Nod education. 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

Anoshina Anna Aleksandrovna - Senior educator of MBDOU CRR, d / s No. 4 "Semitsvetik", Ivanteevka, Moscow Region
Date of receipt of work for the competition: 06/15/2017.

The structure of writing a summary of the GCD in the preschool educational institution according to the Federal State Educational Standard.

With the introduction of the Federal State Educational Standard, the approach to organizing and conducting directly 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 rethought, who becomes more of a "coordinator" or "mentor" than a direct source of information. The position of the teacher of preschool education in relation to children changes and acquires the character of cooperation, when the child acts in a situation of joint activity and communication with the teacher as an equal partner.

Many teachers do not pay attention to the design of notes. In the summary write the topic, goal, tasks. And often the tasks go through the goal.

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 is the inscription:

Abstract

Direct educational activities in (Region)

On the topic: "……………"

for older children.

Below the title of the abstract on the right is the name of the author and his position.

At the end of the title page, in the middle, your locality is written, and even lower is the year when the summary was written.

The next sheet begins with program content. This includes the purpose and objectives of the GCD.

What is a goal?The goal is the end result, what we strive for. The goal is realized through tasks, which in relation to the goal are means, i.e. how we will achieve this goal. It is recommended that the goal be determined by a noun from the verb: creating conditions, shaping, educating, strengthening, etc.

Goal setting algorithm.

1. Assess the existing problems and determine the main one, clearly formulate it.
2. Determine the steps (actions) to solve it, their sequence.
3. Formulate exactly the intermediate result (effect) from the execution of each step (action).
4. Assess which (and how many) of these steps (actions) can be implemented within one GCD.
5. Formulate the goal of the GCD, which contains a description of the effect of the actions that you plan to implement within the framework of one GCD.

What an adult proposes to do must be necessary and interesting for the child, and meaningfulness for the child, the activity offered by the adult is the main guarantee of the developmental effect.

A task- something that requires execution, decision. Tasks in relation to the goal are and are:

Educational;

Developing;

educators.

It is recommended to formulate tasks with a verb in an indefinite form: to consolidate, generalize, form, develop, educate, etc. Observe clarity and specificity in the formulation of tasks (not just expand (fix) ideas about winter, but what exactly children learn (fix) about winter in this lesson). This also applies to the formulation of developmental tasks: not just the development of the mental abilities of children, but which ones specifically (list).

It should be remembered that each new task is written from a new line. When tasks are formulated, it is necessary to indicate which equipment will be used on this GCD (for example: tape recorder, blackboard, easel, wallboard, cubes, coasters, etc.).

Describing Handout, it is mandatory to list what material is taken with an indication of the size and quantity.

Next, you need to describe previous work as an educator in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc.
After that, preliminary work with children is indicated, the entire volume of frontal and individual work with children (where they went on an excursion, what object they observed, what they read to children, what they learned, etc.)

After that, it is written what individual work with whom (names and surnames of children are indicated) in what part of the lesson is planned to be held. It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned.

The synopsis also indicates vocabulary work - these are new words, the meaning of which children need to explain.

Parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introduction - 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. The main part is 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) naming autumn signs by children;
d) compiling stories about autumn weather;
e) naming sayings about autumn by children;
d) didactic game "From what tree leaf" ... etc.
III. The final part - 2 minutes.
a) reading a story about autumn;
b) listening to P.I. Tchaikovsky "September";
c) generalization of the educator;
e) analysis of the lesson (about what knowledge the children showed).
The following describes organization of children in directly educational activities. The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out.
And finally, the description of the course of the lesson begins. The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
For example:
Educator: “Children, what season did the artist depict in his picture?”
Children: "The picture shows autumn"
Educator: "That's right, the picture shows an autumn landscape. The artist conveys the beauty of autumn nature with colors, the writer and poet - with words, epithets, and the composer with music. Listen to an excerpt from P.I. Tchaikovsky's "September" (I turn on the tape recorder).
That is, after direct speech, in the middle of the line, the actions of the educator are indicated in brackets (“turn on”, “hang out”, “clean up”, etc.).
The lesson ends with words of analysis.
So, to briefly describe all of the above, then abstract structure , as follows:
1. Type, type, topic of the GCD with an indication of the age group of children.
2. Program content (educational, developing, educational tasks).
3. Vocabulary work.
4. Class equipment.
5. Demonstration material.
6. Handout.
7. Previous work of the educator in preparation for the lesson.
8. Preliminary work with children (with the whole group, with a subgroup, individually).
9. Individual work with children at the GCD (which one, with whom, in some part of the lesson).
10. The structure of the lesson and teaching methods.
11. Organizations of children in the classroom.
12. The course of the lesson (in direct speech). At the end of the final phrases or analysis of the lesson.
Recall the types of classes:
1. Classes, according to the message of new knowledge.
2. Classes to consolidate knowledge, skills and abilities.
3. Lessons on generalization and systematization.
4. Final.
5.Accounting and checking.
6. Combined (mixed, combined).
7. Complex.
8. Integrated (on the principle of combining several types of children's activities and various means of speech development). Integration can be thematically.
For example:
1) reading about birds;
2) collective drawing of birds;
3) storytelling by drawings.

Additional Information

Do not forget about the methodological support of the pedagogical process. Any activity begins with a motive. A motive is a reason that prompts action. Previously, we called the motive an interesting moment before the lesson.

The following motives for activities for children are distinguished:

Game. The child can realize the need for his significance by “helping” various toys to solve their practical and intellectual problems.

Communication motivation. Motivation is based on the desire of the child to feel his need and significance in terms of helping an adult. An adult turns to the child with a request to help him, he says that he cannot do without the help of the child. At the same time, do not forget to thank the child.

Motivation of personal interest. This motivation encourages the child to create different items for his own consumption.

After motivation comes the method of conducting the lesson. In this section, you should highlight the parts of the lesson. Children's answers are not written in the notes.

