Lesson plan on technology and situation. Lesson notes: gaming technology in dow. ӀѴ. Discovery of new knowledge
Marina Marina
Summary of direct educational activities with children 5–6 years old using the “Situation” technology
Subject: RECTANGLE
Target:
1) form an idea of a rectangle, the ability to recognize a rectangle in objects in the environment, distinguish rectangular shapes from other shapes;
2) to form the experience of independently overcoming difficulties under the guidance of a teacher (based on the reflexive method, to consolidate the ability to overcome difficulties in a way "ask someone who knows";
3) consolidate geometric and spatial concepts, counting to five, the ability to correlate a figure with a quantity, the ability to determine and name the properties of objects and figures, compare objects by properties;
4) train your thinking operations: analysis, comparison and synthesis; develop attention, memory, speech, fine motor skills hands, imagination, logical thinking, creativity.
Materials for the lesson:
Demo: square, rectangle, image of a Christmas tree, squirrel, magpie, cards with numbers 1-5, pictures with rectangular and non-rectangular objects.
Dispensing: cards with geometric shapes, counting sticks.
Progress of the lesson:
1. Introduction to the game room situation.
Didactic tasks: motivate children to join the playroom activity.
Guys, do you like to travel?
Would you like to go on a trip with me?
2. Updating knowledge.
2.1 game "Train tickets"
Didactic tasks:
1. actualization of ideas about a circle, square, triangle, oval, the ability to recognize them among geometric shapes;
2. consolidate counting skills, the ability to correlate a figure with a quantity;
3. train your thinking operations: analysis, comparison; develop attention, memory, speech.
Guys, how can you travel? (by transport or on foot)
What kind of transport do you know? (plane, train, bicycle, car)
What transport do you want to travel by? (train)
What do you need to buy to travel by train? (ticket)
Where can I buy a ticket? (at a special cash desk)
Well done, then I'll be a cashier. Come to me, stand in line, and buy tickets.
Children approach the teacher, he sells them tickets (cards depicting identical geometric shapes from 1 to 5). Depending on the number of children, the set of cards is repeated, only the color of the geometric shapes changes. Once all the children have purchased tickets, the teacher invites them to take seats on the makeshift train. Cards with numbers of the same color as the figures on the children’s cards are attached to the chairs. Children need to take a seat. On which is written a number showing the number of figures on the ticket and corresponding to them in color. After everyone is seated, we check the tickets.
Why did you take this place? (because on my ticket there are 2 red squares, and on the chair there is a card with the number 2 in red, etc.)
Well done, everyone has settled in their places and you can hit the road, and you know how to behave correctly in public transport? (do not make noise, do not litter, do not dirty the seats, do not disturb other passengers)
“The locomotive began to hum and the carriages began to move.
Chug-chug, chuk-chuk! I’ll take you far!”
3. Difficulty in the game situations
3.1 game "Rectangle and Square"
Didactic tasks:
1. create motivational situation to form an idea of a rectangle;
3. consolidate the idea of a square, train thinking operations: analysis and comparison, develop logical thinking and speech.
Guys, look out the window, what do you see there? (children fantasize: houses, forest, trees, fields, etc.)
Look how beautiful the forest is. Let's make a stop, get out quickly and come to me.
The teacher has a square or rectangle attached to his easel. The short side of a rectangle is equal to the side of a square.
Guys, look at this forest. Funny little squirrels live there. One little squirrel was such a naughty boy that he jumped far away from his brothers and got lost. Hear him cry. Because he can't find his house. What do you think he needs to do to see your house? (children's answers)
The teacher places the baby squirrel on a square. The height of a baby squirrel standing on a square does not exceed the height of a spruce tree.
Guys, look, did the little squirrel see his house? (No)
Why didn't he see the house? (because the tree is taller than the little squirrel standing on the square)
4. Discovery of new knowledge.
4.1 game "Rectangle and Square" (continuation)
Didactic tasks:
1. form an idea of a rectangle as general form some objects, introduce some properties of a rectangle;
2. to form the experience of independent discovery and emotional experience of the joy of discovery;
3. fasten spatial relations "higher"-"below", "longer"- "Briefly speaking", the ability to identify, name and compare the properties of objects;
4. train your thinking operations: analysis and comparison, generalization; develop speech and creative abilities.
