Abstract directly educational activities according to GEF in the field of "Knowledge"

For kids middle group.

Subject: Wonders of Nature.

Integration of educational areas:"Communication", "Artistic creativity", "Security". "Socialization"

NOD form- group, individual.

Methods and techniques: playful, visual, verbal.

Equipment and materials: colored paper, glue, brushes, leaflets, ICT tools.

Technologies used: health-saving, play, ikt.

preliminary work: looking at illustrations on the theme "Trees", "Mushrooms" and "Berries"; learning proverbs and sayings about nature; reading stories about nature, drawing "Magic Tree", modeling "Mushrooms"

Planned result:

The child is curious and observant. Distinguishes mushrooms edible, inedible, trees. Demonstrates emotional responsiveness, careful and caring attitude towards nature.

Tasks of directly educational efficiency:

Educational:

- to expand children's ideas about nature conservation.

- fix the rules of behavior in nature.

- to give elementary representations about the relationship between man and nature.

Developing:

- develop in children cognitive interests, observation.

- develop imagination, figurative perception, creativity.

Educational:

- to form a careful and caring attitude towards the environment.

- to cultivate love for the native land.

The course of directly educational activities and.

Educator: Guys, who do you think it is? Where does he live? (children's answers).

The old Lesovichka is very interested in what you know about the forest. Tell me, please.

Slide number 2. What is the name of this tree? What season? Are rowan berries useful?

Slide number 3. And what is this tree? Tell us about it? Is it coniferous or deciduous? What kind of tree does it look like (children's answers).

Children look at pictures of different trees, name them. What is a tree made of? What are the benefits of trees?

Educator: - That's right, all the trees guessed! Now try to solve the riddle: “In spring they bloom, in autumn they fall off” (leaves).

Didactic game: From which tree is the leaf? Educator: - And what else grows in the forest? Well, of course, berries and mushrooms. Listen to the riddles of the Old Man-Lesovichka and try to solve them:

He was hidden deep

One-two-three - and went out,

And he is in plain sight.

White, I'll find you. (Borovik)

Grow on the edge

redhead girlfriends,

Their name is ... (waves)

Red ears with a fox crown

They lie in the grass - for small hedgehogs. (chanterelles)

Near the forest on the edge,

Decorating the dark forest

Grew motley, like Parsley, Poisonous ... (fly agaric).

Children consider and name mushrooms.

Educator: And where do mushrooms grow (on a stump, on a tree trunk on the ground). What is fly agaric mushroom: edible or poisonous? And which animal loves fly agaric? (Moose). Why? (children's answers)

Educator: That's how many miracles the forest keeps. We must protect him.

Tell me, please, how to behave in the forest? (children's answers)

(do not pick flowers; do not kill insects; do not shout loudly and listen to loud music; take care of trees; after making a fire, be sure to put it out; do not destroy bird nests.)

Physical education:

They raised their hands and shook them - these are trees in the forest.

Elbows bent, brushes shaken - the wind knocks down the dew.

Let's wave our hands gently - it's birds flying towards us.

As they sit down, we will show: the wings are folded back.

Educator: - Children, please tell us sayings and proverbs about our nature? (children's answers).

Forest - wealth and beauty, take care of your forests.

A lot of forest - does not destroy, little forest - take care, no forest - plant.

The forest is our wealth.

Groves and forests are the beauty of the whole world.

The plant is an ornament to the earth.

Educator: Well done! Let's make a gift to Lesovichk, I suggest you do a collective work of your choice.

Collective work (application) - "Trees, mushrooms, berries."

Educator: - Thank you, Old Man - Lesovichok for miracles in your forest. And so that you never forget us, we want to give you our works. Goodbye, come visit us again!

"Cognitive development":

And its varieties. . Encourage children to cognitive activity, observational. To improve the perception of children through the active use of the senses (touch, sight, smell). Enrich sensory experience and the ability to capture the impressions received in speech.

