Many teaching methods in kindergarten. Active methods of teaching preschoolers in preschool

10.10.2019

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Introduction

Justification of the relevance of the problem: At the present stage of development of Russia, changes are taking place in educational processes: the content of education is becoming more complex, focusing the attention of preschool teachers on the development of the creative and intellectual abilities of children, correction of the emotional-volitional and motor spheres; Traditional methods are being replaced by active teaching and upbringing methods aimed at enhancing the child’s cognitive development. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to child development, and a wide range of modern technologies.

The development of preschool education and the transition to a new qualitative level cannot be carried out without the development of innovative technologies. Innovations determine new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities.

A.M. made their contribution to the development of active teaching methods. Matyushkin, T.V. Kudryavtsev, M.I. Makhmutov, I.Ya. Lerner, M.M. Levy et al. But these studies on active methods were conducted primarily on the material of school education, which makes it difficult to introduce active methods in preschool education, since a certain adaptation is required for the theory of active methods to the preschool didactic process. Thus, the development and implementation of active learning methods is presented in various fields of scientific knowledge and has been studied by many teachers and psychologists, but the use of active learning methods in preschool education has not been sufficiently studied, which predetermined the relevance of this topic.

Active teaching methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is not primarily aimed at presentation by the teacher, incl. educator, ready-made knowledge, their memorization and reproduction, and for the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no movement forward in mastering knowledge.

Theoretical basis of experience. In her work she relied on scientific and methodological research of domestic teachers and psychologists: L.S. Vygotsky, V.V. Davydov, A.N. Leontyev, M.A. Danilova, V.P. Esipova, M.V. Clarina, M. Krulechta, S.L. Rubenstein, A.M. Smolkina, M.A. Choshakova and others. Among the starting points of the theory of active teaching methods was the concept of “subject content of activity”, developed by academician A.N. Leontyev, in which cognition is an activity aimed at mastering the objective world. By coming into contact with objects of the external world, a person learns about them and is enriched with practical experience of both knowing the world (learning and self-learning) and influencing it.

Developmental education system V.V. Davydov, is aimed at knowledge, cognitive activity of students. According to the training system of V.V. Davydov, students learn to discover in the educational material the basic, essential, universal relationship that determines the content and structure of the object of knowledge data; they reproduce this relationship in special subject, graphic or letter models that allow them to study the properties of the educational material in its pure form; students learn to move from performing actions on the mental plane to performing them on the external plane and back.

M.A. Danilov, V.P. Esipov in his work “Didactics” formulated some rules for activating the learning process, reflecting some principles of organizing problem-based learning: lead students to generalization, and not give them ready-made definitions and concepts; occasionally introduce students to the methods of science; develop their independence of thought through creative tasks.

The use of problem situations in working with preschoolers has a positive effect on the development of children's creative thinking, cognitive skills and abilities. Rubenstein S.L. said that “Thinking usually begins with a problem or question, with a contradiction. The problem situation determines the involvement of the individual in the thinking process. There are unknown, seemingly unfilled places in the problem. To fill in, to transform the unknown into the known, appropriate knowledge and methods of activity are needed, which a person initially lacks.”

Problem-based and developmental learning include elements of each other. The use of these types of teaching in practice led to the emergence of methods called active, which are based on the dialogic interaction between teacher and student.

A.M. Smolkin divides simulation methods into gaming and non-gaming. Gaming includes conducting business games, game design, etc., and non-gaming includes analyzing specific situations, solving situational problems, and others.

Using active learning methods, three main didactic goals are achieved:

1. students’ assimilation of knowledge and skills;

2. development of theoretical thinking;

3. formation of cognitive interest.

Technological scheme for applying the experience of using active learning methods in the organization of educational work of preschool educational institutions

According to the definition of the Russian Encyclopedia, active learning methods (AMT) are methods that make it possible to intensify the educational process and encourage the student to creatively participate in it. The task of active teaching methods is to ensure the development and self-development of the student’s personality based on identifying his individual characteristics and abilities, with a special place occupied by the development of theoretical thinking, which involves understanding the internal contradictions of the models being studied. Active learning methods allow students to develop their thinking; promote their involvement in solving problems as close as possible to professional ones; not only expand and deepen professional knowledge, but at the same time develop practical skills and abilities.

As is known, in didactics there are different approaches to the classification of teaching methods. The degree of activation of students or the nature of educational and cognitive activity is used as a distinctive feature. There are classifications based on the following characteristics:

Sources of knowledge (verbal, visual, practical teaching methods);

Methods of logic (analytical-synthetic, inductive, deductive teaching methods);

Type of teaching (explanatory-illustrative, problem-based and developmental teaching methods);

Level of cognitive independence of students (reproductive, productive, heuristic teaching methods);

Level of problem (demonstrative, monologue, dialogical, heuristic, research, algorithmic, programmed teaching methods);

Didactic goals and functions (methods of stimulation, organization and control);

Type of activity of the teacher (methods of presentation and methods of organizing independent learning activities), etc.

Despite the variety of approaches to the classification of teaching methods, each of them is most effective under certain conditions for organizing the learning process, when performing certain didactic functions.

A.M. Smolkin distinguishes between simulation methods of active learning, i.e. forms of conducting classes in which educational and cognitive activities are based on imitation of professional activities. All the rest are classified as non-imitation - these are all ways to enhance cognitive activity during lecture classes.

Imitation methods are divided into gaming and non-gaming. Gaming includes conducting business games, game design, etc., and non-gaming includes analyzing specific situations, solving situational problems, and others.

Active teaching methods involve the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge and its reproduction, but at students’ independent acquisition of knowledge in the process of active cognitive activity.

Thus, active learning methods are learning by doing. So, for example, L.S. Vygotsky formulated a law that says that learning entails development, since the personality develops in the process of activity. It is in active activities, directed by the teacher, that students acquire the necessary knowledge, skills, abilities for their professional activities, and develop creative abilities. Active methods are based on dialogic communication, both between the teacher and the teachers, and between the children themselves. And in the process of dialogue, communication skills develop, the ability to solve problems collectively, and most importantly, children’s speech develops. Active teaching methods are aimed at attracting children to independent cognitive activity, arousing personal interest in solving any cognitive problems, and allowing children to apply the acquired knowledge. The goal of active methods is that all mental processes (speech, memory, imagination, etc.) participate in the assimilation of knowledge, skills, and abilities.

Thus, the technology of active forms of education for preschoolers is aimed at teaching the preschooler to understand the motives of his learning, his behavior in play and in life, and the program of his own, as a rule, deeply hidden in a normal environment, independent activity and to anticipate its immediate results.

The use of active teaching methods and their choice are determined by the goals and content of training, the individual characteristics of students and a number of other conditions.

STAGE 1

preschool education children's learning thinking

Before starting to use active learning methods in a group, as well as to diagnose its effectiveness, it was necessary to find out whether children were ready for possible learning difficulties and their attitude towards learning.

At this stage, I diagnosed the preschooler’s behavior in a problem situation based on observations.

The purpose of this diagnosis was to:

Monitor the actions of preschoolers in a problem situation;

Does the preschooler detect the problem at all and is he aware of it? Can he find a way to solve the problem? In this case, the independence of these actions and the assistance of the observer are taken into account.

For this diagnosis I chose problematic situations. Preschoolers were asked to solve problem situations in order.

“Why is water flowing?”, “Why is the wind blowing?”, “Guests will come to the group, and the door is dirty - how can I clean it?”

She carefully monitored the preschooler’s activities and reasoning, marking the result of observations with a “+” sign for a positive outcome, or “-” for a negative outcome on a special form.

Monitoring the activity and distractibility of preschoolers

Goal: to identify the level of cognitive activity of preschoolers, determine the ratio of distractibility and cognitive activity, and also to find out the emotional attitude to classes, the development of the emotional sphere of middle-aged preschoolers.

1. In the game you need to help an “old granny” cross the street

2.Save someone from a dragon;

3. You need to praise your neighbor best of all, find as many merits in him as possible. The task is the ability of children to see and emphasize the positive qualities and virtues of other children.