What to do now? (children's answers)
The teacher listens to all the answers, asks clarifying questions, and creates an atmosphere of searching. With the help of questions, the teacher leads the children to the fact that they can turn the rectangle on its side.
Let's try to rotate the square? What changed?
Yes, a square has all sides equal (the same). Does the other figure have the same sides?
What happens if you turn it? How will this help?
Well done! That's how wonderful you came up with everything! How are both figures similar? How many sides do they have? How many angles?
Together with the teacher, children come to conclusion: Both figures have 4 corners and 4 sides. Why were we able to help the little squirrel? Because two sides are short and two sides are long.
5. Difficulty in the game situations
5.1 game "Rectangle and Square" (continuation)
Didactic tasks:
1. create motivational situation to introduce children to the name of a rectangle;
2. to form an experience, under the guidance of a teacher, of recording the difficulty and understanding its cause;
3. train your thinking operations: analysis and comparison, develop speech, logical thinking.
A magpie flew past and asked little squirrel: “Well, have you seen your house? Can you find your way back? What figure helped you?”
A difficulty arises because the children do not know the name of the rectangle.
Were you able to help the little squirrel? (No)
Why couldn't they? (we don't know what the other figure is called)
6. Overcoming difficulty.
6.1 Game "Rectangle and Square" (ending)
Didactic tasks:
1. introduce the name of a new geometric figure - a rectangle;
2. consolidate the ability to overcome difficulties in a way "ask someone who knows";
3. train mental operations analysis and comparison; develop logical thinking and speech.
What should you do if you don’t know something? (you need to ask someone who knows)
Little squirrel, what is the name of the figure who helped you? see your house? (rectangle)
The teacher focuses the children's attention on the fact that they have become acquainted with a new figure - a rectangle.
7. Incorporation of new knowledge into the knowledge system
7.1 Physical exercise
Didactic tasks: organize leisure children, develop imagination, speech, memory.
Guys, the little squirrel invites you to visit him. While we go to his house, let's warm up a little.
And blueberries grow in the forest,
Strawberries, blueberries.
To pick a berry,
You need to squat deeper. (Squats.)
I took a walk in the forest.
I'm carrying a basket of berries. (Walk in place.)
7.2 game with counting sticks
Didactic tasks:
1. consolidate ideas about a rectangle and its properties, the ability to make a rectangle from counting sticks, use words "longer", "Briefly speaking";
2. train your thinking operations: analysis and comparison, develop fine motor skills, logical thinking and speech.
The teacher invites the children to sit at the table. Draws children's attention to a set of counting sticks. Invites everyone to make a square out of sticks, then think and add sticks to make a rectangle.
Which figure was laid out first? (square)
What did you do to get a different figure? (added sticks)
What changed? (two sides became longer)
Which shape has long sides? (rectangle)
How are the figures similar? (4 sides and 4 corners)
What is the difference? (long sides)
Children, with the help of the teacher, once again record what they received earlier. conclusion: a square has all the same sides, but a rectangle has two long sides and two short ones.
7.3 game “Choose by shape”
Didactic tasks:
1. develop the ability to find rectangular-shaped objects in the environment;
2. train your thinking operations: analysis and comparison, develop attention and speech.
Children approach the teacher. In front of him on the table there are object pictures that have different shapes. The teacher asks to select only rectangular pictures for the baby squirrel.
Has everyone completed the task? (Yes)
After everyone has taken one picture, the teacher asks the children to tell what is drawn on it, agreeing the adjective with the noun (rectangular cabinet, rectangular window, rectangular picture, etc.)
Why didn't you take other pictures? (because they are not rectangular)
8. Summary of the lesson
Didactic tasks: restore in the children’s memory what they did in class, create situation of success.
Children gather around the teacher.
Where have you been today?
How did you help the little squirrel?
What do you remember and like most?
