Scheme of classes in the dow according to the federal state standard sample. Consultation “requirements for nodes according to the federal state budget. Age group of children

How to draw up a summary of the GCD in accordance with the GEF DO
Knis A.N. senior teacher of MBDOU "Kindergarten No. 3 "Smile" of the city of Kalach - on - DonVolgograd region.

Some teachers experience difficulties in the preparation of GCD notes. Let's remember how this is done. Let's start with the title page.

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription: Synopsis of direct educational activities in (Region) on the topic: “……………..” for children of senior preschool age.
Below the title of the abstract on the right is the surname, initials of the author and his position, group number.
At the bottom of the title page, in the middle, the city is written, and even lower is the year when the summary was written.

The next sheet begins with the purpose of GCD. What is a goal?Target This is the final result, what we are striving for. It is recommended that the goal be determined by a noun from the verb: creating conditions, shaping, educating, strengthening, etc. And the tasks are to form verbs in an indefinite form: create, strengthen, educate, implement, etc.. The goals and objectives of the lesson replace the program content.
Task - something that requires execution, decision. Tasks in relation to the goal are and are:
1. Educational tasks (it is written what children will be taught in this lesson). In tasks, do not write the verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, etc.
2. Educational tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Nurturers tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is written from a new line.
When the tasks are formulated, it is necessary to indicate what kind of work was carried out.preliminary work with children, the entire volume of frontal and individual work with children (Conversations with children, observation, reading fiction, where they went on an excursion, what they learned, etc.)
Methods and techniques: Game, visual, practical activities of children, questions for children, verbal, didactic game, use of fiction, etc.

Materials and equipment: It is listed what equipment will be used at this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, coasters, etc.).
Further, the demonstration material is indicated, which lists not only all the manuals, pictures, but also their authors, quantity, sizes.
When describing the handout, it is mandatory to list what material is taken, indicating the size and quantity.
The following describes the structure and teaching methods used in the lesson. Parts of the lesson and specific methodological techniques are indicated. For example:
I. Introduction - 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. Main part - 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) physical minute;
d) compiling stories about autumn weather;
e) naming autumn signs and sayings about autumn by children;
f) didactic game "From what tree leaf" ... etc.
III. Final part - 2 minutes.
a) generalization of the educator;
b) analysis of the GCD (about what knowledge the children showed).
And finally, the description of the course of the GCD begins.
The course of the GCD is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
For example:
GCD progress: 1. Reading the poem "Autumn" by A.S. Pushkin;
Educator: “Children, if you want, I will read you a poem by A.S. Pushkin "Autumn"?
Children: Yes, we do!
Educator: " October has already come - the grove is already shaking off
The last leaves from their naked branches;
The autumn chill has died - the road freezes through ... "
So further on all points of the GCD structure.

So, if we briefly describe all of the above, then the structure of the GCD summary is as follows:
If there is a title page, then the second page starts withGoals, if without a title page, then it looks like this:

Theme: "Snowflakes outside the window" ( Times New Roman 16)
(Middle group No. 1, Ivanov I.I.)( Times New Roman 14)
Educational area : Artistic and aesthetic development
Target: Tasks: Educational:
Developing:
Educational:
Preliminary work:
Methods and techniques :
Materials and equipment:
GCD structure:
I. Introduction:
II. Main part:
III. Final part: GCD progress:
Thank you for your attention.

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

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

In order to properly organize GCD, you need to understand some issues well and identify the difference between “occupation” and “GCD”.

Distinctive features of GCD are primarily

Forms of its organization

In changing the position of the teacher in relation to children

In updating the GCD structure.

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

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

And so the structure of GCD

Introductory part.

1) Creation of a game situation (problem situation, target setting, any motivation that stimulates the activity of children to find its solution.

MAIN PART

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

FINAL PART,

3) Analysis of performance results, reflection. Summarizing.

Introductory part of GCD, features of work on creating game motivation at different age stages.

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

whether they provide the required assistance, gradually offer the children your

options for getting out of the current situation ....

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

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

Small paraphernalia used, established roles, changing

In the preparatory group- the need to create game motivation remains, but problem situations can already be added here.

A problem situation is a means planned, specially conceived by the teacher, aimed at awakening children's interest in the topic under discussion. In other words, a problem situation is a situation in which the child wants to solve difficult problems, but he does not have enough data, and he must look for them himself.

Also, games with rules can be used as motivation, children follow the rules. A game-competition with the installation to win is used. Give every child the opportunity to visit the

winning and losing situations.

MAIN PART

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

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

FINAL PART

Summary and reflection, up to 5 minutes.

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

Do not ask the children: did you like it or not? You have to ask "why did you do this? To understand whether the child has realized the goal. Or “Why did you need it? "Will you ever need this?"

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

When organizing a GCD, the teacher's professional position consists in a deliberately respectful attitude to any statement of the child on the content of the topic under discussion. We need to think in advance how to discuss children's versions, not in a rigidly evaluative form

Related publications:

The structure of the educational process in accordance with GEF DO Municipal Autonomous Preschool Educational Institution Combined Type Kindergarten No. 9 in the village of Konokovo, municipality.

The algorithm for writing the main educational program of a preschool educational institution in accordance with the Federal State Educational Standard The algorithm for writing the main educational program of a preschool educational institution in accordance with the Federal State Educational Standard. "The main educational program of preschool education".

