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Active teaching methods in kindergarten Seminar for teachers. - presentation

Active teaching methods in kindergarten Seminar for teachers

Life in constantly changing conditions requires a specialist to be able to solve new, non-standard problems that regularly arise. A sign of today's times is increased professional pedagogical mobility. New tasks and directions for the development of education also determine special requirements for the personality and professional competence of teachers.

Increasing the professional competence of teachers is based on enhancing their cognitive activity. This helps them to demonstrate independence, “pushes” them to creative search, develops the ability to analyze and make decisions in various problem situations. All new developments are subsequently used in working with children. And, of course, modern pedagogy gives primacy in teaching active methods.

Active teaching methods are a system of methods that ensure the activity and variety of mental and practical activities of students in the process of mastering knowledge.

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.

The theoretical and practical foundations of the problem of using active teaching methods are set out in the works of L. S. Vygotsky, A. A. Verbitsky, V. V. Davydov. 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.

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

In preschool age, the usual form of activity is play, so it is most effective to 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.

Game methods provide a search for solutions in dynamic, unstable conditions; they allow you to work out and compare several possible options. An emotional mood, 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!” »

Active teaching methods include: - problem situations, - learning through activities, - group and pair work, - business games, - dramatization, theatricalization, - creative game "Dialogue", - "Brainstorming", "Round Table", discussion, -method of projects, -methods of surprise, admiration, confidence, success, -method of heuristic questions, -game design and others.

The project method is one of the teaching methods that promotes the development of independent thinking, helping the child to develop confidence in his own abilities. It provides for a system of education in which children acquire knowledge and master skills in the process of completing a system of planned practical tasks. This is learning through doing.

Relaxation - the goal of this method is to 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.

. It is advisable to use the method of heuristic questions to collect additional information in a problem situation. Heuristic questions serve as an additional incentive and form new strategies and tactics for solving a creative problem. It is no coincidence that in teaching practice they are also called leading questions, since a question successfully posed by the teacher leads the child to the idea of a solution, the correct answer.

Brainstorming is a widely used way 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.

Modeling is a teaching method aimed at developing imaginative thinking, as well as abstract thinking; involving the study of objects of knowledge on their substitutes - real or ideal models; building models of real-life objects and phenomena, in particular educational systems. In this case, a model is understood as a system of objects or signs that reproduce some essential properties of the original system, the prototype of the model.

The method of admiring is an emotional form of learning something new. To the music of P.I. Tchaikovsky read the poem Winter Road by A.S. Pushkin, then admired the winter landscapes with the children, admiring the beauty of Russian nature.

The research method is a teaching method aimed at students mastering all stages of problem-search activity, developing research skills, analytical and creative abilities. All stages of problem-search activity are carried out by the child, modeling the research process and obtaining a subjectively new result.

Active learning methods have their own distinctive features: - a group form of organizing the work of participants in the educational process; -use of an activity-based approach to learning; - practical orientation of the activities of participants in the educational process; -game and creative nature of learning; -interactivity of the educational process; -inclusion of various communications, dialogue and polylogue into the work; -use of knowledge and experience of students; -activation of all senses in the learning process; -reflection of the learning process by its participants.

AMOs are distinguished by an unconventional technology of the educational process: - they activate thinking, and this activity remains for a long time, forcing, due to the educational situation, to independently make decisions that are creative in content, emotionally charged and motivationally justified;

— develop partnerships; — increase the effectiveness of learning not due to an increase in the volume of transmitted information, but due to the depth and speed of its processing; — provide consistently high results of training and education with minimal effort from students

The transition to active learning methods begins with the use of interactivity in the educational process. With the help of active learning methods, you can develop the ability to work in a team, carry out joint project and research activities, defend your positions, justify your own opinion and be tolerant of others, take responsibility for yourself and the team.