The teacher praises the children and says that they were able to help the little squirrel because they know the difference between a rectangle and a square.
Game technology “Situation” is a new pedagogical tool.
Prepared by Silifanova Galina Mikhailovna
Gaming technologies in preschool educational institutions
Game is the leading type of activity most accessible to children; it is a way of processing impressions and knowledge received from the surrounding world. Already in early childhood The child has the greatest opportunity in play, and not in any other activity, to be independent, to communicate with peers at his own discretion, to choose toys and use different objects, to overcome certain difficulties that are logically related to the plot of the game and its rules. In the game he develops as a personality, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. Therefore, I believe that the most important task in pedagogical practice is the optimization and organization of a special space in a preschool educational institution to activate, expand and enrich the play activities of preschoolers.
Relevance
The problem of the game has attracted and continues to attract the attention of many researchers: teachers, psychologists, philosophers, sociologists, art historians, and biologists. For example, in the studies of L. S. Vygotsky, A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, play is defined as a leading type of activity that does not arise through spontaneous maturation, but is formed under the influence of social conditions of life and upbringing . The game creates favorable conditions for the formation of abilities to perform actions in the mental plane, for the implementation of psychological replacements for real life situations and objects.
The purpose of gaming technology is not to change the child or remake him, not to teach him any special behavioral skills, but to give him the opportunity to “live” situations that excite him in the game with the full attention and empathy of an adult.
Her tasks:
1. Achieve a high level of motivation, a conscious need to acquire knowledge and skills through the child’s own activity.
2. Select means that activate children’s activities and increase their effectiveness.
But like any educational technology, the playroom must also meet the following requirements:
1. Technological diagram – description of the technological process divided into logically interconnected functional elements.
2. Scientific base - reliance on a certain scientific concept achieving educational goals.
3. Systematicity - technology must have logic, interconnection of all parts, integrity.
4. Controllability – it assumes the possibility of goal setting, planning the learning process, step-by-step diagnostics, varying means and methods in order to correct results.
5. Efficiency – must guarantee the achievement of a certain standard of training, be effective in terms of results and optimal in terms of costs.
6. Reproducibility - application in other educational institutions.
Therefore, using gaming technologies in the educational process, I follow the principle of goodwill, try to provide emotional support, create a joyful environment, and encourage any inventions and fantasies of the child. I believe that only in this case will the game be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.
I try to organize the pedagogical process so that gaming technologies, like game moments, penetrate into all types of children’s activities: work and play, educational activities and the game, regime moments and the game.
My work experience shows that game moments play an important role in pedagogical process, especially during the adaptation period. Starting from two to three years old, their main task is the formation of emotional contact, children’s trust in the teacher, the ability to see in the teacher a kind person, always ready to help (like a mother, an interesting partner in the game. I organize the first game situations frontally, so that no one the child did not feel deprived of attention. For example, these are games such as the round dance “Loaf”, “Try, Catch Up”, “Kulichi for Masha”, etc. Next, I include game situations like “What is rolling”, “Who will roll the ball faster” - at the same time, organizing children into a game - competition.
Gaming activities perform various functions:
Entertaining (to entertain, inspire, arouse interest);
Communicative (mastering methods of communication);
Self-realization in the game;
Game therapy (overcoming various difficulties that arise in
other types of life activities);
Diagnostic (identification of deviations from normal behavior, self-knowledge during the game);
Corrections (making positive changes in the structure of personal
indicators);
Socialization (inclusion in the system of social relations).
The main features of the game are:
1. free developmental activity;
2. creative, improvisational, active character;
3. emotional side of activity;
4. presence of rules, content, logic and time sequence
development.
I use gaming technologies to develop children’s attention.
In children in preschool age there is a gradual transition from involuntary attention to voluntary. Voluntary attention requires concentration on a task, even if it is not very interesting. Therefore, it is necessary to develop children using play techniques.
For example, I offer a game situation for attention: “Find the same one” - you can ask the child to choose from several balls, cubes, figurines, toys “the same” (in color, size, like his. Or I offer the game “What’s wrong?” , deliberately making a mistake in their actions, and the child must notice it.
