties and qualities of objects ("Workshop"). Verbal methods were accessible to children's understanding (presentations, teacher's story, children's story). At the lesson, control methods were used: self-control (work on the “Time Tape” - correlating the color of your picture with the color on the “Time Tape”), mutual control (checking the completion of the task “Get a route”). The ratio of reproductive and productive methods in the lesson was appropriate (explanatory and illustrative method - presentations, productive - creating the transport of the future). Conditions have been created for the mental development of the child to unfold as a process of self-development.
8 Practical stage The content of the work in the lesson: Educational possibilities of the content (solving the problems of moral, aesthetic, personal development). At the lesson, the tasks of an educational nature were solved: interaction skills, a sense of camaraderie, independence, the ability to understand the learning task. Implementation of integration (integration various kinds activities, forms of work with children, content of educational areas). The integration of various types of activities and forms of work with children made it possible to solve an important practical problem: rationally organize the educational process.
9 Practical stage The content of the work in the lesson: Compliance with didactic principles (systematic presentation of the material, age appropriateness, program, objectivity, accessibility, visibility, relevance, novelty, problematic, optimal volume of material). The unity of the structure (consistency of the storyline throughout everything, the presence of a logical connection between the forms of work, fragments, preservation targets motivation, interest and meaningful attitude to work). The proposed material was accessible, supported by visibility. When conducting great importance was given to the observance of the fundamental didactic principles (accessibility of the proposed material, visibility, individual approach, development principle, the principle of a systematic approach, the principle of communication of speech with other parties mental development). The structure meets the developmental tasks of training, education and correction. The storyline was sustained throughout, motivation and interest in the work were preserved. Fragments are logically related to each other. The tasks were given in order of increasing difficulty. All stages were interconnected and interdependent, subject to a given theme and goals.
10 Practical stage Methodological, didactic and technical equipment: the rationality of the choice of materials (correspondence to age, children's interests, aesthetic and sanitary requirements, ease of placement, a variety of materials that ensure the individualization of work, an integrated approach to considering an object or phenomenon, reasonable use of modern information and communication technologies, TCO , visibility). To obtain better results of children's activities, a variety of materials were used: visual aids, didactic handouts, and ICT. The visual material corresponded to the theme and goals. use in the classroom of the author's didactic and methodological developments. The lesson used the author's didactic aids: a layout of the classification "Modes of transport", "Magic transport", adapted by Montessori material "Tape of time". With the help of these didactic aids, you can teach children new material in a fun way, as well as consolidate the knowledge gained.
11 Practical stage Compliance with sanitary and hygienic requirements: Correspondence of the duration of the event with age norms (observance of time frames, rationality and efficiency of time use, optimal pace). The style of communication between a teacher and children as one of the factors of children's psychological comfort (authoritarian, democratic, permissive). The alternation of activities in the course (compliance with the requirements for the volume of motor activity, intellectual load, load on the organs of vision and hearing; the presence of tasks that provide relaxation, the ability of the teacher to adjust the forms and volume of work in accordance with the well-being of children). Optimal sanitary and hygienic conditions contributed to the success of the event. Time frames were observed, according to the age of the children. pace was perfect. At the lesson, an atmosphere of goodwill and mutual understanding was created. The teacher's communication style provided the child with a sense of psychological security and trust. In this case, both the adult and the child were equally subjects of interaction. The change of activities at each stage made it possible to prevent fatigue and satiety with one type of activity. Children dynamically switched from word games for games with objects. The lesson also included a physical education minute “Ride on transport”, which reflected lexical topics. The teacher monitored the children's compliance with the correct working posture, the correspondence of the furniture to the height of the child. The scope of work has been adjusted in accordance with physiological characteristics children. Expedient easing of tension at the end.
12 Reflective-evaluative stage The content of the evaluation activity (the teacher invites the children to name the results of the activity and ways to achieve them; correlates the assessment of the results with the goals identified during the motivational-orienting stage and the work plan in the lesson; argues the assessments, shows the children their achievements and shortcomings). The quality of the organization of evaluation activities (the teacher introduces children to the most obvious parameters and criteria for evaluating various types of activities, forms of work; takes into account the age and individual characteristics of children in the evaluation; uses various methods of evaluation; knows how to combine the methods of pedagogical evaluation, mutual evaluation and self-esteem of children, contributes to the formation of children's self-assessment skills of various activities) At the end, a summary was made, a reflection was carried out. Analyzing the activities of children in the classroom, it can be noted that they showed cognitive activity, emotionally reacted to the methods of activation of activities, used their knowledge and skills. They were interested, attentive, organized. The selected teaching methods provided motivation for activities, organization of children to achieve the goals, helped to generalize and consolidate the knowledge gained. Correctional and developmental tasks were completed almost in full and the goal was achieved.
13 THANK YOU FOR YOUR ATTENTION The material for consultation was provided by the methodologist of preschool education, MMC Kolomna city district, Shtein S.A.
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