4. Making a general craft

In group classes, attention was paid to the actions and reactions of preschoolers. The results of the observations were recorded on an observation form.

The results of diagnosing the level of cognitive activity, emotional attitude to classes (development of the emotional sphere) are presented in Fig. 1.

The diagnostics of cognitive activity and visual modeling carried out at the ascertaining stage revealed the predominance of mainly average and low levels of development in middle-aged preschoolers.

28.5% of children were at a low (reproductive-imitative) level of development of cognitive activity. Children with a low level of cognitive activity did not show initiative and independence in the process of completing tasks, lost interest in them when faced with difficulties and showed negative emotions (sadness, irritation), and did not ask cognitive questions; needed a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult. 66.7% of children were at the average (search-and-executive) level of cognitive activity. These children were characterized by a greater degree of independence in accepting a task and finding a way to complete it. When experiencing difficulties in solving a task, the children did not lose their emotional attitude towards them, but turned to the teacher for help, asked questions to clarify the conditions for its implementation and, having received a hint, completed the task to the end, which indicates the child’s interest in this activity and the desire to look for ways solving the problem, but together with an adult. The smallest number of children (4.8%) were at a high (search-productive) level of cognitive activity. These children were distinguished by their manifestation of initiative, independence, interest and desire to solve cognitive problems. In case of difficulties, the children did not get distracted, showed perseverance and perseverance in achieving a result, which brought them satisfaction, joy and pride in their achievements.

Fig. 1 Diagnostic results of the ascertaining stage

The results obtained allow us to conclude that the majority of subjects have a low and average level of cognitive activity and development of the emotional sphere, which indicates the need for their development.

STAGE 2

At this stage, elements of problem-based learning technology were introduced into the classes.

The leading activity of preschoolers is play, which indicates that children have social experience that contributes to the establishment of humane relationships. Therefore, one of the most effective forms of collective learning for preschoolers is learning through play.

Any form of play has a specific meaning and is aimed at developing a certain component of the child’s psyche, contributing to the formation of readiness for schooling. At the same time, role-playing games, as well as director’s games, are of greatest importance for the formation and development of a free-contextual form of communication in an older preschooler. And in the formation of the prerequisites for educational activity and voluntariness, mastering a generalized method of action - playing with the rules.

Games used in training can be divided into two groups: operational or simulation-modeling and role-playing.

Operational games are quite close to the above-mentioned analysis of specific situations and differ from them only in the presence of a certain algorithm, a “scenario” for the course of the discussion. The theoretical analysis of the psychological and pedagogical principles of the educational and business game was carried out by A.A. Verbitsky. There are five such principles: combinations of simulation and game modeling, the principle of problematic nature. the principle of joint activity of participants, the principle of dialogic communication and the principle of two-dimensionality of the game. The principle of joint activity of participants assumes that they are in conditions of interaction, in conditions of cooperative relations such as cooperation, competition or conflict, they must agree on something, prove, convince of the correctness of their positions, refute the position of other people, etc. The principle of dialogical communication precisely ensures effective interaction and allows partners to speak out, creating optimal conditions for the development of thinking, since a number of studies have shown that thinking is “generated” in the conditions of dialogue, that it is dialogue (or rather, dialogical communication in the broadest sense of the word) that serves goals of knowledge and is one of its necessary conditions. The principle of two-dimensionality of the game suggests that achieving game goals is a means of both realizing the development of a specialist’s personality and achieving learning goals. The so-called organizational-activity games can also be included in this group of games. The specificity of such games is that the preparation and progress of the game is constantly accompanied by certain methodological work, which consists in the organizers’ understanding of the activities of play groups and the game as a whole. This allows us to develop new game techniques and develop new methodological ideas.

One type of game is figurative role-playing game. In it, the child imagines himself to be anyone and anything and acts in accordance with this image. A child can be surprised by a picture, an everyday object, a natural phenomenon, and he can become one for a short period of time. A prerequisite for the development of such a game is a vivid, memorable impression that evokes a strong emotional response. The child gets used to the image, feels it with both soul and body, and becomes it.”

The games are preceded by observations of the everyday activities of adults - a nanny, a cook, and the objects they use; children learn to imitate them with the help of the teacher. Games are organized in which children wash the doll's underwear, undress and dress the doll, bathe it, prepare lunch for it, etc. Such games are preceded, in addition to observations, by looking at pictures, talking with children, and playing with attributes. Imitation of the teacher’s actions is used as a methodological technique: he shows the correct sequence of play actions that the children will subsequently reproduce.

A child, choosing a certain role, also has an image corresponding to this role - a doctor, a mother, a daughter, a driver. The child’s play actions also follow from this image. The figurative internal plan of the game is so important that without it the game simply cannot exist. Through images and actions, children learn to express their feelings and emotions. In their games, mother can be strict or kind, sad or cheerful, affectionate and tender. The image is played, studied and remembered.

Children's play begins with an agreement. Children agree on the start of play activities, choose a plot, distribute roles among themselves, and organize their actions and behavior in accordance with the chosen role. By taking on a role, the child begins to accept and understand the role's rights and responsibilities. So, for example, a doctor, if he is treating a patient, must be a respected person; he can demand that the patient undress, show his tongue, take the temperature, that is, demand that the patient follow his instructions.

In role-playing play, children reflect their surrounding world and its diversity; they can reproduce scenes from family life, relationships between adults, work activities, and so on. As the child grows up, the plots of their role-playing games become more complex. So, for example, a game of “mother-daughter” at 3-4 years old can last 10-15 minutes, and at 5-6 years old - 50-60 minutes. Older preschoolers are able to play the same game for several hours in a row, that is, along with an increase in the variety of plots, the duration of the game also increases.

The game plot, as well as the game role, are most often not planned by a child of primary preschool age, but arise depending on the situation, on what object or toy fell into this moment into his hands (for example, dishes, which means he will play house). Quarrels in children of this age arise due to the possession of an object that one of them wanted to play with.

Role-playing among older preschoolers is subject to the rules arising from the role taken on. Children plan their behavior, revealing the image of the role they have chosen. Quarrels among children of senior preschool age, as a rule, arise due to incorrect role behavior in a gaming situation and end with either the termination of the game or the expulsion of the “wrong” player from the gaming situation.

There are two types of relationships in the game - gaming and real. Game relationships are relationships based on plot and role, real relationships are relationships between children as partners, comrades who perform a common cause. In playing together, children learn the language of communication, mutual understanding, mutual assistance, and learn to subordinate their actions to the actions of other players.

Play is the leading activity in preschool age; it has a significant impact on the development of the child. In play, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. By learning the system of human relations, he begins to realize his place in it. The game stimulates the development of the child’s cognitive sphere. By acting out fragments of real adult life, the child discovers new facets of the reality around him.

The content of the expanded, developed form of the game is not objects, not machines, not the production process itself, but relationships between people that are carried out through certain actions. Since the activities of people and their relationships are extremely diverse, the plots of children's games are very diverse and changeable. Therefore, preschoolers need not only the toys themselves, they need to understand, for example, the activities and relationships between them, i.e. If a child is introduced only to new houses, children will not have games related to houses. And if you introduce them to builders and their work, then the children will play builders, “build houses.”

A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving the educational goals that the state, society and family set for educational institutions, in addition to acquiring a certain set of knowledge and skills, revealing and developing the child’s potential, creating favorable conditions for the realization of his natural abilities.

Game methods provide a search for solutions in dynamic, unstable conditions and can provide more than an experiment: they allow you to work out and compare several possible options. An emotional attitude, competitiveness, proper motivation, and passion remove the impact of artificiality. The pedagogy of cooperation and the joint search for the best solutions make it possible to practice and systematically improve the best options for collective action. From the dominance of the universal slogan “SIS - sit and listen” to the active one: “DID - think and do!”