Tasks of OO in integration:

"Speech development":

Visual activity;

"Physical development":

Equipment for the teacher:

Equipment for children:

Organization of continuous direct educational activities of children in the middle group

on the topic: "Holiday for a friend"

Tasks of the priority educational area:"Cognitive development":

Tasks of OO in integration:"Social and communicative development":

To cultivate cultural and hygienic skills: wash yourself, wash your hands with soap

Cultivate a desire to help people, to be responsive

"Speech development":

Development of free communication with adults and children. To improve dialogical speech: to teach to participate in a conversation, it is clear for listeners to answer questions and ask them. Vocabulary Enrichment

"Artistic and aesthetic development":

To cultivate the desire and ability to interact with peers when creating teamwork.

"Physical development":

Development of orientation in space and on your body

Prerequisites for learning activities:

Development of children's interests, curiosity; formation of cognitive motivation and cognitive actions; development creative activity and imagination, teaching children to listen to explanations and complete tasks without interfering with each other.

Equipment for the teacher: Doll Katya, multimedia installation with the presentation “Soap Bubble Show”, liquid and solid soap, soap bubble machine, tape recorder, song of the Barbarika group “Soap Bubbles”, two basins of water, wooden stick, paints

Equipment for children: Whatman paper, molds for soap bubbles, cups

Introductory part (motivational, preparatory stage)

Main part (content, activity stage)

Final part ( reflective stage)

How to develop a summary of directly educational activities according to the Federal State Educational Standard

1. Title. It is not necessary to write the name of the GCD in the title (for example, the abstract of the GCD “Visiting a fairy tale”). You can simply indicate the direction of activity (“Summary of directly educational activities for cognitive development”). Write the age (group) of children (for older children preschool age).

2 . You can add after the titlepriority educational areain the process of GCD and preferably integration with other educational areas, as well as the integration of children's activities.

3 . Specify forms of organization of collective activity(work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if it is planned).

5. Tasks. I just want to warn teachers against mistakes. Some colleagues write: "goals of GCD". This is methodologically wrong.

The goal is the final and overall result, extended over time.

What goal can be achieved, for example, in 15 minutes of educational activity in the younger group? It is more correct to write the word “goal”, for example, when developing the planning of a complex (i.e., several) GCD, when developing a project (since it is multifaceted) and other time-consuming complexes of educational events. Moreover, there is one goal, but there can be many tasks. And for a specific educational activity, specific tasks are suitable that must be solved by the end of this educational activity (in 15 minutes in the younger or in 35 minutes in preparatory group). That is, if the teacher wrote the task in the GCD abstract, then he must solve it in the GCD process. Therefore, do not write 10-15 tasks in the abstract. Five, maximum six is ​​enough. You can replace the word "tasks" with the phrase "program content.

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”, “to attach”, etc.

Tasks can be divided intothree groups: developing, teaching, educational (educating).I draw your attention to an interesting nuance: many teachers instead of the word “teaching” write the word “educational”, meaning only teaching tasks. But the concept of “education” (read the law “On Education in the Russian Federation”) includes both training and upbringing. So in educational tasks will be teaching and educational together. In this case you will havetwo groups of tasks: developing and educational.

6. The course of directly educational activities. Any educational activity according to the Federal State Educational Standard should be developmental.

Introduction (motivational stage). The teacher shouldmotivate childrenfor inclusion in cognitive (or play) activities with the help ofproblem or game situation. The summary describes this situation.

Main part (content, activity stage). The abstract stateseducational situations, problem situations, game situations, communication situations, speech exercises, didactic gamesand others. In the process of these situations and games, children are given new knowledge, already acquired are consolidated, problematic issues are resolved.

Introduction(motivational stage). The teacher should motivate children to engage in cognitive (or play) activities with the help of a problem or game situation. The summary describes this situation.

Main part(content, activity stage). The abstract prescribes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, already acquired are consolidated, and problematic issues are resolved.

Final part(reflexive stage). In the abstract, write the questions of the educator, with the help of which he captures new concepts and new knowledge among pupils, and also helps children analyze their own and collective activities in the GCD process.