Julia Trishina
Organization and conduct of directly educational activities with children up to school age in accordance with GEF DO

Organization and conduct of directly educational activities with children of preschool age in accordance with the Federal State Educational Standard

At the core GEF DL lies the most important didactic principle - the correct organized education leads to development, the result of which is the success of education and education of children in preschool. "Law on education» gave teachers the opportunity to choose educational programs, but no matter what program the kindergarten chooses, the main feature in the preschool educational institution on the modern stage: leaving the training activities(classes); raising the status of the game as the main type activities of preschool children; inclusion in the process of effective forms of work with children: ICT, design activities, game, problem-learning situations within the framework of integration educational areas. Standardization preschool education does not provide for the imposition of strict requirements for children preschool age, does not consider them in rigid "standard" framework. So, according to the theory of L. S. Vygotsky and his followers, the processes of education and training are not in themselves directly develop the child, but only when they have activity forms and have the corresponding content.

Criteria for assessing quality educational activities in accordance with GEF DO are: creating conditions for the preservation and strengthening of children's health; compliance with the goals and objectives of educational activities Federal program and main general educational program of preschool educational institution; implementation of the complex tasks: teaching, developing, educational; integration of all educational areas.

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

The fundamental documents of the regulatory legal framework of the system preschool education, obligatory for execution when GCD organizations are: UN Convention on the Rights of the Child; the Constitution of the Russian Federation; Federal Law of December 29, 2012 No. 273-FZ "About education In Russian federation"; federal state educational standard of preschool education; "Order organization and implementation of educational activities” (approved by order No. 1014 of August 30, registration with the Ministry of Justice on September 26, 2013); Sanitary and epidemiological requirements for the device, content and organization of work in preschool organizations

So what is NOD? GCD is the leading form organization of joint activities of adults and children, which is determined by the level of development and solution of specific educational tasks age children, the immediate environment of the OS, the current topic, etc., which connects the learning function and the joint activity, but the learning process remains. Teachers continue "study" With children, but meanwhile they need to take into account the difference between "old" training and "new". GCD is implemented through organization various types of children's activities or their integration using diverse forms and methods of work, the choice of which is carried out by teachers independently, depending on the contingent of children, the level of development general educational program of preschool education and specific educational goals. What an adult proposes to do must be necessary and interesting for a child, and meaningfulness for a child offered by an adult activities- the main guarantee of the developing effect.

The GCD classification includes myself: combined NOD - a combination of different types activities or several didactic tasks that do not have logical connections with each other (after drawing there is an outdoor game); complex GCD - implementation of tasks by means of different types activities with associative links between them, but at the same time one type activities dominated, and the second complements it, creates an emotional mood (a conversation about fire safety rules turns into drawing a poster on the topic); integrated GCD - combine knowledge from different educational areas on an equal basis, complementing each other (considering such a concept as "mood" through works of music, literature, painting). Basis of classification serve: didactic task and content of the OD (section of education - classical OD by sections of education; integrated OD (including content from several sections of the training).

How held preparation for GCD and what should be considered? Preparation for GCD includes the following Components:

Integration of five educational areas(combining knowledge from different educational areas on an equal basis, complementing and enriching each other when solving didactic problems, the features of the topic of the day, week, the place of this issue in the topic, the level of preparedness of children on this stage from simple to complex;

conformity and thoughtfulness of the structure of the GCD to the tasks and the storyline of the GCD (a chain of logical sequence and the interconnection of the stages of transition from one part to another) expediency time allocation; alternation of intellectual and physical activities, differentiated approach and task variability

Preparation of material and equipment; ORS to GCD ( age matching, aesthetics, safety, rational placement, etc.).

The target component (trinity - a clear definition of teaching, educational and developmental tasks), taking into account the integration of OO ( educational: increase the level of development of the child. Educational: to form the moral qualities of the individual, views and beliefs. Educational: when teaching, to develop in pupils cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.)

Today, formulating tasks educational activities, we remove the verbs - teach, teach, replacing them with alternative ones. For example, enrich, shape, etc.

Organizing 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. During the training GCD (often referred to as traditional) children accumulate the necessary personal an experience: knowledge, abilities, skills and habits of cognitive activities, and during the developing GCD they, using the acquired experience, independently acquire knowledge.

The purpose of the NOD is image the desired result (intention, desire, aspiration, dreams, social order, etc., which orients activity the teacher to choose the means and create the conditions necessary and sufficient for their achievement. The goal of the GCD, being achieved, should be closer to the final goal of the program. The main basis for setting the goals of the GCD 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) with another. Goals should be relevant, responding to the most significant problems; tense but real (in the child's zone of proximal development); are formulated in such a specific way that it can be clearly determined whether they have been achieved and are known to all participants activities understood and consciously accepted by them. Goals should be motivating, stimulating and correspond the core values ​​of DOW. Setting algorithm goals: assessment of the existing problem and definition of the main one, its clear formulation; definition of steps (action) according to her decision, their sequence; exact definition of the intermediate result (effect) execution of each step (actions); which (and how much) of these steps (action) can be carried out within one GCD; definition and formulation of the goal of the GCD, containing a description of the effect of the actions that you plan to carry out within the framework of one ML.

A way to achieve a goal in GCD is a set of techniques and operations used to achieve a goal, which is called a method. Teaching methods in didactics are understood as ways of joint activities teacher and pupil in the learning process, with the help of which the implementation of the intended tasks is achieved. The choice of teaching method depends on the purpose and content of GCD. All methods are used together, in various combinations with each other, and not in isolation. Each method consists of certain methods (elements of one method or another, particular in relation to the general, which are aimed at solving a narrower educational problem and than more varied techniques, the more meaningful and effective the method in which they are included. At organizations GCD use traditional methods and techniques (practical, visual, verbal, gaming, perceptual - sensory education) and modern methods and tricks: methods of forming interest in learning, duty and responsibility (author Babansky, methods of increasing cognitive activity (prof. N. N. Poddyakov, A. N. Klyueva, methods of increasing emotional activity (Prof. S. A. Smirnov), teaching methods and development of creativity (Prof. N. N. Poddyakov)

Methodology holding GCD includes the following Components: implementation of all children's types of nursery activities and the use of various forms of organization of children, which depend on the degree of activity of children, the presence of interest, the skill of independence, the level of communication, age and individual characteristics of children, type activities, the complexity of the material. The form organizations training is carried out in a certain order and mode and differ in the number of participants, methods activities, the nature of the interaction between them, the place holding

How is the structure of the GCD determined? The structure of the GCD is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. GCD structure in in accordance with GEF DO is based on joint activities and is being built: on the subject (partner, equal) positions of an adult and a child; on the dialogic (not monologue) adult communication with children; on the productive interaction of the child with adults and peers; on partnership form organization of educational activities(the possibility of free placement, movement, communication of children, etc.) .