Organizing effective learning using active teaching methods is possible only with knowledge and skillful use of various forms of organizing the pedagogical process. Forms of organizing educational work include group, individual and collective work. In a collective form, preschoolers do the same work; in a group form, separate groups of preschoolers can perform different tasks; in an individual form, preschoolers do the work independently. For the organization of collective education of preschoolers, a systematic consideration of the didactic conditions under which preschoolers can and should show high volitional activity and organization is especially important, since it is this that most fully contributes to the development of their creative and cognitive abilities in the process of play learning. When organizing collective learning, it is no longer the group type of organization of learning that becomes system-forming, but the collective one. This expresses an innovative approach to organizing educational and cognitive activities of preschool children. A teacher implementing an innovative approach occupies only a leading, but not a dominant position, “performs the functions of a director, but not a manager, plays the role of not only an organizer, but also an accomplice in the educational process.”

Based on the recreation (imitation) of the context of an activity and its model representation in teaching, all active learning methods are divided into imitation and non-imitation. Non-imitation methods do not involve constructing a model of the phenomenon, process or activity being studied. Activation is achieved here through the selection of problematic learning content, the use of a specially organized procedure for conducting classes, as well as technical means and ensuring dialogic interactions between the teacher and students. An example of imitation methods is a didactic game. M.V. Clarin proposes the following structure of the educational process based on a didactic game:

Creating a game problem situation: introducing a modeling game situation.

Progress of the game: “living” the problem situation in its game embodiment. Development of the game plot.

Summing up the game. Self-assessment of actions.

Discussion and analysis of the course and results of the game. Educational and cognitive results of the game.

The idea of using a game as a way to determine ways to solve a problem has been known for a long time. For example, a child is offered situations in which he must portray himself. Situations can be different, invented or taken from the life of a child. Other roles during the enactment are performed by one of the parents or other children. Sometimes it is useful to switch roles. Example situations:

You took part in the competition and took first place, and your friend was almost last. He is very upset, help him calm down.

Mom brought 3 oranges for you and your sister (brother), how will you divide them? Why?

The guys from your group in kindergarten are playing an interesting game, and you are late, the game has already started. Ask to be accepted into the game. What will you do if the children don't want to accept you?

The file of problem situations is presented in Appendix 2.

(This game will help your child learn effective behavior patterns and use them in real life.)

The use of game methods for solving problems allows you to:

Correctly formulate the criterion for operating efficiency

the system under study; choose an optimization method that is adequate to the conditions;

Assess the expected result; carry out a variant analysis of the resulting optimal solution;

By introducing the factor of random disturbance, “play” additional options;

Determine a set of optimal strategies for behavior under conditions of uncertainty and establish the rank of each strategy.

Why do people play games? What is the advantage of game teaching methods over traditional ones? Game methods simulate the situation and force participants to behave as in life, skills of independent and collective decision-making are developed, and the activity of participants increases.

Actually, individual scientific disciplines were initially based on the concept of a game, so “playing” operations on the playing field using direct similarity models grew into the concept of mathematical modeling using symbolic models and indirect similarity models.

At the same time, in the process of transition from games to mathematical symbols, certain advantages of game modeling were lost. Thus, when implementing a decision-making algorithm using operations research methods, there is a need to separate functions between the participants in the operation: collecting information, preparing it, processing and making decisions - all these functions are performed by various participants in the process, and the degree of coordination of actions and information availability is, as a rule, very low .

Methods of game-based social simulation modeling (GSIM) make it possible to eliminate the indicated disadvantage, since the participants are given the general task of developing a system of criteria and determining an effective selection strategy; there are other advantages of these methods:

Forced activity of students;

The need to make decisions independently by a participant in the game or a game group;

Increased emotionality and motivation;

Constant interaction between children and teacher.

Classification of game social simulation methods:

Simulation exercise

Analysis of a specific situation - AKS (CASE technologies)

Business game

Master technology

Organizational games.

A simulation exercise (IS) is a method in which participants must find the existing only correct solution to a given problem. For example, “Flight to the Moon”: a game in which participants in a given situation must rank a list of objects in order of their importance. The organizational structure of the exercise allows you to work in individual and group modes, and analyze the results obtained. Where can it be used? When testing knowledge on a subject in which there is a need to test knowledge of a unique established correspondence, sequence, etc. (laws, formulas, rules, instructions).

Signs of the method of analyzing a specific situation (AKS:

Having a difficult task or problem;

Test questions generated by the teacher on the problem;

Development by participants (competing groups) of options for solving the problem;

Discussion of the presented options (in the form of project defense);

Summing up and teacher's assessment of the result.

There are four levels of analysis of a specific situation:

Illustration situation, for a visual representation of an object, process, etc.;

Situation-exercise, learning to solve frequently repeated problems;

Situation - assessment to form an understanding of approaches to the correct (or incorrect) result;

Problem-oriented situation.

The organizational structure of the method allows you to test your ability to analyze a situation and make the right and optimal decision. The introduction of a game moment stimulates game participants to evaluate the performances of their opponents, make additions, clarifications, etc. The method is invariant with respect to the subject area, is quite universal and can be used practically to test knowledge in any discipline.

A business game is a more complex organizational structure, the implementation of which requires from the teacher not only excellent knowledge of the subject area, but also good contact with the group.

Signs of a Business Game:

Presence of a problem;

Having common goals;

Availability of roles;

Differences in the interests of participants;

Taking into account the probabilistic nature of the development of the situation;

Working in conditions of incomplete information;

Availability of an incentive system;

Objectivity in assessing the results of gaming activities.

Directly active methods include methods used within an educational event, during its implementation. Each stage of classes uses its own active methods to effectively solve specific tasks of the stage.

Methods such as “My Flower”, “Gallery of Portraits”, “Greet with Elbows”, “Let’s Measure Each Other” or “Flying Names” will effectively and dynamically help you start a lesson, set the desired rhythm, ensure a working mood and a good atmosphere in the group.

An example of active methods for starting an educational event

You can start the lesson in an unusual way by inviting the children to shake hands with their elbows.

"Greet with your elbows" method

Purpose - Meeting each other, greeting, getting to know each other

The number is the whole group.

Time - 10 minutes

Preparation: Chairs and tables should be set aside so that children can move freely around the room.

Carrying out:

The teacher asks the children to stand in a circle. Then he invites them to pay for the first, second, third and do the following:

Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;

Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left;

Each “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.

The teacher tells the students that they are given only five minutes to complete the task. During this time, they should say hello to as many children as possible by simply saying their name and touching elbows.

After five minutes, the children gather in three groups so that the first, second and third numbers are together, respectively. After this, they greet each other within their group.

Note: This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between children.

Active relaxation techniques

If you feel that the children are tired, and there is still a lot of work or a difficult task ahead, take a break and remember the restorative power of relaxation! Sometimes 5-10 minutes of fun and active play is enough to shake yourself up, have fun and actively relax, and restore energy. Active methods “Energy - 1”, “Robots”, Line up according to height”, “Little Red Riding Hood and the Gray Wolf”, “Pole”, and many others will allow you to do this without leaving the group.

Example of Active Relaxation Techniques

Method "Earth, air, fire and water"

The goal is to increase the energy level in the group.

The number is the whole group.

Time - 8-10 minutes

Carrying out:

The teacher asks the children, at his command, to depict one of the states - air, earth, fire and water.

Air - children begin to breathe deeper than usual. They stand up and take a deep breath and then exhale. Everyone imagines that his body, like a large sponge, greedily absorbs oxygen from the air. Everyone is trying to hear how the air enters the nose, to feel how it fills the chest and shoulders, arms to the very tips of the fingers; how the air flows in the head area, in the face; air fills the stomach, pelvic area, hips, knees and flows further - to the ankles, feet and fingertips.

Children take several deep breaths and exhales. You can invite everyone to yawn a couple of times. At first it turns out rather artificially, but sometimes after this a real yawn occurs. Yawning is a natural way to compensate for the lack of oxygen. (Yawning can also be used in another way: you can suggest yawning deliberately at the first meeting to help the group “perk up” more quickly).