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

Active methods of teaching preschoolers in the context of the implementation of the Federal State Educational Standard for Education

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Topic: Active methods of teaching preschoolers in the context of the implementation of the Federal State Educational Standard for Education

Bibliography……………………………………………………………………

Active methods of teaching preschoolers in the context of the implementation of the Federal State Educational Standard for Education: concept, classification

In connection with the introduction of the Federal State Standard for Preschool Education, the emphasis is currently shifting from knowledge, skills and abilities to the formation of a general culture and the achievement of targets.

The child is interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to adults, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In case of difficulties, seek help from an adult. Takes a lively, interested part in the educational process.

A properly organized developmental subject-spatial 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 these goals. The inclusion of active learning methods in the educational process makes it possible to create such an environment both in educational activities and in free activity.

ACTIVE LEARNING METHODS (AML)

– 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. AMOs are characterized by a high level of activity among students.

Directly active methods include methods used within an educational event, during its implementation. For each stage of educational activity, its own active methods are used to effectively solve specific tasks of the stage.

Active methods of starting an educational event;
Active methods of clarifying goals, expectations and concerns;
Active methods of presentation of educational material;
Active relaxation methods;
Active methods of summarizing the results of an educational event.

We offer you several active learning methods applicable for preschool children both during organized educational activities and for the free activity of the teacher and students.

Active methods of starting an educational event

Such funny games allow you to have a fun start to educational activities with children, warm up before more serious exercises, and help establish contact between children within a few minutes.

Method “Get to know the toy”

Goal: remembering names, creating a playful, fun environment

Number of participants: from 10 to 15.

Duration: 10-15 minutes

Materials: small soft toy, better funny

Conduct: The presenter (B) says: “But we don’t have everything here, there is one more participant and now we will see him. Come on, show yourself." A toy (I) is taken out and a dialogue is conducted with it.

Q: Why aren’t you in the circle?

And I'm afraid.

Q: What?

I: There are many of you here, you are all so big... and I don’t know anyone yet.

Q: You’re right on time, we’re about to get acquainted.

I: That's great!

B: That’s good, and you can help me. What is your name?

I: Coca.

Q (to participants): Now Koka will get to know each of you. When he is with you, you introduce yourself to him and name the previous participants, since Koka is very forgetful.

The presenter shows how this is done. It's a circle. The toy is returned and the presenter, using the toy, again calls all the participants in a circle.

Note: the dialogue with the toy can be very diverse

Method "Curious Lyudmila"

Goal: expanding vocabulary

Number: all participants (they stand in a circle).

Time: 5-7 min.

Conduct: The first participant introduces himself, saying his name and some epithet - an adjective starting with the same letter as the name (for example: “I am cheerful Victor”).

The next one calls himself (“I am attractive Paul”).

The third participant adds his own to them, and so on, in a circle.

Options: You can complicate the game by adding to the pronunciation of a name with an epithet some characteristic movement or gesture that corresponds to the given situation.

Fruit Basket Method

Goal: development of attention, introduction to activities

Number: no restrictions.

Time: 10 min.

Conduct: Children sit in a circle, the teacher stands in the center.

The teacher says that everyone present is in the fruit basket. Then they choose who will have which fruit (2-3 people of each type). At the teacher’s command, the fruits change places: APPLES! PEARS! BANANAS!

Options: You can complicate the task and change the groups of fruits: APPLES and BANANAS! PEERS and APPLES! Etc.

Active methods for clarifying goals, expectations and concerns

Such methods allow the teacher to better understand the group and each child, and subsequently use the received materials to implement a person-oriented approach to students.

Method “The bear is afraid that...”

Purpose: To help participants voice their concerns out loud.

Materials: teddy bear or any other large plush toy

Working time: 3-5 min.

Structure of the work: Participants sit in a circle, and a bear sits on a chair with them as a participant. Participants take turns taking a toy and expressing their fears, starting, for example, like this: I am Mishka and, although I am very big, I am also sometimes afraid. And most often I am afraid when I have to meet and work with strangers. First of all, I'm afraid...