Stages of GCD implementation: Motivational stage - water part: (organization of children) suggests organization of children, switching the attention of children to the upcoming activity, stimulation of interest in it, creation of an emotional mood, precise and clear settings for the upcoming activity(sequence of task execution, expected results; substantive stage - the main part: (practical activity) is aimed at independent mental and practical activity, the fulfillment of all the set educational tasks, at this stage, individualization of learning is carried out (minimum help, advice, reminders, leading questions, demonstration, additional explanation, creation of conditions for each child to achieve a result); reflective stage - the final part (reflection, summarizing and evaluating the results of the educational activities. In the younger group, the teacher praises for diligence, the desire to do work, activates positive emotions, and in the middle group, he has a differentiated approach to evaluating results. children's activities, in the senior and preparatory groups for school, children are involved in the assessment and self-assessment of the results. The effectiveness of the reflective part is the attitude of children towards GCD and their motivation for the prospect of GCD.

The principles that are used in GCD organizations: amplification of child development; cultural-historical and personality-oriented principles; principles of developing education and activity learning, principles of interest and naturalness, the principle of health saving; theme principle.

What innovative technologies are used? This is a design activity, problem-search (research activity, TRIZ, modeling method, differentiated learning, activity method, integrated learning, problem-based learning, health-saving technologies, computer technologies.

The success of the formation of the NOD depends on what motives it prompted: from determining the content, direction and nature activities. The choice of motivation depends on the tasks and goals, taking into account age features. Motivation must be economical. The main motive for the participation / non-participation of the child in educational process - the presence / absence of interest. Kinds motivation: game motivation (gives the best results, because for children it Like: on each age stage, the game motivation should change and be associated with the stages of the game activities); external motivation (if a child does not want to learn, it is impossible to teach him; outwardly activity children during GCD may be similar, but internally, psychologically, it is very different); internal motivation, which is caused by the cognitive interest of the child (the results of GCD are much higher if it is stimulated by internal motives); motivation of communication, personal interest, problem-household, fabulous; motivation for success (5-7 years, cognitive informational (after 6 years, semantic (denoting) and competitive (6-7 years old). So in preschool age direct motivation is determined primarily by the need for new experiences, which is the basic need of the child that occurs in infancy. age and is the driving force behind its development. At the next stages of development, this need converted in the cognitive need of various levels

The educator provides conditions for the development of children's independence, initiative, creativity, therefore, he constantly creates situations that encourage children to actively apply their knowledge and skills, sets them more and more complex tasks, develops the will, supports the desire to overcome difficulties, bring the work begun to the end, aims looking for new creative solutions. Particular attention is paid to the subject developmental environment, which should be child-oriented and encourage children to make their own choices; actively play; use materials that can be found in more than one application; all work together and take care of each other; responsible for their actions.

At carrying out NOD should carry out a number of sanitary and hygienic requirements: first of all, it is accounting age, psychophysiological characteristics of children and compliance with hygienic conditions (the room must be ventilated, with general normal lighting, the light should fall from the left side, equipment, tools, materials and their placement should meet pedagogical, hygienic, ophthalmological and aesthetic requirements); satisfaction of motor activity and the duration of the NOD, which should correspond established standards, and time to be used fully.

Didactic requirements: precise definition educational goals of GCD, its place in the general system educational activities; creative use at carrying out GCD of all didactic principles in unity; determine the optimal content of GCD in compliance with the program and level of preparation of children; choose the most rational methods and techniques of teaching, depending on the didactic goal of GCD; ensure the cognitive activity of children and the developmental nature of GCD, rationally correlate verbal, visual and practical methods for the purpose of the lesson; use didactic games for learning purposes (board-printed, games with objects (plot-didactic and dramatization games, verbal and game techniques, didactic material .: systematically monitor the quality of assimilation of knowledge, skills and abilities.

Organizational requirements: have a well thought out plan GCD; clearly defined purpose and didactic tasks of GCD; competently hand-picked for the rational use of various teaching aids, including TSO, ICT; necessary discipline and organization of children during GCD. GCD in a preschool educational institution should not be carried out according to school technologies, it should conduct in a certain system, to connect them with the daily life of children (the knowledge gained in the classroom is used in free activities); organizations the integration of content is useful in the learning process, which makes the learning process meaningful, interesting for children and contributes to the effectiveness of development. To this end are held integrated and complex classes.

It is also necessary to create the provision of psychological and pedagogical conditions in GCD: ensuring emotional well-being through immediate communication with each child; respectful attitude to each child, to his feelings and needs; supporting the individuality and initiative of children through; creation of conditions for free choice children activities; creating conditions for acceptance children making, expressing their feelings and thoughts; non-directive assistance to children; support of children's initiative and independence in various forms activities; creation of conditions for positive, benevolent relations between children; development of children's communication skills and children's ability to work in a group of peers.

What should be the form of communication between the teacher and children during GCD? This is partnership relations: adult - partner, next to children(together, in a circle. During holding GCD allowed free placement of children and their free movement in the process activities as well as free communication of children (work noise). Main points organization of partnership activities of an adult with children pointed out by N.A. Korotkov: involvement of the educator in activities with children; voluntary accession preschoolers to activities(without mental and disciplinary coercion); free communication and movement of children during activities(at organization working space); open time end activity(everyone works at their own pace); educational activities of children in the daily routine. In the manifestation of the personal qualities of the teacher, it should be noted the speech of the teacher (tempo, diction, emotionality, imagery, intonational expressiveness, his pedagogical culture, tact, position in relation to children, style of pedagogical leadership, appearance. Organization GCD in partner form requires an adult style of behavior that can be expressed motto: "We are included in activity, are not bound by binding relationships, but only by desire and mutual treaty: We all want to do it." At different stages directly educational activities the partner position of the educator is manifested in a special way

In conclusion, I would like to say that the success and effectiveness of educational educational work, the main purpose of which is to implement the requirements of the program of education and training, and the main task is to equip children with knowledge, skills and abilities. Modern approaches to organizations GCD requires revision of traditional technologies that are not effective in achieving the goal of social success preschoolers at the next step education. And this can only be achieved through the right GCD organizations, which implies the activity of children, business interaction and communication, accumulation children certain information about the surrounding world, the formation of certain knowledge, skills and abilities. 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 parties: theoretical, practical, applied. Transition from one kind activities on the other, it allows you to involve each child in an active process; contribute to the formation of collective relationships; as a result formed child-adult community.