Earth. Now children need to make contact with the earth, become “grounded” and feel confident. The teacher, together with the children, begins to press hard on the floor, standing in one place, you can stomp your feet and even jump up a couple of times. You can rub your feet on the floor and spin around. The goal is to gain a new awareness of your legs, which are furthest from the center of consciousness, and thanks to this bodily sensation, feel greater stability and confidence.

Fire. Children actively move their arms, legs, and bodies, depicting flames. The teacher invites everyone to feel the energy and warmth in their body when they move in this way.

Water. This part of the exercise contrasts with the previous one. Children simply imagine that the room is turning into a pool, and make soft, free movements in the “water”, making sure that the joints move - hands, elbows, shoulders, hips, knees.

You can give an extra 3 minutes of time so that everyone can create their own individual combination of elements.

AM summing up the lesson

To complete the educational event, you can use such active methods as: “Fly agaric”, “Wise advice”, “Letter to yourself”, “Everything is in my hands!”, “Final circle”, “What did I almost forget?”, “Restaurant” ", "Compliments". These methods will help to effectively, competently and interestingly summarize the lesson and complete the work.

Example of Active Lesson Summarizing Methods

Restaurant method

Goal: Find out and get feedback from the last lesson.

Time: 5 min. for preparation; 1-3 min. each participant (for response).

Size: Entire group.

Materials: large format sheet, felt-tip pens, tape, colored cards

Carrying out:

The teacher asks the children to imagine that they spent today in a restaurant and now the restaurant director asks them to answer several questions:

I would eat more of this...

Most of all I liked…

I've almost digested...

I overate...

Please add…

At the end, the teacher summarizes the results of the lesson, gives homework if necessary, and finally says good words to the children.

This is how the lesson will be carried out quietly, fun, but effectively using active teaching methods, bringing satisfaction to both the teacher and the children.

Business game: Magic words

Rules of the game:

Ability to listen to others;

Take an active part in the game;

Do not challenge the jury's assessment;

Maintain proper speech culture and tact;

Adhere to the regulations.

All participants are divided into two teams and choose a captain and team name. Selection of the jury, answers are scored, each correct answer is worth 1 point. At the end of the game, the total score of each team is calculated.

Exercise 1

Warm-up: Team captains take turns rolling the number cube and getting a question for their team

1.Media of communication (language),

2. praising the best features of a person (compliment),

3. partner in dialogue (interlocutor),

4. free time from work (leisure),

5. ceremonial thank you (hurray)

Task 2.

Call “magic” words (for a while).

Task 3.

"Brain attack"

Replace the sentences with a proverb:

Learn all your life

Save time

Finish what you started

Do not chat

Take your time, do everything carefully

Take care of your health

Task 4.

You are on public transport:

Children sit on chairs, adults enter according to the number of people sitting (you can invite parents or kindergarten employees), children’s behavior

Task 5

Each team shows the magic word with gestures and facial expressions; If the opponent guessed correctly, he earns a point.

Task 6.

Black box

In the black box lies a symbol of evil, sadness, tears

Guess what it is?

Task 7.

“You give me - I give you”

Each team asks the opposing team one question.

Task 8.

Captains competition

So, practice has shown that the final result of a business game is high, and the return is maximum if you use a variety of methods to involve children in active work. The choice of methodology should be determined by the goals and objectives of the event, and the features of its content.

A creatively organized business game will encourage children to use their knowledge in specific situations. The active learning method increases interest and causes high activity.

STAGE 3

Post-application study of active learning method. At this stage, I carried out the same diagnostics as at the first stage: diagnostics based on observation. At this stage of the study, preschoolers were also asked to solve problem situations similar to the first, and the results were entered into an observation form. A comparative analysis showed the dynamics of an increase in the cognitive activity and emotional sphere of preschool children. Diagnostics showed that children began to solve problematic problems faster, began to help each other more, and there were fewer conflict situations. The diagnostic results are presented in Fig. 2.-3

Fig.2 Comparative analysis of cognitive activity of preschool children

Rice. 3 Comparative analysis of the development of the emotional sphere of preschool children

Effectiveness of experience

By learning this technology, the children gained confidence in their abilities and knowledge. After conducting this study, it turned out that most preschoolers immediately notice a problematic situation, many independently recognize the problem that exists in it. The use of active learning methods had a positive effect on the attitude of preschoolers to classes and on the quality of their learning, because The levels of cognitive interest, independence and activity of children in acquiring knowledge have increased.

The use of specially organized different types of children's activities, the creation in these activities of conditions for relationships with others (adults, peers, characters), as well as the inclusion of the child in various life situations that are significant and genuine for him, the child’s already acquired emotional experience is revealed and a new emotional experience is formed, - all this provides a significant educational effect and develops the child’s moral motives. The most powerful and important source of a child's experiences is his relationships with other people - adults and children. When others treat a child kindly and recognize his rights, he experiences emotional well-being—a feeling of confidence and security. Emotional well-being contributes to the normal development of a child’s personality, the development of positive qualities, and a friendly attitude towards other people.

The listed methods constitute a system, since they ensure the activity of children’s mental and practical activity at all stages of educational activities, leading to the full mastery of educational material, effective and high-quality acquisition of new knowledge and skills.

Conclusions: analysis of the literature and personal experience led to the conclusion that with the help of active methods it is possible to effectively solve the problems of “intensifying educational activities,” but also in the sense of the variety of educational effects achieved. The method remains active regardless of who uses it; another thing is that in order to achieve high-quality results from using active teaching methods, appropriate training of the teacher is necessary. Active learning methods are based on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity approach to learning, movement and reflection.

The use of active learning methods involves the cooperation of children, the joint selection of pictures, toys, routes, their comparison, discussion of the characteristics of the subject, methods of their classification. This helps to activate children’s existing knowledge and ways of applying it in real and simulated situations. In the process of jointly completing a task, there is a mutual exchange of knowledge and experience.

References

1. Vygotsky L.S. Game and its role in the mental development of a child // Questions of psychology.-1966.-No. 6. - pp. 13-15.

2. Zvereva O. Role-playing game // Game and children. - 2003. - No. 6. - P. 14-17.

3. Clarin M.V. Game in the educational process // Sov. pedagogy. - 1985. - No. 6. -p.57-61.

4. Krulekht, M. Innovative programs of preschool education // Preschool education. - 2003. -No. 5. -S. 74-79.

5. Novoselova S.L., Zvorygina E.V. Play and issues of comprehensive education of children // Preschool education. -1983. - No. 10. - P. 38-46.

6. Russian encyclopedia on labor protection: In 3 volumes - 2nd ed., revised. and additional - M.: Publishing house NC ENAS, 2007. T. 1: A-K. - 440 s.

7. Smolkin A.M. Methods of active learning: Scientific method. allowance.- M.: Higher. school, 1991.-176 p.

8. Troyanskaya S.L., Bryzgalova N.V. Abstracts of lectures, tests and practical exercises. Electronic textbook. - Izhevsk, 2008.

9. Choshakov M.A. Flexible technology of problem-based modular learning. - Toolkit. - M.: Public Education, 1996. - 160 p.

Annex 1

Communication situations

1. “I have to ask mom” (younger preschool age).

Goal: to learn to enter into verbal contact with adults and children, to express one’s thoughts verbally.

The teacher acts out a small scene in front of the children: in his hands are puppets (theater): a little hare and a little squirrel.

...The little hare ran to his friend the little squirrel and invited him to go for a walk.

Let's go, little squirrel, to our favorite clearing and play.

I can't, Little Bunny.

Why? - the Little Bunny was surprised.

This clearing is far away. And I have to ask my mom if I can go for a walk that far.

So ask your mom for permission and let's go! - the Little Bunny did not let up.

“And my mother is not at home,” answered Belchonok sadly.

Then let's go like this, without permission. We'll walk a little and you'll come home. Your mom won't even notice.

But Belchonok was very afraid of upsetting his mother and did not give in to his friend’s persuasion.

An adult asks the children whether Little Squirrel did the right thing, why do they need to ask their mother; asks them to guess what would have happened if Little Belchonok had left without permission. The children's answers are listened to.

Why should small children ask their mother's permission before going somewhere or doing anything?

