C-12/21/2015-Methodological development - OOD according to the Federal State Educational Standard - in the table. Outline of a lesson on the surrounding world (junior group) on the topic

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

Sinarik Mkrtchyan

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

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

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

The distinctive features of GCD are primarily

-forms of its organization

- in changing the position of the teacher in relation to children

-updating the structure of the GCD.

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

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

And so the structure of GCD

Introductory part.

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

MAIN PART

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

FINAL PART,

3)Analysis of performance results, reflection. Summarizing.

Introductory part of GCD

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

Younger age

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

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

options for getting out of this situation...

Middle group

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

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

Use small paraphernalia, established roles, changing

Roles.

In the preparatory group

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

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

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

situations of winning and losing.

MAIN PART

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

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

FINAL PART

Results and reflection, up to 5 minutes.

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

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

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

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

Map of analysis and observation of GCD productive activities in different age groups

Map of analysis and observation of GCD productive activities in different age groups

Analysis of the OD organization - modeling

Conclusions:

in the second younger group, the analysis of children's work was carried out by the teacher, aimed at the overall result, and attention was focused on the aesthetics of the work performed.

In the older group, examining images created by children and their own assessment is of particular importance. Unfortunately, not all older children were able to convey the correct proportions. But in general, this lesson showed that the success of learning and developing modeling skills in children is largely due to the creation of playful moments in it (after all, play is the leading activity). The use of a system of gaming techniques was carried out taking into account a number of factors: the nature, place and role of gaming manifestations in children's fine art, age and individual characteristics. Playful teaching methods increased the activity and initiative of children, their response to the images created in modeling, formed the ability to feel and determine their expressiveness, and aroused a desire to improve the image and correct inaccuracies.

Analysis of OA organization - drawing

Conclusions:

Children of this age group have well-developed visual skills, but a poorly developed sense of time, so not everyone managed to finish on time. But overall the lesson was very interesting, educational, and new elements were added. Throughout the entire lesson, the teacher maintained the children’s interest, encouraged them, and encouraged them.

Analysis of OD organization – application

Conclusions:

summing up the results of this lesson, I concluded that the level of development of visual skills among the majority of the children is high, but 2-3 children have an average level, this is most likely due to the individual characteristics of the children, and not the level of their training and practical skills .

Differences between a technological map and a synopsis

The new Federal State Educational Standards impose special requirements on the modern lesson aimed at increasing its effectiveness.
The lesson should be problematic and developmental in nature, contribute to the formation of personal and subject competencies, learning skills. Also, in the process of introducing the Federal State Educational Standard, the teacher needs to focus on the achievement by schoolchildren of three groups of planned educational results, which should be formulated not in the form of a list of traditional knowledge, skills and abilities, but in the form of formed methods of activity. These requirements should be reflected in the description of the lesson.

The technological map of a lesson according to the Federal State Educational Standard is in the form of a table. However, this is not the only difference from the traditional outline. There are many more of them and they relate to the information content of each of these forms.

Let us give their comparative characteristics (see below).

Thus, recording the progress of a lesson in the form of a technological map gives the teacher the opportunity, even at the stage of preparation for it, to maximally detail its content and effectively reflect the main points of the work program that correspond to the topic of the lesson. Allows you to evaluate the rationality and potential effectiveness of the selected content, forms, methods, means and types of educational activities at each stage of the lesson.