So properly organized GCD is:

Motivation.

Subject-subject, cooperation.

Integration.

Design activity.

Partnership.

An integrated approach to learning.

Self-search engine activity.

Variety of activities.

Joint activity educator and 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 a pedagogical activities as a condition for content integration preschool education// Theory and methodology 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 Content integration education through pedagogical planning activities// Kindergarten from A to Z -2004 -№6 (12)

3. Vershinina N. B., Sukhanova T. I. Modern approaches to planning educational work in kindergarten. Reference-methodical materials. – Publisher "Teacher", 2010

4. Vasilyeva A. I., Bakhturina L. A., Kibitina I. I. Senior kindergarten teacher. – M.: Enlightenment, 1990.

5. Vorobieva T. K. Work planning preschool educational institution. – M.: "Ansel-M", 1997. .

6. Law of the Russian Federation of December 29, 2012 "About education in Russia»

7. Implementation of the complex-thematic principle organization of the educational process in a preschool educational institution(guidelines). Yekaterinburg, 2011.

for conducting an open review of the OOD or for attestation

(writing a summary of the GCD (OOD) for everyday organized educational activities is carried out from writing the topic, goals, tasks, equipment and materials, the course of the GCD (OOD). In the calendar plan, only the name of the GCD (or OOD) topic is written. The abstract is attached in expanded form on electronic media or in paper printout (on sheets A-4, in a book or magazine version.

Compiled by: educator of the GUTO "SRTSN No. 1"

Bavshina Lyudmila Ivanovna

2017

Title page:

Compiled by: full name, position

2nd page of abstract

Educational area:

cognitive development;

speech development;

artistic and aesthetic development;

physical development;

social and communicative development (as part of the OOD)

transfer: socio-communicative, cognitive, speech, artistic and aesthetic, physical)

Classification (Type) OOD: __________________( write down or underline)

- according to the didactic task:

learning new knowledge and skills

consolidation of previously acquired knowledge

creative application of knowledge and skills

combined (combining didactic tasks for learning, repetition and consolidation of knowledge).

single-theme (classical according to the sections of education)

complex (several didactic tasks are solved at the same time (systematization of knowledge, skills and development of creative abilities, etc.). In a complex GCD, tasks of two or more types of activity are solved.

Integrated (on the principle of combining several types of children's activities and various means of speech development). Integration can be thematically.

- according to the form of organization

traditional OOD or GCD;

non-traditional (excursion, competition, theatrical, consultation, role-playing game, travel, quiz, concert, intellectual game - "Connoisseurs are investigating", "Field of Miracles", "What? Where? When?", KVN, etc. )

Forms of GCD or OOD: joint activities of an adult and children

Form of organization of NOD or OOD: (Underline whatever applicable):

Individual (with one child).

Subgroup (individual-collective).

Frontal (general group)

(cognitive development, speech development, drawing, modeling, appliqué, music, physical education) - underline as necessary

Goal: the end result, what we are striving for (noun - development, creation of conditions, formation, education, strengthening, etc.).

Tasks: 1. Educational.

2.Developing.

3. Educational. (See sample writing tasks...)

Tasks to prescribe with a verb in an indefinite form: create, strengthen, educate, implement, etc..

Tasks: Educational tasks (it is written what children will be taught in this lesson). In tasks, do not write the verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, etc.
2. Educational 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).
It should be remembered that each new task is written from a new line.

Approximate formulations of the educational tasks of the GCD for the communication of new knowledge:

“Create conditions for children to get knowledge about…”

“Motivate children to self-study…”

“Enabling children, with the help of an adult, to learn about ...”

“To formulate in children the need to correctly use possessive pronouns in their own speech”

Approximate formulations of the educational tasks of the GCD of a training and final nature:

"Updating children's knowledge about ..."

"To expand the knowledge of children0 ... through the organization of independent experimental activities"

“To give an opportunity to put into practice the acquired knowledge about…”

“To consolidate the ability in independent activity ...”

Developmental tasks are usually aimed at the development of higher mental functions (thinking, memory, imagination, attention), general, fine, articulatory motor skills, prosodic components of speech (voice, rhythm, tempo, intonation), speech breathing.

The formulation of developmental tasks should correspond to program tasks and must begin with a verb.

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

If the function is not formed, then the task will begin with the words "form ...", "start work on development ...", etc.

If the function is not sufficiently formed, or it is necessary to consolidate some skill, then the choice will be the following: "continue to form ...", "continue to develop ...", "improve ...", etc.

Educational tasks are aimed, as a rule, at the development of the child's personal qualities, his emotional-volitional sphere.

The formulation of educational tasks should correspond to program tasks and must begin with a verb.

Depending on the extent to which the quality (property) that you want to work on is formed in children, the choice of the verb will be made:

If the quality (property) is not formed, then the task will begin with the words "form ...", "educate ...", etc.

If the quality (property) is not sufficiently formed, or it is necessary to consolidate it, then the choice of the verb will be the following: “continue to form ...”, “continue to educate ...”, “improve ...”, etc.

P preliminary work: (if carried out)with children, the entire volume of frontal and individual work with children (Conversations with children, observation, reading fiction, where they went on an excursion, what they learned, etc.)