What else do you ask your mom about at home?

Why do you need your mom's advice or permission?

In the process of conversation and dialogue, we bring the children to the conclusion that the mother is always worried, worried about her child, she will always tell you how to do the right thing, and will come to her baby’s aid. That's why you shouldn't upset your mom.

2. “Why do they say that?” (senior preschool age).

Goal: to teach children to understand the meaning of figurative expressions, to find semantic inaccuracies and errors in their use.

The teacher invites the children to guess riddles:

What kind of tree stands -

There is no wind, but the leaf is shaking? Nobody's scared

And she's trembling all over.

(Answer: aspen.)

Next, the teacher asks the children if they have ever come across such an interesting expression: “trembles like an aspen leaf.” It invites you to remember when they say that, think and explain why they say that: not maple, not birch, but aspen.

The teacher leads the children to the conclusion: when you come across interesting expressions in books or in the speech of others, you must try to think not only about what they mean, but also why they say that. This is necessary in order to use these expressions correctly in the future. Next, the teacher tells the children the story of Dunno, who went to the school of cheerful little men.

During the lesson everyone learned to make sentences. Dunno learned the fastest. When he read the sentences that he himself had come up with, the merry little men laughed for a long time.

The teacher invites the children to listen to the sentences that Dunno came up with and explain why everyone laughed and how they should have said:

Masha lay tirelessly in bed all day long.

When Katya saw what a gift they brought her, she even pouted her lips with joy.

Oh, lion, you are so brave! You have such a hare soul!

The old man with a stick rushed along the path, and Sasha wandered into the sandbox.

Appendix 2

File of problem situations

Topic: "Mushrooms"

Dunno invites the children to the forest to pick mushrooms, but does not know which mushrooms are edible and which are not.

Topic: "Transport"

The animals of Africa ask Aibolit for help, but Aibolit does not know how to get to them.

Topic: “Houses”, “Properties of Materials”

The piglets want to build a strong house to hide from the wolf and do not know what material to make it from.

Topic: "Fruits"

While traveling through the desert, the children became thirsty. But I only had fruit with me. Is it possible to get drunk?

Topic: “Properties of materials”

In rainy weather, you need to come to kindergarten, but what shoes to choose in order to come to kindergarten without getting your feet wet.

Topic: “Language of facial expressions and gestures”

We travel around the world, but we don’t know foreign languages.

Topic: “Weather conditions”

We went on a trip to Africa, but what clothes should we take with us to be comfortable?

Topic: “Properties of metals”

Pinocchio wants to open the door in Papa Carlo's closet, but the key is at the bottom of the well. How can Pinocchio get the key if it is wooden and the wood does not sink?

Topic: "Cardinal directions"

Mashenka got lost in the forest and doesn’t know how to announce herself and get out of the forest.

Topic: "Volume"

Znayka needs to determine the level of liquid in the jugs, but they are not transparent and have a narrow neck.

Topic: “Weather conditions”

One friend lives far in the South and has never seen snow. And the other one lives in the Far North, where the snow never melts. What can be done so that one can see the snow, and the other can see the grass and trees (they just don’t want to move anywhere)?

Topic: "Measuring length"

Little Red Riding Hood needs to get to her grandmother as quickly as possible, but she doesn’t know which path is long and which is short...

Topic: “Higher, lower”

Ivan Tsarevich needs to find a treasure that is buried under the tallest spruce tree. But he can’t decide which spruce is the tallest.

Topic: “Medicinal plants”

Dunno injured his leg in the forest, but there is no first aid kit. What can be done.

Topic: "Soil"

Mashenka wants to plant flowers, but does not know in what soil the flowers will grow best.

Topic: “Properties of wood”

Buratino ran to school, and in front of him there was a wide river, and the bridge was not visible. You need to hurry to school. I thought and thought about how Buratino could get across the river.

Contradiction: Pinocchio has to cross the river because he might be late for school, and is afraid to go into the water because he doesn’t know how to swim and thinks he will drown. What to do?

Topic: "Clock"

Cinderella needs to leave the ball on time, and the palace clock suddenly stops.

Topic: “Properties of air”

Dunno and his friends came to the river, but Dunno doesn’t know how to swim. Znayka offered him a life preserver. But he is still afraid and thinks he will drown.

Topic: “Magnifying devices”

Thumbelina wants to write a letter to her mother, but she is worried that her mother will not be able to read it because the font is very small.

Topic: “Media of Communication”

The baby elephant's grandmother fell ill. We need to call a doctor, but he doesn’t know how.

Topic: “Properties of paper”

Pochemuchka invites you on a trip along the river, but doesn’t know whether a paper boat is suitable for this?

Topic: “Properties of carbon paper”

Misha wants to invite a lot of friends to his birthday, but how to make a lot of invitation cards in a short time?

Topic: “Properties of a magnet”

How can Vintik and Shpuntik quickly find the necessary iron part if it is lost in a box among parts made of different materials?

Topic: “Friendship of colors”

Cinderella wants to go to the ball, but they are only allowed in orange dresses.

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AMO technology – educational technologies of new standards

Recently, the Russian education system has been undergoing constant changes. Modernization of the learning process steadily leads every educator to the understanding that it is necessary to look for such pedagogical technologies that could interest students and motivate them to study the subject.
How can we make sure that our students, not under pressure, but through play, can independently discover new knowledge, evaluate their work and, ultimately, show good results?

How to make sure that every student feels comfortable, interesting and at the same time understandable in class or at any other event? How to harmoniously weave gaming moments into the outline of the lesson? How to choose one or another method for any stage of the lesson in order to achieve maximum results? "AMO Technology" provides answers to these and many other questions.

Now we are talking about developing standards for preschool institutions. A standard is a social conventional norm, a social contract between family, society and the state.

If earlier in most comprehensive programs there were sections that corresponded to certain academic subjects, now we are talking about a totalityeducational areas.

In general, the new requirements are progressive in nature and will not only streamline and regulate certain aspects of the process of implementing preschool education programs, but will also give impetus to the development of the system as a whole. This is a vector of movement towards real consideration of the principle of age appropriateness in the mass practice of preschool education.

The most important condition for the full implementation of these requirements is a change in the position of students. The transition from the position of a passive object, obediently performing tasks to remember and reproduce information, to the position of an active, creative, purposeful, self-learning subject.

The new strategy cannot be implemented with the same pedagogical tools; new educational technologies and methods are required. These technologies should create conditions for effective and high-quality education, upbringing, development and socialization of the child.

Today, experience shows that active learning methods effectively solve new problems posed to education.

What kind of active learning technology is this?

Today there are various classifications of active learning methods. AMO includes an interactive seminar, training, problem-based learning, collaborative learning, project-based learning, educational games.

The adopted new Federal State Educational Standards finally convinced of the need to create a full-fledged educational technology that allows for the systematic and effective use of AMO in the educational process.

Technology can be divided into two components – structure and content.

By content the methods included in the technology representordered collection(system) of AMO, ensuring the activity and variety of mental and practical activities of students throughout Total educational event.
The educational activity of the methods included in this system is based on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity-based approach to learning, movement and reflection.

According to the structure, In accordance with technology, the entire educational event is divided into logically related phases and stages:

Phase 1. Start of educational activity
Stages:

initiation (greeting, introduction)

You can start the lesson in an unusual way by inviting the children to shake hands with their elbows.

"Greet with your elbows" method

Target – Meeting each other, greeting, getting to know each other.

Note: This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between children.

entering or immersing yourself in the topic (determining the objectives of the lesson)

Instead of the teacher’s usual oral story about a new topic, you can use the following method of presenting new material:

Method "Info-guessing"

The goals of the method are: presentation of new material, structuring of material, revitalization of students’ attention.

N-R, when studying the topic “Vegetables,” ask children, using geometric shapes, color, shape, including association, to say what they are talking about. And smoothly lead to the definition of a new topic.

determining the expectations of students (planning the personal meaning of the lesson and creating a safe educational environment)

The methods used at this stage make it possible to effectively clarify expectations and concerns and set learning goals.
“Mood sensor” method (using happy or sad emoticons, children pointing at the sensor determine their mood)

Phase 2. Working on the topic
Stages:

consolidation of learned material (discussion of homework)

discussion of the previous topic.