Using gaming technology helps me develop children's memory. These are games such as “Remember and name”, “What comes first, what comes next”, etc.
Gaming technologies also contribute to the formation of basic forms of thinking: visual-effective, visual-figurative and logical.
What helps me with this is inclusion in educational process gaming techniques and methods. At the same time, the child learns to compare, highlight the most essential in objects and can carry out his actions, focusing not on the situation, but on figurative ideas. Logical thinking In the process of teaching a child, I form the ability to reason, find cause-and-effect relationships, and draw conclusions.
The use of gaming techniques and methods in non-standard, problematic situations which require choosing a solution from a number of alternatives, forms flexible, original thinking in children. For example, in classes to introduce children to fiction (joint retelling of works of art or composing new fairy tales, stories), children gain experience that will allow them to then play games.
The integrated use of gaming technologies for different purposes helps prepare a child for school. Every play situation in which a preschooler communicates with adults and with other children is a “school of cooperation” for the child, in which he learns to both rejoice in the success of his peer and calmly endure his own failures; regulate their behavior in accordance with social requirements, and equally successfully organize subgroup and group forms of cooperation.
Experience shows that gaming technologies are closely related to all aspects of educational and educational work kindergarten and solving its main tasks. They are aimed at improving the quality of the pedagogical process by solving situational problems that arise during its implementation. Thanks to this, gaming technologies turn out to be one of the mechanisms for regulating the quality of education in kindergarten.
One of the effective types of game therapy is folk games with dolls, nursery rhymes, round dances, and joke games. Their use in the pedagogical process not only implements the educational and developmental functions of gaming technologies, but also various educational functions: they introduce pupils to folk culture, traditions, cultivate tolerance and respect for different peoples. This is an important area of the regional component educational program kindergarten.
Didactic game in mathematics with geometric shapes.
Tasks : Develop the ability to identify objects by touch and show them; consolidate children's understanding of the properties of objects (shape, color, size, material, purpose). Develop thinking and intelligence. Strengthen and expand spatial concepts. Group materials according to the same characteristics.
Material: A wonderful bag with a set of geometric shapes (large, small, plastic, wood, fabric), three hoops (red, green, blue).
Progress of the game:
They came to visit us fairy-tale heroes Masha and the Bear brought with them a bag full of geometric shapes. Guys, our guests ask them to help them disassemble these figures and build them from the pictures.
Children stand in a circle and by touch, without opening the bag, name the object they come across, determine its size, shape, material. Then you need to divide the geometric shapes into groups so that each group contains identical objects. Calculate how many hoops need to be prepared, if each hoop should contain only identical objects, how many objects will lie in each hoop.
Guess and name the characteristics by which objects can be divided into three groups (wooden, plastic, fabric).
Place wooden objects (figures) in a red hoop, plastic figures in a blue hoop, and fabric objects in a green hoop.
Let's play: Stand to my left, who has plastic geometric figures, to the right - wooden ones, in front of me - fabric figures. At the end of the game, the children are asked to construct a building from a drawing of geometric shapes.
Lesson summary: the assigned tasks have been completed. Children learned to identify objects by touch, name their size, shape, material and their purpose. They are able to group objects based on similar characteristics.
"You can't teach a person something, you can
just help him make a discovery for himself"
Galileo Galilei
The essence of this technology is to organize developmental situations with children based on the use of general cultural knowledge about the laws of effective activity, taking into account age characteristics preschoolers. Hence the name of the technology – “Situation”, since it is based on the various situations that children encounter during the day.
Stages of classes for “discovering” new knowledge in the “Situation” technology
1. Introduction to the situation
At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children’s” goal).
To do this, the teacher, as a rule, includes children in a conversation that is necessarily related to their life experience and personally significant for them. The sources of formation of the situation can be real events, occurring in the surrounding life (vivid natural phenomena, holidays, incidents in the lives of children and their families, events occurring in the life of a group), imaginary events, events described in fiction etc. The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all subsequent stages will be connected.
The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”.