Dictionary of new words: (if any) - for speech therapy, defectological, typhlopedagogical OOD, it is mandatory

Educational technologies:______________ (write or underline)

ICT technologies;

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology

technologies of the subject-developing environment

problem learning technologies

Teaching methods: ___________________________ (write or underline)

Practical:

an experience

an exercise

experimentation

modeling

Visual:

observation

demonstration of visual aids

Verbal:

teacher's story

conversation

reading fiction

Gaming:

didactic game

imaginary situation in expanded form

s/r game

Types of children's activities: (Underline whatever applicable)

Age category (1 year - 3 years)

Objective activities and games with composite and dynamic toys;

Experimenting with materials and substances (sand, water, dough, etc.,

Communication with an adult and joint games with peers under the guidance of an adult,

Self-service and actions with household items-tools (spoon, scoop, spatula, etc.,

Perception of the meaning of music, fairy tales, poetry, looking at pictures, physical activity;

for preschool children

Age category (3 years - 8 years)

Game activities, including role-playing, playing with rules and other types of games,

Communicative (communication and interaction with adults and peers,

Cognitive research (research of objects of the surrounding world and experimentation with them,

Perception of fiction and folklore, self-service and elementary household work (indoors and outdoors,

Construction from different materials, including constructors, modules, paper, natural and other materials (constructive-model),

Fine (drawing, modeling, application, applied art),

Musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments)

Motor (mastery of basic movements) form of activity of the child.

Equipment and materials:

Demo material:

Handout:

Duration:

Structure of NOD (OOD):

Introduction- 3 minutes.



II. Main part- 15 minutes.


c) physical education;



III. Final part- 2 minutes.
a) generalization of the educator;


Progress of NOD (OOD):

Abstract writing structure

Title page:

Name of the institution (in full, according to the charter)

Summary of direct educational activities (organized educational activities)

Compiled by: full name, position

Date of event: day, month, year

2nd page of abstract

Level of general education: preschool education

Topic GCD (OOD):_________________________________

The date of the: ____________________

Time spending: ______________________

Age of students: _______________

Educational area: ____________________________ (main direction of development)

Integration of educational areas: _______________________________________________

Classification (Type) GCD or OOD: __________________________________________

NOD or OOD forms: ______________________________________________________________

Form of organization of NOD or OOD: ____________________________________________

Organized educational activities in accordance with the basic type of activity ______________________________________________________

Target: ________________________________________________________________.

Tasks: 1. Educational.

2.Developing.

3. Educational.

Ppreliminary work: ____________________________________________

Dictionary of new words: ____________________________________________________________

Educational technologies: ______________________________________

Teaching methods: _________________________________________________

Types of children's activities: ___________________________________________

Equipment and materials:

Demo material:

Handout: Duration: Structure of GCD (OOD):

I . Introduction- 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. Main part- 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) physical education;
d) compiling stories about autumn weather;
e) naming autumn signs and sayings about autumn by children;
f) didactic game "From what tree leaf" ... etc.
III. Final part- 2 minutes.
a) generalization of the educator;
b) analysis of the GCD (about what knowledge the children showed).
And finally, the description of the course of the GCD begins.
Progress of NOD (OOD):

The course of the GCD is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.

Description of the presentation on individual slides:

1 slide

Description of the slide:

Municipal budgetary preschool educational institution kindergarten of a combined type No. 153 "Olesya" Togliatti "Olesya" of the urban district of Togliatti "Organization of direct educational activities (NOD) in accordance with the Federal State Educational Standard". Prepared by: Educator - Yulia Yuryevna Trishina, Togliatti, 2017 "To make a serious lesson entertaining for a child is the task of initial education" K.D. Ushinsky. Municipal budgetary preschool educational institution kindergarten No. 49 "Funny notes" 4 building of the city of Tolyatti

2 slide

Description of the slide:

The "Law on Education" provided teaching staff with the opportunity to choose educational programs. But no matter what program the kindergarten chooses, the content of preschool education should be aimed at solving the following problems: 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 Organized educational activities in accordance with the Federal State Educational Standard of Education activities 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 his skillful inclusion in direct educational activities (GCD), which is based on adequate forms of work with children and an individual approach.

3 slide

Description of the slide:

GCD is the leading form of organizing joint activities between 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". GCD is the main form of education in kindergarten. 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 children of preschool age, does not consider them in a rigid "standard" framework.

4 slide

Description of the slide:

Creation of conditions for the preservation and promotion of children's health; Compliance with the goals and objectives of educational activities of the Federal 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 areas of development and education of children (Educational Areas) GEF Artistic and aesthetic - development Social and communicative development Speech development Physical development Cognitive development Criteria for assessing the quality of educational activities in accordance with GEF DO

5 slide

Description of the slide:

Classification of OD in a preschool educational institution (according to S.A. Kozlova) TYPES OF GCD: 1 Combined GCD - a combination of different types of activities or several didactic tasks that do not have logical connections between themselves (after drawing there is an outdoor game). 2 Integrated GCD - the 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). Basis of classification Title Didactic task of GCD of mastering new knowledge, skills; GCD consolidation of previously acquired knowledge GCD creative application of knowledge and skills; Complex GCD, where several tasks are solved simultaneously. The content of the OD (section of training) Classical GCD by sections of training; Integrated GCD (including content from several sections of training).

6 slide

Description of the slide:

Preparation for GCD and what should be considered? Preparation for the GCD includes the following components: Integration of all 5 educational areas (combining knowledge from different educational areas on an equal basis, complementing each other) Correspondence and thoughtfulness of the GCD structure to the tasks, the GCD storyline (a chain of logical sequence and interconnection of stages, the transition from one part to another ) The expediency of the allocation of time; alternation of intellectual and physical activities, differentiated approach and variability of the task Preparation of material and equipment; PRS to GCD (age appropriateness, aesthetics, safety, rational placement, etc.). Target component (a trinity of tasks - a clear definition of teaching, educational and developmental tasks, taking into account the integration of OO) Learning task: to increase the level of development of the child. Educational: to form the moral qualities of the individual, attitudes and beliefs. Developing: when teaching, to develop in pupils cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

7 slide

Description of the slide:

Goals of the GCD The goal is the 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 their achievement. The goal of the GCD, being achieved, should bring it closer to the ultimate goal of the program . 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. Goals should be known to all participants in the activity, understandable and consciously accepted by them Goal setting algorithm: Assess the existing problems and determine the main one, clearly formulate it. Determine the steps (actions) to solve it, their sequence. Formulate exactly the intermediate result (effect) from the execution of each step (action). Assess which (and how many) of these steps (actions) can be implemented within one GCD Formulate a GCD goal that describes the effect of the actions that you plan to implement within one GCD. What the adult proposes to do must be necessary and interesting for the child, and the meaningfulness for the child of the activity proposed by the adult is the main guarantee of the developmental effect.