Cyclogram for writing scheduling (preparatory group) according to GEF Day of the week Monday Tuesday Wednesday Thursday Friday Morning Morning exercises Conversation / memorization Psychogymnastics Ind. slave. on.

Report at the RMO "The structure of direct educational activities in accordance with the Federal State Educational Standard" The leading form of organization of education for pupils of preschool educational institutions is directly educational activities. DIRECTLY EDUCATIONAL.

Consultation for teachers of the preschool educational institution "Forms for writing a calendar plan in kindergarten in accordance with the requirements of the Federal State Educational Standard of Education" .

Dubovikova Natalya Vyacheslavovna

MBDOU No. 170, Deputy Head for educational and methodological work, the city of Izhevsk

memo in registration of writing a summary of direct educational activitiesin preschool

When writing a summary, the teacher must:

* formulate the goals and objectives of the GCD and its individual stages,

*disclose the structure and subject content of GCD,

* demonstrate mastery of the methods and techniques of motivating educational and educational activities, organizing the educational activities of students,

*illustrate with examples the consideration of the individual characteristics of the pupils and the specific characteristics of the group in which the GCD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:

1. GCD topic;

2. organizational moment;

3. setting goals and objectives;

4. a survey of pupils on the material covered;

5. explanation of new material;

6. consolidation of new material;

7. debriefing.

Stages of work:

Introductory part: Organizing time, including: setting a goal that should be achieved by students at this stage of the GCD (what should be done in order for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works).

Main part: Introduction to new material. Didactic game(game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.

Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.

Discovery of new knowledge or skill. The teacher, with the help of an introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

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

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

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

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

Educational area: socio-communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Integration of educational areas: cognitive development and speech development;

Type: integrated

Children's age:

Forms of direct educational activity: Team work.

Forms of organization: group, subgroup.

Target: The end result is what we are striving for.

Tasks: educational, developmental, educational

Dictionary of new words:(if there)

Preliminary work:(if carried out)

Equipment and materials:(attributes, material)

The course of direct educational activity (GCD)

A detailed summary is presented, which describes the activities of the teacher and children with the direct speech of the teacher and the expected answers of the children.

How to develop an outline

directly educational activities according to the Federal State Educational Standard

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

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

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

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

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

6. The course of directly educational activities.

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

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

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

Memo in the design of writing an abstract

continuous educational activities in the preschool educational institution

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

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

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

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

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

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

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

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

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

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

Title page:

name of preschool

age group

FULL NAME. teacher completely

Position

Age group of children

Group number

Name and number of the kindergarten

(location and year of writing)

2 sheet

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

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

GCD theme:

Age group of children:

Program content:

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

Vocabulary work:

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

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

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

Equipment:

Demo material:

Handout:

Previous work as an educator:

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

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

Structure and methodological techniques of GCD:

• Introductory part - 3 min. For example:

a) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part - 15 min.

For example:

A) talking about the weather

B) looking at the weather calendar

C) writing a story about the weather

D) naming sayings about the weather by children

E) didactic game, etc.

3. Final part - 2 min.

For example:

A) reading a story

B) generalization of the educator

C) lesson analysis

Organization of children at NOD:

Lesson progress: The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher.

If during the lesson the teacher needs to perform some actions, this is indicated in the summary.

Liliya Fyodorovna Ogorodnik
Consultation for educators "The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard for Education"

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

Title page

(name of preschool educational institution)

(GCD type)

(subject)

(age group)

(F. I. O. in full,

position,

age group of children

group number,

name and number of kindergarten)

(city and year writing)

NOD type: (classes on communicating new knowledge; classes on consolidating knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated)

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

GCD theme:

Age group of children:

Program content:

1. Learning tasks what children will be taught in this lesson

2. Developmental tasks that we will consolidate, clarify, not forgetting the development of mental functions and various properties

3. educators tasks what mental, aesthetic, moral and volitional qualities will be formed in this lesson

vocabulary work:

Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In the classes on the development of speech, the tasks from the sections must be entered "Grammar of Speech", "Sound Culture of Speech", "Connected Speech".

Equipment:

Demo Material:

Handout:

Previous work educator:

Individual work:

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

Structure and teaching methods GCD:

Structure GCD methodological techniques

1. Introductory part - 3 min. for example:

a) reading a poem

b) observation;

c) verbal didactic game. etc.

2. Main part - 15 min for example:

a) a conversation about weather phenomena;

b) looking at the weather calendar;

c) compiling stories about the weather;

d) naming sayings about the weather by children;

e) didactic game. etc.

Final part - 2 min a) reading the story;

b) generalization educator;

c) analysis of the lesson (about what knowledge the children showed).

Organization of children GCD:

Reminder! The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out.

Lesson progress:

Reminder! The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will speak, expected responses of children, generalizations educator. If during the lesson educator you need to perform some action, this is indicated in abstract.

Related publications:

Lesson criteria in accordance with the requirements of the Federal State Educational Standard Municipal budgetary institution "Secondary school No. 2" CRITERIA FOR THE LESSON IN ACCORDANCE WITH THE REQUIREMENTS OF THE GEF IEO

The federal state standard for preschool education defines the targets at the stage of completion of preschool education. They are.