Method “Find a Pair” (Theme “Fruits”: one child describes the fruit, the second finds the answer)

interactive lecture (transmission and explanation of new information by the teacher)

“Magic bag” method (pulling out one item at a time from the bag, tell about it, give information)

elaboration of the content of the topic (group work of students on the topic of the lesson)

“Confusion” method (help the artist color only the vegetables)

Phase 3. Completion of the educational activity
Stages:

emotional release (warm-up)

Relay race method - Whose team will collect vegetables in the basket faster.

summing up (reflection, analysis and evaluation of the lesson)

Children independently analyze and evaluate the lesson.

The "Sun" method. Show the children cards withdepicting three faces: cheerful,neutral and sad.

Children are asked to choose a drawing that matches their mood. Children can also be asked to imagine themselves as rays of sunshine. Give the task to place the rays in the sun according to your mood. Children come up to the board and insert rays.

At this stage, we are finding out and receiving feedback from the children and from the past lesson.

Each stage is a full-fledged section of an educational event. The volume and content of the section is determined by the topic and goals of the lesson or event. Each stage carries its own functional load, has its own goals and objectives, and, in addition, contributes to the achievement of the overall goals of the lesson. Being logically connected and complementary to each other, the phases and stages of the lesson ensure the integrity and consistency of the educational process, give a complete look to the lesson or entertainment event, and create a reliable basis for the formation of all educational effects. The use of a system of active methods contributes to the achievement of a complex of educational effects - training, education, development and socialization of the student’s personality.

Internal contentactive methods are to create with their help a free creative environment, filling every action of students with meaning, understanding and motivation, involving all participants in the educational process in the overall conscious work, giving this process personal significance for each participant, ensuring the independence of students in setting goals and determining ways to achieve them, organize teamwork and build true subject-subject relationships.

The essence , the value core of this technology is that students, thanks to AMO, are involved in a rich educational process without coercion, of their own free will, and their motivation is determined not by fear of punishment, not by the desire to please the teacher or parents, not by the goal of getting a grade, but, in first of all,own interest in educational activitiesin this form. In AMO technology, the framework of compulsion to learn is removed - effective, rich, complete, high-quality training becomeschoice of the student himself. And this mainly determines the effects of this technology.

With the systematic use of active methods, the role of the educator changes fundamentally. He becomes a consultant, mentor, senior partner, which fundamentally changes the pupils’ attitude towards him - from a “controlling body” the teacher turns into a more experienced comrade playing on the same team as the pupil. Confidence in the teacher grows, his authority and respect among children grows. This requires psychological restructuring and special training of the teacher in designing such an activity, knowledge of active teaching methods, moderation technology, and the psychophysiological characteristics of preschoolers. But all these investments are more than compensated by the effects of the implementation of AMO.

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Active teaching methods in preschool educational institutions

Do you remember how during your school years you liked to play with friends in the yard or during breaks, and how upset you were at having to read gray, boring textbooks and memorize long, abstruse phrases invented by adults? Let's reveal a little secret - today nothing has changed, and children still want to play and do not like to do incomprehensible and uninteresting things imposed on them by adults. Children do not like to sit motionless and silent during long, uninteresting lessons, memorize a huge amount of information and then try to retell it for some unknown reason.

A reasonable question arises: why do we continue to use the very teaching methods that caused us boredom and irritation, and why don’t we do anything to change this situation? But we all know the classic example of Tom Sawyer, who skillfully turned the boring forced task of painting a fence into an exciting game, in which his friends gave up their most expensive treasures to participate! The purpose, content and even technique of the lesson remained the same - painting a fence, but how did the motivation, efficiency and quality of work change?! This means that it is possible, even under existing restrictions, to introduce new forms and methods of implementing educational programs into usual practice, especially since a serious need for this has long existed.

If a habitual and desirable form of activity for a child is a game, then it is necessary to use this form of organizing activities for learning, combining the game and the educational process, or more precisely, using a game form of organizing the activities of students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program by schoolchildren.

And the role of motivation in successful learning can hardly be overestimated. Conducted studies of student motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study is higher than the importance of the student’s intelligence. High positive motivation can play the role of a compensating factor in the case of a student’s insufficiently high abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low expression and ensure significant academic success.

The goals of education set by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child’s potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. The inclusion of active learning methods in the educational process allows you to create such an environment both in class and in extracurricular activities.
One more thing. Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not get lost in situations of uncertainty, be able to establish effective communications with different people and at the same time remain moral. The school’s task is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that will allow him to feel confident in independent life. Alas, traditional reproductive education and the passive subordinate role of the student cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organizing the educational process, active teaching methods are required.

Today there are various classifications of active learning methods. This is due to the fact that there is no generally accepted definition of active methods. Therefore, sometimes the concepts of AMO are expanded, referring to them, for example, modern forms of organizing training such as an interactive seminar, training, problem-based learning, collaborative learning, educational games. Strictly speaking, these are forms of organizing and conducting an integral educational event or even a subject cycle, although, of course, the principles of these forms of teaching can also be used to conduct individual parts of the lesson.

ACTIVE LEARNING METHODS– methods that stimulate the cognitive activity of students. They are built mainly on dialogue, which involves a free exchange of views on ways to resolve a particular problem. A.m.o. characterized by a high level of student activity. The capabilities of various teaching methods in terms of enhancing educational and educational-industrial activities are different; they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who applies it.

Indeed, with the help of active methods one can effectively solve problems, but the goals and objectives of AMO are not limited to this, and the capabilities of active methods are different not only in the sense of “intensifying educational and educational-industrial activities,” but also in the sense of the variety of educational effects achieved. In addition to dialogue, active methods also use polylogue, providing multi-level and diverse communication of all participants in the educational process. And, of course, the method remains active regardless of who applies it; another thing is that To achieve high-quality results from using AMO, appropriate teacher training is required.

Active learning methodsis a system of methods that ensure activity and diversity in the mental and practical activities of students in the process of mastering educational material. AMOs are built on a practical orientation, playful action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, a group form of organizing their work, the involvement of all senses in the process, an activity-based approach to learning, movement and reflection.

The effectiveness of the learning process and results using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis.

Directly active methods include methods used within an educational event, during its implementation. Each stage of the lesson uses its own active methods to effectively solve specific tasks of the stage.

AM of the beginning of the educational event

Example of an AM for starting an educational event

You can start the lesson in an unusual way by inviting students to shake hands with their elbows.

"Greet with your elbows" method

Target – Meeting each other, greeting, getting to know each other
The number is the whole class.
Time – 10 minutes
Preparation : Chairs and tables should be set aside to allow students to move freely around the room.

Carrying out :
The teacher asks the students to stand in a circle. Then he invites them to pay for the first, second, third and do the following:
Each “number one” puts his hands behind his head so that his elbows are pointing in different directions;
Each “number two” rests his hands on his hips so that his elbows are also directed to the right and left;
Each “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.

The teacher tells the students that they are given only five minutes to complete the task. During this time, they should say hello to as many of their classmates as possible by simply saying their name and touching elbows.

After five minutes, the students gather in three groups so that the first, second and third numbers are together, respectively. After this, they greet each other within their group.

Note : This funny game allows you to have a fun start to the lesson, warm up before more serious exercises, and helps to establish contact between students.

AM clarification of goals, expectations and concerns

Methods such as the “Shopping List”, “Tree of Expectations”, “License to Acquire Knowledge”, “Colored Sheets” allow you to effectively clarify expectations and concerns and set learning goals.

AM Example Clarifying Goals, Expectations and Concerns

To find out the educational goals of students, their expectations and fears, the following method can be used, for example, in the first lesson at the beginning of the school year:

Orchard method

Target – For the teacher (class teacher), the results of applying the method will allow a better understanding of the class and each student; the teacher (class teacher) will be able to use the materials obtained when preparing and conducting lessons (extra-curricular activities) to ensure a person-centered approach to students.