8 slide

Description of the slide:

Methodology for conducting GCD Implementation of children's activities They have the following components: Children's ability to accept a cognitive task Activity of preschoolers Preschoolers' readiness for problem situations Assimilation of program material by children Children's activity Forms of work Game Game situations, story games, games with rules, table theater, finger games, educational situations, creating a game situation in regime moments, using a literary work, games with speech accompaniment, theatrical games Cognitive and research Solving problem situations, experimenting, modeling, collecting, project implementation, intellectual, observation, excursion, didactic games, examination, problem solving situations, illustrations, plot pictures, research, mini-museums, construction, hobbies soft and didactic games with rules, game situations, leisure, rhythm, aerobics, children's fitness, gymnastics, attractions, sports events, organization of swimming groups, experimental activities, Communicative Conversation, situational conversation, speech situation, composing and guessing riddles, games (plot, with rules, theatrical), composing stories from a picture, game situations, etudes and performances, logorhythmics Reading (perception) of fiction Reading, discussion, memorization, storytelling, conversation on works, situational conversation with children, literary holidays, leisure, theatrical activities, independent artistic speech activity, quiz, KVN, questions and answers, presentation of books, exhibitions in the book corner performance of musical works, musical and didactic games, conversation, musical and rhythmic movements, elementary music-making, elementary musical creativity, looking at artists' paintings, listening, improvisation, performance, experimentation, outdoor games (with musical accompaniment), Labor Self-service, duty (in the dining room, in the corner nature, preparation for activities), labor assignments, assignments, joint activities excursion, project implementation

9 slide

Description of the slide:

The introduction of the game into the learning process causes in children: the desire to master the proposed educational content; creates motivation for learning activities; allows to carry out in a playful way the management of children's activities and its evaluation; gives pleasure from the result obtained, as well as the possibility of using it in the game after the end of the GCD The leading activity in the preschool educational institution is the game Principles of OD Cultural-historical Personal-oriented Developmental education Amplification of the development of the child search (research activity) TRIZ Modeling method Differentiated learning Activity method Integrated learning Problem-based learning Health-saving technologies Computer technologies

10 slide

Description of the slide:

The use of various forms of organization of children The form of organization of education is a way of organizing education, which is carried out in a certain order and mode. The forms differ: in terms of the number of participants, methods of activity, the nature of interaction between them, and the venue. Forms of organization of training 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. It must be remembered: Each child should receive the same starting opportunities for learning at school Individual (with one child) Subgroup (individual-collective) Feature Allows individualization of learning (content, methods, means), but requires a lot of nervous costs from the child; creates emotional discomfort, uneconomical training; limiting cooperation with other children. (Working with literature; written exercises; experimental activities - experiments, observations; work on a computer.) Feature The group is divided into subgroups. Reasons for picking: personal sympathy, common interests, but not according to the level of development. At the same time, the teacher, first of all, it is important to ensure the interaction of children in the learning process. (Group work during GCD; group tour; labor practical directly educational activity.) Feature Work with the whole group, a clear schedule, a single content. The advantages of the form are a clear organizational structure, simple management, the possibility of interaction between children, the cost-effectiveness of training; The disadvantage is the difficulty in individualizing learning. (GCD of knowledge acquisition; mastery of skills and abilities; application of knowledge, skills and abilities; generalization and systematization of knowledge; verification and self-examination of knowledge, skills and abilities; combined according to the complex of its main tasks.)

11 slide

Description of the slide:

Method as a way 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. The choice of teaching method depends on the purpose and content of GCD. All methods are used together, in various combinations with each other, and not in isolation. "Method" - the way to something, the way to achieve the goal. , i.e., a set of techniques and operations used to achieve the goal. "Technique" is an element of this or that method, private in relation to the general. The more diverse the techniques, the more meaningful and effective the method in which they are included Traditional methods Modern methods Practical Methods that increase emotional activity (author Smirnov) Visual Methods that increase cognitive activity (author Kozlova) Verbal Methods of forming duty and responsibility (author Babansky ) Perceptual (sensory perception) Methods of forming interest in learning (ed. Babansky) Visual Methods of increasing cognitive activity (ed. Poddyakov, .Klyueva) Verbal Methods of forming interest in learning (ed. Babansky) Game Methods of teaching and developing creativity (prof. N .N. Poddyakov)

12 slide

Description of the slide:

The success of the formation depends on what motives it is motivated. MOTIVATION - a set of motives, motives that determine the content, direction and nature of the activity. The choice of motivation depends on: tasks and goals, taking into account age, motivation should be economical, should not dominate, completeness of the situation. The main motive for participation / non-participation of the child in the educational process is the presence / lack of interest Motivation in the formation of GCD Types of motivation Motivation for communication Personal interest Competitive (6-7 years) Principles of motivation: You can’t impose your vision on the child in solving the problem Be sure to ask the child for permission to do a common thing with him Be sure to praise the child’s actions for the result obtained By 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. External motivation is caused by the cognitive interest of the child The results of GCD are much higher if it is motivated by internal motives. Intrinsic motivation is caused by the cognitive interest of the child The results of GCD are much higher if it is motivated by internal motives. Game motivation gives the best results, because children like it. At each age stage, the game motivation should change.