It is important to understand that a “children’s” goal has nothing to do with an educational (“adult”) goal. Younger preschoolers set goals related to their personal interests and immediate desires (for example, to play). And elders can set goals that are important not only for them, but also for those around them (for example, to help someone). As emphasized by L.S. Vygotsky, the most characteristic of volitional action is free choice goals, one’s behavior, determined not by external circumstances, but motivated by the child himself.
By asking questions in sequence (“Do you want?” – “Can you?”), the teacher purposefully develops in children faith in their own strengths. As a result, the child learns important life attitudes: “If I really want something, I can definitely do it,” “I believe in my strength,” “I can do anything, I can overcome anything, I can do anything!”
Thus, at the “Introduction to the situation” stage, a methodologically sound motivation mechanism (“need” – “want” – “can”) is fully activated.
2. Updating knowledge and skills
At this stage, in the course of joint activities with children, built within the framework of the implementation of the “children’s” goal, the teacher directs the children’s activities, in which the mental operations, as well as the knowledge and experience of the children, which they need for a new “discovery,” are purposefully updated. Children develop experience in understanding the purpose of an activity, interacting with peers, coordinating actions, identifying and correcting their mistakes. At the same time, children are in their own semantic space (a game plot, for example), moving towards their “children’s” goal and do not even realize that the teacher, as a competent organizer, is leading them to new “discoveries.” Depending on the program objectives, the characteristics of the children in the group, their educational needs, this stage can be either localized in time together with other stages, or carried out separately as the threshold of a specially simulated situation of difficulty.
3. Difficulty in the situation
This stage is key, as it contains at its source the main components of the structure of reflexive self-organization.
Within the framework of the chosen plot, a situation is simulated in which children are faced with a difficulty in their activity: in order to achieve their “children’s” goal, the child needs to perform a certain action, let’s call it a “trial” action. But the implementation of this “trial” action is based on that new knowledge (concept or method of action) that the child has yet to “discover” and which this moment he doesn't have one yet. This raises a difficulty. The teacher, using a system of questions (“Could you?” - “Why couldn’t you?”) helps children gain experience in recording the difficulty and identifying its cause.
This stage is extremely important from the point of view of the development of personal qualities and attitudes of preschoolers. Children get used to the fact that there is no need to be afraid of difficulties and failures, that the correct behavior in case of difficulties is not resentment or refusal of activity, but a search for the cause and its elimination. Children develop this important quality, as the ability to see your mistakes, admit: “I don’t know something yet (or I can’t do it).”
Since the difficulty is personally significant for each child (it interferes with the achievement of his “childish” goal), children have an internal need to overcome it, that is, now new goal, related to cognition (a learning task correlated with an “adult” goal).
In early preschool age, at the end of this stage, the goal of further cognitive activity The teacher voices it himself in the form “Well done, you guessed correctly! So, we need to find out...” Based on this experience (“we need to find out”), a very important solution appears in the senior groups. common task education – developing the ability to learn – the question: “What do we need to learn now?” It is at this moment that children acquire the primary experience of consciously setting an educational goal for themselves, while they pronounce it in external speech.
Thus, following the logic of the stages of technology, the teacher leads children to the point that they themselves want to learn “something.” Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) just named the cause of the difficulty.
4. “Discovery” of new knowledge (way of action)
At this stage, the teacher involves children in the process of independent search and “discovery” of new knowledge, solving problematic issues.
First, the teacher encourages the children to choose a way to overcome the difficulty. In early preschool age, the main ways to overcome difficulties are to “try to guess for yourself” and/or “ask someone who knows.” In older preschool age, a new method is added - “look in a book,” “come up with it yourself, and then test yourself using a model.” Using various techniques and methods (leading dialogue, stimulating dialogue), the teacher organizes the construction of new knowledge (way of action), which is recorded by children in speech and, possibly, in signs. Thus, children gain experience in choosing a way to overcome a difficulty, putting forward and justifying hypotheses, and “discovering” new knowledge - for now by guessing.
5. Inclusion of new knowledge (method of action) into the child’s knowledge system
At this stage, the teacher offers different kinds activities in which new knowledge or a method of action is used in conjunction with previously acquired knowledge or under changed conditions.