This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know them and take them into account in the educational process.

The number is the whole class.
Time – 20 minutes
Preparation : Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, tape.

Carrying out :
Two large posters with a tree drawn on each of them are prepared in advance. One tree is labeled “Apple Tree”, the second is labeled “Lemon Tree”. Students are also given large apples and lemons cut out of paper in advance.

The teacher (class teacher) invites students to try to more clearly define what they expect (would like to receive) from learning and what they fear. There may be several expectations and concerns. Expectations/concerns include forms and methods of teaching, style and methods of working in lessons, atmosphere in the classroom, attitude of teachers and classmates, etc.

Students are asked to write down their expectations on apples and their fears on lemons. Those who wrote down go to the corresponding trees and use tape to attach the fruits to the branches. After all students have attached their fruit to the trees, the teacher calls them out. After voicing expectations and concerns, you can organize a discussion and systematization of the formulated goals, wishes and concerns. During the discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher summarizes the clarification of expectations and concerns.

Note : Before beginning to clarify expectations and concerns, the teacher explains why it is important to clarify goals, expectations, and concerns. It is welcomed when the teacher (class teacher) also participates in the process, voicing his goals, expectations and concerns.

AM presentation of educational material

During the lesson, the teacher regularly has to communicate new material to students. Methods such as “Info-guessing”, “Striptease”, “Cluster”, “Brainstorming” will allow you to orient students in the topic, present them with the main directions of movement for further independent work with new material.

Example of AM presentation of educational material

Instead of the teacher’s usual oral presentation of a new topic, you can use the following method of presenting new material:

Method "Info-guessing"

Objectives of the method : presentation of new material, structuring of material, reviving students’ attention.
Groups : All participants.
Time : Depends on the volume of new material and the structure of the lesson.
Material : prepared sheet of Whatman paper, colored markers.

Carrying out :
The teacher names the topic of his message. A sheet of Whatman paper or a flipchart notebook is attached to the wall, with the name of the topic indicated in its center. The rest of the sheet space is divided into sectors, numbered, but not yet filled. Starting from sector 1, the teacher enters in the sector the name of the section of the topic that he will now begin to talk about during the message. Students are asked to think about what aspects of the topic may be discussed further in the report. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector(you can write down topics and key points with markers of different colors).They are added to the poster as the message progresses. Having finished presenting the material on the first section of the topic, the teacher enters the name of the second section of the topic in the second sector, and so on.

Thus, all new material is presented clearly and in a clearly structured form, and its key points are highlighted. The “blank spots” on this topic that existed at the start of the presentation are gradually being filled.

At the end of the presentation, the teacher asks whether he really covered all the expected sections, and whether there are any aspects of the topic that were not mentioned. After the presentation, it is possible to conduct a short discussion on the topic and, if students have questions, the teacher provides answers to them.

This method of presenting the material helps students follow the teacher’s argumentation and see the aspect of the topic that is relevant at the moment of the story. A clear separation of the general flow of information contributes to better perception. “Blank spots” stimulate - many participants will begin to think about what the next, not yet designated sections of the topic will be.

active learning in preschool educational institutions

Galina Aleksandrovna Lebedeva, teacher at the MDOU combined type kindergarten No. 32 No. Ryabinka in Serpukhov.

Recently, many educators and teachers have noted the indifference of children of preschool and primary school age to knowledge, lack of motivation to learn, as well as the low level of development of cognitive interests. Thus, the problem of introducing more effective forms, models and technologies into the educational process to enhance learning becomes urgent.

Active learning represents one of the main directions of modern educational research. The problem of finding methods to enhance the educational and cognitive activity of teachers was acutely raised at different times by different authors. A wide variety of solutions are offered: increasing the volume of information taught, compressing it and speeding up the reading process; creation of special psychological and didactic learning conditions; strengthening control forms in the management of educational and cognitive activities; widespread use of technical means and computer programs. At the same time, we point out that active teaching methods mean such methods and techniques of pedagogical influence that encourage children to be mentally active, to demonstrate a creative, research approach and search for new ideas for solving various problems.

Active learning methods (AMT) should instill in children the desire to independently understand complex issues and, based on a deep systemic analysis of existing factors and events, develop an optimal solution to the problem under study for its implementation in practice.

Active forms of classes are forms of organizing the educational process that promote diverse (individual, group, collective) study (mastery) of educational issues (problems), active interaction between children and the teacher, a lively exchange of opinions between them, aimed at developing a correct understanding of the content the problem being studied and methods for its practical solution.

Active forms and methods of organizing the educational process are inextricably linked with each other. Their combination helps to create a certain type of classes in which active learning is carried out. Methods fill forms with specific content, and forms influence the quality of methods. If active methods are used in classes of a certain form, it is possible to achieve a significant activation of the educational process and an increase in its effectiveness. In this case, the form of classes itself acquires an active character.

Although it is believed that active learning and constructing situations (problems) in project activities are an innovation of the 21st century, in fact, the roots of this technique go back to the distant past. Ideas for intensifying learning were expressed by scientists throughout the entire period of the formation and development of pedagogy, long before it was formalized as an independent scientific discipline.

Thus, Socrates (470-399 BC) saw the surest way to manifest human abilities in self-knowledge. His main achievement is considered to be “maieutics” (literally “midwifery art”) - a dialectical debate that leads the student to the truth through questions thought out by the mentor. Among the ancient Roman thinkers, one can highlight the views of the philosopher Seneca (4-65 BC), who said that education should form, first of all, an independent personality and believed that the student himself should speak, and not his memory, i.e. .e. previously learned information. René Descartes (1596-1650) believed that every effort should be made to develop children's ability to make independent judgments. Jan Amos Comenius (1592-1670) in his work “Great Didactics” argued that teaching correctly does not mean hammering into a child’s head a mixture of words, phrases, sayings and opinions collected from the authors, it is necessary to reveal in him the ability to understand things. A. Disterweg (1790-1866) believed that the teacher should not only “encourage” the student to learn, but always encourage him to engage in independent activity. We also point out that in the 70s of the 20th century the problem of searching for methods of active learning was reflected in the studies of M. I. Makhmutov, I. Ya. Lerner and others, devoted to the problems of early and school education.

Regardless of these studies, there was also a search for so-called active learning methods (AMT), which ensure intensive development of children's cognitive motives and interest, promoting the manifestation of creative abilities in learning.

In general, active learning can be represented as follows:

Forced activation of thinking, when a child is forced to be active regardless of his desire.

Quite a long time of children’s involvement in educational activities, because their activity should not be short-term or episodic, but largely sustainable and long-term (i.e. throughout the entire project).

Independent creative development of solutions, increasing the degree of motivation and emotionality of children.

Constant interaction between students and educators through direct and feedback connections.

Project activities are of significant interest in preschool education. Each project is usually based on some kind of problematic situation, the essence of which is to create didactic and psychological conditions conducive to the manifestation of the student’s intellectual, personal and social activity. Depending on its nature, methods of resolution and the prevailing forms of activity of the participants, several types of projects are distinguished:

research– involve testing a certain assumption (hypothesis) using scientific methods of cognition (observation, experiment);

creative– associated with the preparation of holidays, theatrical performances, filming video and animated films;

gaming– participants take on certain roles determined by the nature and content of the project. These can be literary characters or fictional heroes that imitate social or business relationships in certain problem or educational situations;

informational– aimed at collecting and analyzing information about any object or phenomenon;

practice-oriented– are associated with work to achieve an objectively or subjectively significant result.

Project method is a pedagogical technology, the core of which is the independent research, cognitive, playful, creative, productive activity of a person, in the process of which he gets to know himself and the world around him, embodies new knowledge into real products.

Other active learning methods may be used during the project. For example, the search for a form of project implementation can be carried out during a discussion, a business game or brainstorming.

This method serves as a tool for researching and studying the situation, assessing and choosing the right solution. Situations, like projects, can be standard, critical and extreme.