13 slide

Description of the slide:

The structure of the GCD is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. Stages of GCD implementation: 1. Motivational stage - Water part: (organization of children) involves the organization of children. Switching children's attention to the upcoming activity, stimulating interest in it, creating an emotional mood, precise and clear guidelines for the upcoming activity (sequence of task completion, expected results) 2. Content stage - Main part: (practical activity) is aimed at independent mental and practical activity , fulfillment of all assigned educational tasks. In the process of this part of the GCD, individualization of training is carried out (minimal help, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates conditions for each child to achieve a result. 3. Reflective stage - The final part (reflection) is devoted to summarizing and evaluating the results of educational activities. The effectiveness of the reflective part - The attitude of children to GCD. Motivation of children for the prospect of GCD. In the younger group, the teacher praises for diligence, the desire to do work, activates positive emotions. In the middle group, he has a differentiated approach to evaluating the results of children's activities. In the senior and preparatory to school groups, children are involved in the assessment and self-assessment of results. GCD structure

14 slide

Description of the slide:

Requirements for the organization of GCD Sanitary and hygienic requirements: Accounting for the age, psychophysiological characteristics of children; Compliance with hygiene conditions: the room must be ventilated, with general normal lighting, the light should fall from the left side; Equipment, tools, materials and their placement must meet the pedagogical, hygienic, ophthalmological and aesthetic requirements for the satisfaction of physical activity; The duration of the GCD, which must comply with established standards, and the time must be fully used; The educator constantly monitors the correct posture of the child, to prevent children from overworking in class; Provide for the alternation of various types of children's activities not only in different classes, but also throughout one lesson. Didactic requirements: Precise definition of the educational tasks of GCD, its place in the overall system of educational activities; Creative use of all didactic principles in unity during GCD; The optimal content of GCD in accordance with the program and the level of preparation of children; The choice of the most rational methods and techniques of teaching, depending on the didactic goal of GCD; Ensuring the cognitive activity of children and the developing nature of the GCD, Rational correlation of verbal, visual and practical methods for the purpose of GCD; Use for the purpose of teaching didactic material and games, verbal and gaming techniques. Systematic monitoring of the quality of mastering knowledge, skills and abilities. Organizational requirements: Existence of a well-thought-out plan for conducting GCD; A clear definition of the purpose and didactic tasks of GCD; Competent selection and rational use of various teaching aids, including ICT; Support for the necessary discipline and organization of children during the GCD. GCD in preschool educational institutions should not be carried out according to school technologies; GCD should be carried out in a certain system, connected with the daily life of children; Organization of the learning process, useful content integration

15 slide

Description of the slide:

Ensuring psychological and pedagogical conditions in the NOD Ensuring emotional well-being through direct communication with each child; Respectful attitude to each child, to his feelings and needs; Support for the individuality and initiative of children: through the creation of conditions for children to freely choose activities, through the creation of 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 activities; Creating conditions for positive, friendly relations between children; Development of children's communication skills and children's ability to work in a group of peers Form of communication between a teacher and children during GCD: These are partnerships: An adult is a partner, next to the children (together), in a circle Free placement of children is allowed Free movement of children is allowed in the process of activity Allowed free communication of children (working hum) The manifestation of the personal qualities of the teacher. The speech of the teacher (tempo, diction, emotionality, figurativeness, intonational expressiveness), pedagogical culture, tact, his position in relation to children, style of pedagogical leadership, appearance. The organization of GCD in a partnership form requires an adult style of behavior, which can be expressed by the motto: "We are included in the activity, not bound by binding relationships, but only by desire and mutual agreement: we all want to do this." At different stages of the GCD, the partner position of the educator manifests itself in a special way.

16 slide

Description of the slide:

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 subjective relations between 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; providing children with the opportunity to choose activities and organizing problem-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 a junior teacher.

17 slide

Description of the slide:

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. Conclusion 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

18 slide

Description of the slide:

The fundamental documents of the regulatory legal framework of the system of preschool education, mandatory for execution in all types and types of educational organizations, the benchmark for the development of the system of preschool education are: the UN Convention on the Rights of the Child; the Constitution of the Russian Federation; Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” Federal State Educational Standard for Preschool Education Order of the Ministry of Education and Science of the Russian Federation No. 1155 of October 17, 2013 “Organization and Implementation of Educational Activities” (approved by Order No. 1014 of 30 August, registration with the Ministry of Justice on September 26, 2013); Sanitary and epidemiological requirements for the device, content and organization of work in preschool organizations. The main general educational program is the educational program of the preschool educational institution

19 slide

Description of the slide:

Literature: 1. Vasyukova N. E. A systematic approach to the planning of pedagogical activity as a condition for the integration of the content of preschool education // Theory and methodology of continuing professional education. Proceedings of the All-Russian Scientific and Methodological Conference - Tolyatti 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. Vasilyeva 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.

20 slide

Description of the slide:

21 slide

Description of the slide:

22 slide

Description of the slide:

Cheat sheet for the educator "How to prepare GCD" I. A clear definition and formulation of the topic and leading concepts, the place of the topic in the plan of the educational process. II. Definition of goals and objectives (the target setting of GCD is for yourself and for children. Designate the teaching, developing and educating function of GCD) III. Planning of educational material: Select equipment and didactic material (literature, visual aids, etc.) on the topic, selecting only those that serve to solve the tasks in the simplest way. To select training tasks, the purpose of which is: recognition of new material, reproduction, creative approach to the task. Arrange learning tasks in accordance with the principle "from simple to complex". Three sets of tasks: - leading children to reproduce the material, - contributing to understanding and consolidating the material. IV. Thinking through the “zest” of the GCD, taking into account the age of the children, which will cause surprise, amazement, delight, will remain in the memory of the children (an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known) V. Grouping the selected material: designating the sequence in which it will be organized work with the selected material, how the change of activities will be carried out. The main thing when grouping is the ability to find such a form of organizing a lesson that will cause increased activity of children, and not a passive perception of the new VI. Planning for monitoring children's activities: Think about: what to control, how to control, how to use the results of control. Do not forget: the more often the work of everyone is controlled, the easier it is to see typical mistakes and difficulties, to show preschoolers the true interest of the teacher in their work. After the educator has conducted the GCD, it is necessary to conduct a self-analysis, as an adequate, complete reflection helps the teacher to sort out his feelings himself, look impartially at his work and take into account mistakes in preparing for the subsequent GCD. This system of building, conducting and analyzing GCD helps teachers work, and children get the necessary knowledge and prepare for school with interest and ease. -Activate... -Introduce new roles (events, actions)... -Educate... -Achieve... -Reinforce... -Remind... -Master... -Provide... -Enrich... -Help... -Show... -Involve... -Expand... ... -Create conditions (environment) ... - Contribute ... - Strengthen health ... - Form skills ... - Form ideas ... - Develop interest ... need ... - Develop aspiration ... - Create conditions (environment) ...