Memo in the design of writing a summary of continuous educational activities in a preschool educational institution (option 2)

When writing a summary, the teacher needs to:
* formulate the goals and objectives of the GCD and its individual stages,
*disclose the structure and subject content of GCD,
* demonstrate mastery of the methods and techniques of motivating educational and educational activities, organizing the educational activities of students,
*illustrate accounting with examples individual features pupils and the specific characteristics of the group in which the GCD will be conducted.

The abstract assumes a reflection of the main stages of the GCD:
1. GCD topic;
2. organizational moment;
3. setting goals and objectives;
4. a survey of pupils on the material covered;
5. explanation of new material;
6. consolidation of new material;
7. debriefing.

Stages of work:
Introductory part: Organizing time, including: setting a goal that should be achieved by students at this stage of the GCD (what should be done in order for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works).
Main part: Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember things that will help them get to know new topic(updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.
Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.
The discovery of new knowledge or skill. The teacher, with the help of a leading dialogue based on the subject (play) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

Final part: Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things.

Repetition and development tasks. They are given in the summary at the request of the educator.

Summing up the lesson; a description of the positive actions of the pupils, determining the prospects for the knowledge gained (what they learned new, where the new will come in handy).

Title page: Preschool name educational institution(in full, according to the charter), the topic of GCD, a summary of direct educational activities, compiled (a): full name, city.
Educational area: socio-communicative development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.
Integration of educational areas: cognitive development and speech development;
Type of: integrated
Children's age:
Forms of continuous educational activity: Team work.
Forms of organization: group, subgroup.
Target: final result, what we aspire to.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
preliminary work: (if conducted)
Equipment and materials: (attributes, material)
The course of direct educational activity (GCD)

The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard (Option 3)

Title page:

name of preschool

age group

FULL NAME. teacher completely

Job title

Age group children

Group number

Name and number kindergarten

(locality and year of writing)

Sheet

GCD type: ( classes to communicate new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated).

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD theme:

Age group of children:

Program content:

1. Learning tasks: WHAT SHOULD WE TEACH AT THIS STAGE????

2. Development tasks: WHAT WE WILL CONFIRM, REFINE, NOT FORGETTING ABOUT THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES

3. Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED AT THIS LESSON

Vocabulary work:

The words planned to be entered into the active and passive dictionaries are specifically listed.

It is necessary to remember that words from the passive vocabulary are included in the active one after 2-3 lessons.

In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included.

Equipment:

Demo Material:

Handout:

Previous work as an educator:

Individual work: what preliminary work, with whom (indicate the name, surname of the children) in which part of the lesson it is planned to conduct.

It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned).

Structure and methodological techniques of GCD:

1. Introductory part - 3 min. For example:

a) reading a poem

B) observation

B) verbal didactic game etc.

2. Main part - 15 min. For example:

A) talking about the weather

B) looking at the weather calendar

C) writing a story about the weather

D) naming sayings about the weather by children

E) didactic game, etc.

3. Final part - 2 min. for example:

A) reading a story

B) generalization of the educator

C) lesson analysis

Organization of children at NOD:

Lesson progress: 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.

How to develop an outline

directly educational activities according to the Federal State Educational Standard

Dear colleagues, I propose exemplary sample summary of directly educational activities. This does not mean that the whole country should write that way. Each region may have their traditions writing summaries. Most importantly, the abstract should reflect modern tendencies preschool development and be methodologically literate.

So, summary:
1. Title. It is not necessary to write the name of the GCD in the title (for example, a summary of the directly educational activity “Visiting Petrushka”). You can simply indicate the direction of activity (“Summary of directly educational activities for cognitive development”). Write the age (group) of children (for older preschool children).

2. You can specify after the title priority educational area in the GCD process and preferably integration with other educational areas, as well as integration of children's activities.

3. Forms of organization are indicated collective activity (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if it is planned).