At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, and plan their activities (for example, in older preschool age, questions like: “What will you do now? How will you complete the task?”).
Here children acquire primary experience of self-control of their actions and control of the actions of their peers. The use at this stage of such forms of organizing children's activities, when children work in pairs or small groups for a common result, allows preschoolers to develop cultural communication skills and communication skills.
Depending on program tasks, age and individual characteristics For children, this stage can be implemented within one lesson (educational situation) or distributed over time.
6. Reflection
This stage is a necessary element of any activity, as it allows you to gain experience in performing such important universal actions, as recording the achievement of a goal and determining the conditions that made it possible to achieve this goal.
Using a system of questions: “Where were you?”, “What were you doing?”, “Who did you help?” – the teacher helps children comprehend their activities and record the achievement of the “children’s” goal. And then, with the help of questions: “How was it possible?”, “What did you do to achieve the goal?”, “What knowledge (skills, personal qualities) were they useful? – leads children to the conclusion that they achieved their (“children’s”) goal due to the fact that they learned something, learned something, showed themselves in a certain way, that is, brings together the “children’s” and “adult” goals (“Succeeded ... because they found out (learned)...").
“The role of preschool education” - Bilingual private kindergarten. Economic arguments. Job growth. Agreement. The role of non-state subsidiaries. Social infrastructure. Walking distance problem. Skills. Individual approach. Investments and nurseries. Preschool education.
“Financing of preschool education” - Compensation for parental fees. Supervision and child care. Meetings. Private educational organizations. Costs are forecast. Founder. A set of measures for catering. Care for children. Average monthly fee. Financing preschool education. Amount of children. Composition of expenses. Expenses.
“Technologies for teaching preschoolers” - Hardening. Outdoor and sports games. Educational technologies healthy image life. Special view human activity. Developmental technologies. Information Technology. Exploratory learning. Technologies for preserving and promoting health. Cognitive and research activities. Classification of children's games with rules.
"Innovations of preschool education" - Innovation project for kindergarten. Innovation. Project implementation stages. Innovations in preschool educational institutions. Workers learning programs. Preschool education – traditions and innovations. Project method in preschool educational institutions. Project name. Project work plan. Magic astronomy.
“Innovative technologies” - By organizational forms. Innovative technologies in preschool education. By approaching the child. Determine new methods of forming means of technology. Gaming technologies. Controllability. Conditions for the effectiveness of innovative work. By level of application. Aspects of the concept of “educational technology”. Problem-based learning.
“Preschool education” - Improving the professional competence of personnel. PRESCHOOL EDUCATION IN BELOGORSKY DISTRICT: problems, tasks and ways of development. Building a preschool education system is a necessity driven by public demand. Evaluation-resultative stage. Ensuring continuity of preschool and general secondary education.
There are a total of 15 presentations in the topic
Summary of educational activities
children in senior group in the technology situation of the activity approach L. G. Peterson on the topic: “Winter - winter”
teacher of the Secondary Educational Institution Secondary School No. 5 of Syzran Marina Viktorovna Romanovskaya
Integration educational areas : social and communicative development; cognitive development; speech development; artisticaesthetic development; physical development.
Subject: "Zimushka - winter."
Target: clarify children's knowledge about winter, winter natural phenomena; develop children's ability to compose creative stories from personal experience about winter.
Methods and techniques:
practical : drawing on the theme “Winter”; creative task“Decorate the tree with snowflakes”, dynamic pause “New Year’s round dance” lyrics. N. Solovyova, music. G. Struve
visual: demonstration of reproductions of paintings with a winter landscape by I.I. Surikov “Winter”, A.K. Savrasov “Winter Landscape”, I.E. Grabar “Rime”, examination of children's drawings; decoration of the “Winter Forest” group (trees covered with frost), decorated Christmas tree for the holiday.
verbal: conversation about winter; reading work of art
I. Surikov “White Snow”; didactic game“Winter words”, game exercise “Correct the mistake”; riddles with winter content, writing stories on the topic “Why I love winter”
Materials for the lesson:
demonstration: reproductions of paintings depicting winter nature, phonogram of the play “December. Christmas time." (from the cycle “Seasons” by P.I. Tchaikovsky), phonogram “New Year’s round dance”, lyrics. N. Solovyova, music. G. Struve, letter from Dunno, Christmas tree decorated with toys
dispensing : tinted sheets of paper, glasses of water, brushes different sizes, gouache, fabric napkins.