23 slide

Description of the slide:

1. Good girl! You're right! 2. Correct! 3.It's good! 4. Great! 5. Excellent! 6. This is what you need! 7.This is the best! 8. Extraordinary! 9.. Wonderful! Good job! 10. I am proud of the way you worked. 11. You are now on the right track. 12. I knew what you could do 13. I like the way you think! 14. I am very proud of you 15. Your work has brought me a lot of joy 16. I believe in you, you always succeed. 17. By continuing to work in the same way, you will achieve a lot. Memo to the educator “Assessment by the educator of the activities of children” A benevolent assessment of a teacher (adult) always gives rise in a small heart to a desire to be better, to be oneself. Express your feelings freely and sincerely to your child. Municipal budgetary preschool educational institution kindergarten No. 49 "Merry notes" 4 building (kindergarten "Olesya"), o. Tolyatti "Organization of direct educational activities (NOD) in accordance with the Federal State Educational Standard of DO". Prepared by: Educator - Trishina Yulia Yuryevna “To make a serious occupation entertaining for a child is the task of initial education” K. Ushinsky The pupil should be not only the object of education, but also the subject of it ... P. Blonsky The subjectivity of the child is one of the indicators of the quality of N. Veraks's work ... The process of teaching children in kindergarten should be built on the basis of visibility in learning ... this special organization of the environment contributes to the expansion and deepening of children's ideas. E.I. Tikheeva ... OD should be of a developing nature, ensure maximum activity and independence of the process of cognition. I. Pestalozzi Legal address: 445054, Russian Federation, Samara region, Tolyatti, st. Mira, 131; Trishina Yulia Yurievna Tel. 89608475408 e-mail: [email protected] 2016

24 slide

Description of the slide:

MEMO "GCD" Goals and objectives of GCD: compliance with the topic, level of preparedness, correctness and validity of setting educational and upbringing goals and objectives of GCD, taking into account the peculiarities of the theme of the day, week, place of this issue in children Structure and organization of GCD: thoughtfulness of the main type of children's activity and form its organization, logical sequence and interrelation of stages; expediency of time allocation; rationality of the choice of forms of organization of structural components; rational organization of work of the educator and children. the existence of a plan and the organization of its implementation by the educator; equipment. The content of the GCD: compliance of the content with the requirements of the OOP DOW; reflection of the theme of the day, week, regional component; completeness, reliability, accessibility of presentation; scientific level of the presented material; educational orientation of the lesson; degree of moral influence; implementation of the developmental opportunities of the lesson in terms of the formation of active children's activities, independent thinking, cognitive interests; bringing (motivation) of children to the perception of new knowledge; highlighting the main idea of ​​knowledge; highlighting the main idea of ​​the new material; formation of new concepts, active vocabulary. Organization of independent work of children: the nature of training exercises, types of independent work, degree of complexity, variability, taking into account the level of preparedness of children; instruction and assistance of the educator; the degree of assimilation of new material (efficiency); connection of the new with the previously studied; repetition (organization, forms, techniques, volume); types of organization of independent activities (according to the model, according to the plan, scheme, model, according to verbal instructions) use of developmental learning technologies; a variety of techniques and methods used by the educator; assessment of the methodological equipment of the educator with pedagogical technologies; emotional presentation of the material; the effectiveness of the use of visual aids, didactic handouts and technical teaching aids. The culture of communication between the educator and children: observance of the norms of pedagogical ethics and tact, the creation of a moral and psychological climate in the children's team. Compliance with sanitary and hygienic conditions, didactic and organizational requirements. Analysis of GCD GCD is the leading form of organizing joint activities of an adult and children, which is determined by the level of mastering the OOP preschool educational institution and solving specific educational problems 1 Combined GCD is a combination of different types of activities or several didactic tasks that do not have logical connections between themselves the game) . 2 Integrated GCD - the 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). TYPES OF "NOD"

25 slide

Description of the slide:

Legal address: 445054, Russian Federation, Samara region, Tolyatti, st. Mira, 131; Trishina Yulia Yurievna Tel. 89608475408 e-mail: [email protected] 2016 Municipal Budgetary Preschool Educational Institution Kindergarten No. 49 "Merry Notes" Building 4 (Kindergarten "Olesya") Tolyatti "Organization of direct educational activities (NOD) in accordance with the Federal State Educational Standard of DO". Prepared by: Educator - Trishina Yulia Yuryevna Stages of GCD implementation: 1. Motivational stage - Water part: (organization of children) - 3 minutes Involves the organization of children. Switching children's attention to the upcoming activity, stimulating interest in it, creating an emotional mood, precise and clear guidelines for the upcoming activity (sequence of task completion, expected results) 2. Content stage - Main part: (practical activity) is aimed at independent mental and practical activity , fulfillment of all assigned educational tasks. In the process of this part of the GCD, individualization of training is carried out (minimal help, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates conditions for each child to achieve a result. 3. Reflective stage - Final part (reflection) - 2 min. Dedicated to summing up and evaluating the results of educational activities. The effectiveness of the reflective part is the attitude of children towards GCD. Motivation of children for the prospect of GCD. In the younger group, the teacher praises for diligence, the desire to do work, activates positive emotions. In the middle group, he has a differentiated approach to evaluating the results of children's activities. In the senior and preparatory to school groups, children are involved in the assessment and self-assessment of results. The form of communication between the teacher and children during the GCD: This is Partnership: An adult is a partner, next to the children (together), in a circle Allowed free placement of children Allowed free movement of children in the process of activity Allowed free communication of children (working hum) Manifestation of the personal qualities of the teacher ? The speech of the teacher (tempo, diction, emotionality, figurativeness, intonational expressiveness), pedagogical culture, tact, his position in relation to children, style of pedagogical leadership, appearance

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 children of preschool age, 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 – it 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 methods 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 the planning of pedagogical activity as a condition for the integration of the content of preschool education // Theory and methodology of continuing 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