Balloon method

Goal: Find out children’s expectations and fears from upcoming activities

Materials: templates of balloons and clouds cut out of colored paper, poster, felt-tip pens, tape, pieces of paper.

Working time: 5 min.

Structure of the work: The teacher prepares a Whatman paper with a little man (child) drawn on it in advance. Each child is given a balloon and a cloud cut out of colored paper.

Each child is invited to voice their expectations and fears from the upcoming activity. Expectations are balloons and fears are clouds. Balls and clouds are attached with tape to a common Whatman paper: the balls are above the man, the clouds are to the right and left of him.

As the activity progresses, unfulfilled clouds - fears can be removed.

Active methods of presenting educational material

“Basket of Ideas” Method

This is a technique for organizing individual and group work at the initial stage of the lesson, when knowledge and experience are being updated. This technique allows you to find out everything that students know about the topic being discussed in the lesson. A basket icon is attached to the board, into which what students know about the topic being studied is conventionally collected.

Method “Cluster Creation”

The point of the technique is to try to systematize existing knowledge. It is associated with the “Basket of Ideas” technique.

The rules for constructing a cluster are very simple. We draw a model of the solar system: a star, planets and their satellites. There is a star in the center - this is our theme. Around it, the planets are large semantic units. We connect them with a straight line with a star. Each planet has its own satellites, and each satellite has its own. The cluster system covers more information. Clusters can be used both during classes and in free activities. A cluster can be the result of work on any topic or product of project activity.

Active
relaxation

Method "Earth, air, fire and water"

The goal is to increase the energy level in the group.
Size: the whole group. Time - 8-10 minutes Conduct: 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. Earth.
Now children need to make contact with the earth, become “grounded” and feel confident.
The teacher, together with the students, 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 farthest 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.

Note: If the teacher himself takes part in this exercise, in addition to benefiting himself, he will also help insecure and shy students to participate more actively in the exercise.

Method “Houses, mice, earthquake”

Goal: relieving emotional stress. Size: the whole group. Time – 8-10 minutes Conduct: Participants are divided into threes, where two of them represent a “house”, raising their hands up in the form of a “roof”. And the third - “mouse” - is in the middle, i.e. in the house. At the leader’s command: “Mice!”, those in the middle must change “houses.” On the command: “Houses!”, those who were standing in pairs must change and find another mouse. On command: “Earthquake!” all participants must change places and roles.

Method "Monkey, elephant palm"

The goal is to move actively and cheerfully, to switch attention

Number of participants: from 10 people.

Time – 10 – 15 minutes

Carrying out:

Participants stand in a circle. There is a teacher in the center. The teacher offers the participants three words and the corresponding gestures: palm tree - raise your hands up, monkey - cover your face with your hands, elephant - fold your hands on your stomach, invite everyone to rehearse the gestures together to make sure that everyone understands the condition correctly.

task: when the coach points his finger at someone in a circle and says a word, this person and his two neighbors on the right and left perform the necessary movement.

Active methods of summarizing the results of an educational event

HIMS method

Purpose: Find out children’s impressions of the activities carried out

Time: 15 minutes

Number of people: the whole group

Conducting: This method allows the teacher to quickly find out the children’s impressions of the activities carried out on the following questions, the initial letters of which make up this not very clear name of the method:

ok….

AND

interesting...

it was crazy...

WITH

I'll take it with me...

All children answer these questions, thereby analyzing the activity.

Method “Suitcase of our successes and achievements”

Purpose: summing up the lesson

Number of participants: all participants

Materials: a drawing of a suitcase cut out and painted for each participant, felt-tip pens

Conduct: Each of the children receives a suitcase - this is a suitcase of successes, achievements, skills. You need to fill it up to see what everyone takes with them.

A poster “Checking in Baggage” is placed on the wall, the child approaches the counter and voices the most necessary knowledge, skills and abilities acquired during the lesson.