Thus, training using this method consists of the following stages:

preparing the plot of the situation;

formulation of questions and tasks for listeners;

group work to study the situation;

group discussion;

final conversation with the adoption of a certain decision.

The situation (or problem in project-based teaching of preschoolers) is one of the most important methods used in pedagogical practice, because it actively contributes to training thinking, enriching active and passive vocabulary, developing attention and memory. Solving a specific situation involves a certain combination of facts and factors from real life. Participants become actors, like actors, trying to find a solution, that is, come to an independent conclusion.

Activities based on the child’s personal experience and interests, his ability to answer a question without visual material or without a preliminary conversation, are more productive, because participants strive to put forward as many versions and ideas as possible, without being exposed or afraid of criticism from an adult, and then independently (or with minimal participation from the teacher) discuss and develop them, assessing the possibilities of their proof or refutation. The student himself must determine what the problem is, analyze it in the context of the situation described and propose possible ways to solve it. The main role of the teacher here is precisely to create a problem situation and to summarize the children’s versions.

So, for example, the teacher offers the children a situation: “Imagine that you and I find ourselves in the distant past, where there is no electricity, no running water, no gas stoves. And we were very hungry. What should we do?". Children begin to offer their solutions to this problem and discuss the answers of their peers. As a result, a discussion arises. The teacher does not interfere in this process, but listens carefully to all the children’s answers, analyzes them, and in the end leads the students to the correct solution to the problem. It is discussions with peers, pronouncing or discussing answers to a given topic that activates the mental activity of preschoolers and develops speech, imagination, thinking and the ability to interact in a team.

Let us note that active learning methods are based on experimentally established facts that a person’s memory is imprinted (all other things being equal) up to 90% of what he does, up to 50% of what he sees, and only 10% of what he does. he hears. Therefore, the most effective form of learning should be based on active participation in the relevant activity. It seems that experimental data show the advisability of using active learning methods.

Active learning methods develop in children not just knowledge-reproduction, but the skills and needs to apply this knowledge for analysis, evaluation and correct decision-making. The use of AMOs and their choice are determined by the goals and content of training, the individual characteristics of students and a number of other conditions.

As my personal experience shows, problem-based learning can be successfully used in all types of educational activities, provided that the educator has developed a clear plan for each project and has the necessary logistics. Teaching creative thinking in kindergarten requires special strong-willed and emotional qualities from the teacher, as well as thorough thinking and lengthy preparation.

With the help of active learning methods in preschoolers, you can develop, first of all, the important ability to carry out joint project and research activities, defend your position, justify your own opinion and be tolerant of others, as well as the useful skill of working in a team, and taking responsibility for others.

List of used literature

Active forms and methods of teaching, Minsk, Nauka, 1993.

Verbitsky A. A. Active learning in higher education: a contextual approach. - M.: Higher School, 1991.

Smolkin A.M. Methods of active learning: Scientific method. allowance.- M.: Higher. school, 1991.

Alena Rumyantseva
Using active learning methods in working with preschoolers

Using active learning methods in working with preschoolers.

At the present stage of development of Russia, changes are taking place in the system education: introduction of federal state educational standards, which in turn makes adjustments to the content of the educational program, focusing the attention of teachers preschool education for the development of social-communicative, artistic-aesthetic, cognitive, speech abilities of children, as well as the physical sphere; to replace traditional methods come active methods of teaching and education aimed at activation cognitive development of the child. In these changing conditions, the teacher preschool education, it is necessary to be able to navigate the variety of integrative approaches to the development of children, in a wide range of modern technologies.

The new educational situation requires use of methods, ensuring a gradual increase in educational activities activity, independence and creativity of children. Organizations that respond to new approaches teaching are active learning methods.

According to the definition of the Russian Encyclopedia active learning methods(AMO) - methods allowing intensify the educational process, induce trainee to creative participation in it. The task active learning methods is to ensure the development and self-development of the individual trainee based on identifying his individual characteristics and abilities, with a special place occupied by the development of theoretical thinking, which involves understanding the internal contradictions of the models being studied.

The essence active learning methods aimed at developing skills and abilities, is to ensure that children complete those tasks in the process of solving which they independently master skills and abilities. Active learning methods are one of the most effective means of involving children in educational and cognitive activities.

Active methods provide solutions to educational problems in different aspects:

Formation of positive learning motivation;

Increased cognitive children's activities;

active involving children in the educational process;

Stimulating independent activity;

Development of cognitive processes - speech, memory, thinking;

Effective assimilation of large amounts of information;

Development of creative abilities and innovative thinking;

Development of the communicative-emotional sphere of the child’s personality;

Disclosure of the personal and individual capabilities of each child;

Development of independent mental work skills;

Development of universal skills.

Theoretical and the practical foundations of the problem of using active teaching methods are outlined in the works: L. S. Vygotsky, A. A. Verbitsky, V. V. Davydov, A. N. Leontiev, I. Ya. Lerner, M. A. Danilov, V. P. Esipov, M. V. Klarina, M Krulekht, S. L. Rubenstein, A. M. Smolkin, etc. Among the starting points of the theory active learning methods the concept was laid “substantive content of activity”, developed by academician A. N. Leontiev, in which cognition is an activity aimed at mastering the objective world. By coming into contact with objects of the outside world, a person learns about them and becomes enriched practical experience as knowledge of the world ( training and self-study, and the impact on it.

Thus, active learning methods are learning by doing. L. S. Vygotsky formulated a law according to which education entails development, since personality develops in the process of activity, which fully applies to children preschool age.

IN preschool age, the usual form of activity is play, so it is most effective use it in the educational process. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. Inclusion active learning methods in the educational process allows you to create such an environment both in joint child-adult activities and in the independent activities of children.

If the usual and desired form of activity for a child is play, then it is necessary use this form of organizing activities for training, combining the game and the educational process, more precisely, using a game form of organizing activities students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program.

Active learning methods

Gaming methods provide a search for solutions in dynamic, unstable conditions and can provide more than experiment: they allow work through and compare several possible options. An emotional attitude, competitiveness, proper motivation, and passion remove the impact of artificiality. The pedagogy of cooperation and the joint search for the best solutions make it possible to practice and systematically improve the best options for collective action. From the dominance of the universal slogan "SIS - sit and listen" To active: “DID - think and do!”.

Method projects is one of teaching methods, promoting the development of independent thinking, helping the child to develop confidence in his own capabilities. It provides such a system training when children gain knowledge and master skills in the process of executing a system of planned practical tasks. This education through activity.

Relaxation is the goal of this method– increase the energy level in the group and relieve unnecessary tension that arose during the lesson. As a rule, this can be physical education or an outdoor game.

Another active method –"Brain attack". Brainstorm (brainstorming, brainstorming)– a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.

Thus, use of active learning methods in the educational process preschool educational institution contributes to the successful development of the educational program, which is based on the requirements of the Federal State Educational Standard, the creation in educational activities of students favorable atmosphere for work, development of motivation for cognitive and research activities; accumulation of own experience work and studying the experience of colleagues, systematic, comprehensive work and competence of teachers.

Bibliography

1. Veraksa N. E., Veraksa A. N. Project activities preschoolers. Manual for teachers preschool institutions. – M.: Mosaika-Sintez, 2008 – 112 pp.

2. Vygotsky L. S. Game and its role in the mental development of a child // Questions of psychology. -1966.-No. 6. – pp. 13-15.

3. Leontiev A. N. Discussion about the problems of activity // Activity approach in psychology: problems and prospects. - M., 1990

4. Lerner I. Ya. Problematic education. - M., 1974.

5. Novoselova S. L., Zvorygina E. V. Game and issues of comprehensive education of children // Preschool education. -1983. - No. 10. - P. 38-46.

6. Russian encyclopedia of security labor: In 3 volumes - 2nd ed., revised. and additional - M.: Publishing house NC ENAS, 2007. T. 1 : A-K. - 440 s.

7. Smolkin A. M. Active learning methods: Scientific - method. allowance. - M.: Higher. school, 1991.-176 p.

Many teaching methods in kindergarten. Active methods of teaching preschoolers in preschool

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