5. Tasks. I just want to warn teachers against mistakes. Some colleagues write: goals NOD". This is methodologically wrong. Target is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in the younger group? The word "goal" is more correct to write, for example, when developing planning complex(i.e., several) GCD, when developing project(since it is multifaceted) and others extended in time, complexes of educational activities. Especially since There is only one goal, but there can be many tasks.
And for specific suitable for educational activities specific tasks to be resolved by the end this educational activity (after 15 minutes in the younger group or after 35 minutes in the preparatory group). That is, if the teacher wrote the task in the summary of the GCD, then he must solve in the GCD process. Therefore, do not write 10-15 tasks in the abstract. Five, maximum six is ​​enough.
You can replace the word "tasks" with the phrase "program content".
In tasks do not write a verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, “to attach”, etc.
Tasks can be divided into 3 groups: developing, teaching, educational(educators). Draw your attention to an interesting nuance: many teachers instead of the word “teaching” write the word “educational”, meaning only teaching tasks. But in the concept "education"(read the law "On Education in the Russian Federation") includes education and upbringing. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developing and educational.

6. The course of directly educational activities.

Introduction(motivational stage). The teacher should motivate children to engage in cognitive (or play) activities with the help of a problem or game situation. The summary describes this situation.

Main part(content, activity stage). The abstract prescribes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, already acquired are consolidated, and problematic issues are resolved.

Final part(reflexive stage). In the abstract, write the questions of the educator, with the help of which he captures new concepts and new knowledge among pupils, and also helps children analyze their own and collective activities in the GCD process.

Memo in the design of writing an abstract

continuous educational activities in the preschool educational institution

When writing a summary, the teacher needs to:
- formulate the goals and objectives of the GCD and its individual stages,
- reveal the structure and subject content of GCD,
- demonstrate mastery of the methods and techniques of motivating educational and educational activities, organizing the educational activities of students,
- illustrate with examples the consideration of the individual characteristics of pupils and the specific characteristics of the group in which the GCD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:
1. GCD topic;
2. organizational moment;
3. setting goals and objectives;
4. a survey of pupils on the material covered;
5. explanation of new material;
6. consolidation of new material;
7. debriefing.

Stages of work:
Introductory part: Organizational moment, including: setting a goal that should be achieved by students at this stage of the GCD (what should be done in order for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works).
Main part: Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.
Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.
The discovery of new knowledge or skill. The teacher, with the help of a leading dialogue based on the subject (play) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

Final part: Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things.

Repetition and development tasks. They are given in the summary at the request of the educator.

Summing up the lesson; a description of the positive actions of the pupils, determining the prospects for the knowledge gained (what they learned new, where the new will come in handy).

Title page: The name of the preschool educational institution (in full, according to the charter), the topic of the GCD, a summary of direct educational activities, compiled (a): full name, city.
Educational area:

• socio-communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Integration of educational areas: cognitive development and speech development;
Type of: integrated
Children's age:
Forms of continuous educational activity: Team work.
Forms of organization: group, subgroup.
Target: The end result is what we are striving for.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
preliminary work: (if conducted)
Equipment and materials: (attributes, material)
The course of direct educational activity (GCD)

The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard (Option 3)

Title page:

name of preschool

age group

FULL NAME. teacher completely

Job title

Age group of children

Group number

Name and number of the kindergarten

(location and year of writing)

2 sheet

GCD type: ( classes to communicate new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated).

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD theme:

Age group of children:

Program content:

• Learning tasks: WHAT SHOULD WE TEACH AT THIS STAGE????
• Development tasks: WHAT WE WILL CONFIRM, REFINE, NOT FORGETTING ABOUT THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES
• Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED AT THIS LESSON

Vocabulary work:

The words planned to be entered into the active and passive dictionaries are specifically listed.

It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons.

In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included.

Equipment:

Demo material:

Handout:

Previous work as an educator:

Individual work: what preliminary work, with whom (indicate the name, surname of the children) in which part of the lesson it is planned to conduct.

It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned).

Structure and methodological techniques of GCD:

• Introductory part - 3 min. For example:

a) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part - 15 min.

For example:

A) talking about the weather

B) looking at the weather calendar

C) writing a story about the weather

D) naming sayings about the weather by children

E) didactic game, etc.

3. Final part - 2 min.

For example:

A) reading a story

B) generalization of the educator

C) lesson analysis

Organization of children at NOD:

Lesson progress: 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.