“Sun and cloud” method

Purpose: summing up the lesson

Number of participants: all participants

Material: a sheet of whatman paper, on one part of it there is a sun drawn, and on the other - a cloud, small clouds and suns for each child

Conduct: Children voice what they liked about the lesson and what they didn’t. Then attach the corresponding icon to a sheet of Whatman paper.

In addition to intensifying the development of educational information, AMO allows you to carry out the educational process just as effectively during the lesson and in extracurricular activities. Team work, joint project and research activities, defending one’s position and a tolerant attitude towards other people’s opinions, taking responsibility for oneself and the team form the personality traits, moral attitudes and value guidelines of the student that meet the modern needs of society.

But this is not all the possibilities of active learning methods. In parallel with training and education, the use of AMO in the educational process ensures the formation and development of so-called soft or universal skills in students. These usually include the ability to make decisions and solve problems, communication skills and qualities, the ability to clearly formulate messages and clearly set tasks, the ability to listen and take into account different points of view and opinions of other people, leadership skills and qualities, the ability to work in a team and etc. And today many already understand that, despite their softness, these skills in modern life play a key role both in achieving success in professional and social activities, and in ensuring harmony in personal life.

Bibliography

1. Bespalko, V.P. Pedagogy and progressive teaching technologies/V.P. Bespalko. - M.: Publishing house IRPO MO RF, 1995. - 336 p.

2. Kodzhaspirova, G.M. Pedagogy/G.M. Kojaspirova. - M.: VLADOS, 2004.-352 s.

3. Kukushin, V. S. Theory and methodology of teaching: textbook / V. S. Kukushin. - Rostov-on-Don: Phoenix, 2005. - 474 p.

4. Orlov, A.A. Introduction to pedagogical activity: educational method. aid for students higher ped. textbook establishments / A.A. Orlov.- M.: Academy, 2004. – 281 p.

5. Slastenin, V.A. Pedagogy: textbook. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev. - M.: Academy, 2002. - 576 p.

Active methods of teaching preschoolers; methodological development (preparatory group) on the topic

Active teaching methods in the context of the implementation of FGT.

In connection with the approval and implementation of Federal state requirements for the structure of the basic general education program of preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009), the emphasis is currently shifting from knowledge, skills and abilities to the formation of a general culture, development of integrative qualities of the child’s personality.

The developed integrative qualities of a child are the final result of mastering the basic general education program of preschool education, and one of the integrative qualities sounds like: Curious, active.

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 educational activities and in free activity.

ACTIVE TEACHING 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. AMOs are characterized by a high level of student activity.

Active methods of starting an educational event;
Active methods of clarifying goals, expectations and concerns;
Active methods of presentation of educational material;
Active relaxation methods;
Active methods of summarizing the results of an educational event.

We offer you several active learning methods applicable for preschool children both during direct educational activities and for the free activity of the teacher and children.

AM of the beginning of the educational event

Such funny games allow you to have a fun start to educational activities with children, warm up before more serious exercises, and help establish contact between children within a few minutes.

Method “Get to know the toy”

Goal: remembering names, creating a playful, fun environment

Number of participants: from 10 to 15.

Duration: 10-15 minutes

Materials: small soft toy, better funny

Q: Why aren’t you in the circle?

And I'm afraid.

Q: What?

I: There are many of you here, you are all so big... and I don’t know anyone yet.

Q: You’re right on time, we’re about to get acquainted.

I: That's great!

B: That’s good, and you can help me. What is your name?

I: Coca.

Q (to participants): Now Koka will get to know each of you. When he is with you, you introduce yourself to him and name the previous participants, since Koka is very forgetful.

The presenter shows how this is done. It's a circle. The toy is returned and the presenter, using the toy, again calls all the participants in a circle.

Note: the dialogue with the toy can be very diverse

Method "Curious Lyudmila".

Goal: expanding vocabulary

Number: all participants (they stand in a circle).

Time: 5-7 min.

Conduct: The first participant introduces himself, saying his name and some epithet - an adjective starting with the same letter as the name (for example: “I am cheerful Victor”).

The next one calls himself (“I am attractive Paul”).

The third participant adds his own to them, and so on, in a circle.

Options: You can complicate the game by adding to the pronunciation of a name with an epithet some characteristic movement or gesture that corresponds to the given situation.

Fruit Basket Method

Goal: development of attention, introduction to activities

Number: no restrictions.

Time: 10 min.

Conduct: Children sit in a circle, the teacher stands in the center.

Options: You can complicate the task and change the groups of fruits: APPLES and BANANAS! PEERS and APPLES! Etc.

AM clarification of goals, expectations and concerns

Such methods allow the teacher to better understand the group and each child, and subsequently use the received materials to implement a person-oriented approach to students.

Method “The bear is afraid that...”

Purpose: To help participants voice their concerns out loud.

Materials: teddy bear or any other large plush toy

Working time: 3-5 min.

Balloon method

Goal: Find out children’s expectations and fears from upcoming activities

Materials: templates of balloons and clouds cut out of colored paper, poster, felt-tip pens, tape, pieces of paper.

Working time: 5 min.

Structure of the work: The teacher prepares a Whatman paper with a little man (child) drawn on it in advance. Each child is given a balloon and a cloud cut out of colored paper.

As the activity progresses, unfulfilled clouds - fears can be removed.

AM presentation of educational material

“Basket of Ideas” Method

Method “Cluster Creation”

The point of the technique is to try to systematize existing knowledge. It is associated with the “Basket of Ideas” technique.

AM relaxation

Method “Earth, air, fire and water” The goal is to increase the energy level in the group. Number is the entire group. Time - 8-10 minutes Conduct: 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. Earth. Now children need to make contact with the earth, become “grounded” and feel confident. The teacher, together with the students, 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 farthest 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.

Note: If the teacher himself takes part in this exercise, in addition to benefiting himself, he will also help insecure and shy students to participate more actively in the exercise.

Method “Houses, mice, earthquake” Purpose: relieving emotional stress. Number – the whole group. Time – 8-10 minutes. Conduct: Participants are divided into threes, where two of them depict a “house”, raising their hands up in the form of a “roof”. And the third - “mouse” - is in the middle, i.e. in the house. At the leader’s command: “Mice!”, those in the middle must change “houses.” On the command: “Houses!”, those who were standing in pairs must change and find another mouse. On command: “Earthquake!” all participants must change places and roles.

Method "Monkey, elephant palm"

The goal is to move actively and cheerfully, to switch attention

Number of participants: from 10 people.

Time – 10 – 15 minutes

Carrying out:

task: when the coach points his finger at someone in a circle and says a word, this person and his two neighbors on the right and left perform the necessary movement.

AM summing up the educational event

HIMS method

Purpose: Find out children’s impressions of the activities carried out

Time: 15 minutes

Number of people: the whole group

Fine….

Interesting…

It got in the way...

I'll take it with me...

All children answer these questions, thereby analyzing the activity.

Method “Suitcase of our successes and achievements”

Purpose: summing up the lesson

Number of participants: all participants

Materials: a drawing of a suitcase cut out and painted for each participant, felt-tip pens

Conduct: Each of the children receives a suitcase - this is a suitcase of successes, achievements, skills. You need to fill it up to see what everyone takes with them.

A poster “Checking in Baggage” is placed on the wall, the child approaches the counter and voices the most necessary knowledge, skills and abilities acquired during the lesson.

“Sun and cloud” method

Purpose: summing up the lesson

Number of participants: all participants

Material: a sheet of whatman paper, on one part of it there is a sun drawn, and on the other - a cloud, small clouds and suns for each child

Conduct: Children voice what they liked about the lesson and what they didn’t. Then attach the corresponding icon to a sheet of Whatman paper.