Progress of the lesson:
1. Introduction to the situation.
Didactic task: motivate children to participate in educational activities.
Children sit in a semicircle.
- Listen, guys, to the poem.
Reading of I. Surikov’s poem “White Snow”(child reads)
Didactic task:
To introduce children to I. Surikov’s poem “White Snow”, to promote the figurative perception of the poem, to reveal author's attitude to nature, to cultivate a sense of beauty, interest in artistic expression.
What time of year is the poem talking about?
Today we will talk about winter.
2. Updating knowledge.
2.1. Conversation on the topic:
Didactic task:
Clarify children's knowledge about winter natural phenomena: snowfall, blizzard, blizzard; about the properties of snow and ice: cold, wet, melts when heated, freezes when cooled.
Show the simplest connections between phenomena in nature: during a snowfall, a strong wind blows - a blizzard; in winter there is severe frost outside - the water freezes; the relationship between natural phenomena and human life: it’s frosty outside - people put on warm clothes.
enrich lexicon children with the words: “frost”, “blizzard”, “snowfall”.
Questions:
- What happens in nature in winter?
What is heavy snow called?
What kind of snow is there?
What happens to water in the cold?
What kind of ice is there?
What can you say about winter air?
How does the air temperature differ in winter and summer?
What are the days and nights like in winter?
How the sun changes in winter time of the year?
What can you say about the winter wind?
What is the name of the phenomenon when the wind blows and snow falls at the same time?
- What are the trees and shrubs like in winter?
- How do animals and birds live in winter? Why? How can you help them?
- What do people wear in winter? Why?
What winter months do you know?
2.2. Didactic game “Winter words”
Didactic task:Develop auditory perception, attention and logical thinking.
- Let's play the game "Winter Words". When you hear a word related to winter, clap your hands. Be careful!
(Snowflake, warm, New Year, sled, ice, heat, mittens, tulips, snowman, Santa Claus, falling leaves, Snow Maiden, peaches, sunbathing, snowfall, skis, summer, skates, watermelon, skating rink, icicle).
(Children clap their hands when they hear “Winter Words”)
2.3. "Guess a riddle"
Didactic task: develop imagery, emotionality of speech, logical thinking;activate children's vocabulary with words: “winter”, “ice”, “snowflake”, “blizzard”, “icicles”, “skates”, “skis”, “sleigh”.
I propose a task:Your friends will ask riddles about winter, and you will guess them.
(Children take turns approaching the winter tree, asking riddles and decorating the tree with snowflakes)
Everyone is afraid of him in winter
It can hurt when he bites
Hide your ears, cheeks, nose,
After all, outside... (frost)
He flies from the sky in winter,
Don't go barefoot now
Every person knows
That it's always cold... (snow)
Under my feet
Wooden friends.
I fly at them with an arrow,
But not in summer, but in winter. (skis)
Don't suck, you brats
Ice lollipops!
I swallow the pills myself,
Because I ate... (icicles)
He is made of snow alone,
His nose is made of carrots.
A little warm, she'll cry instantly
And it will melt... (snowman)
He was once water
But suddenly he changed his appearance.
And now on New Year's Eve
On the river we see... (ice)
He is both kind and strict
He's got a beard up to his eyes,
Red-nosed, red-cheeked,
Our beloved... (Santa Claus)
If the forest is covered with snow,
If it smells like pies,
If the Christmas tree goes into the house,
What kind of holiday? ... (New Year)
3. Difficulty in a game situation.
3.1. Game "Create your own riddle"
Didactic tasks:Create a motivational situation for the exercise; to form experience, under the guidance of a teacher, of recording a difficulty and understanding its cause;
train mental operations, analysis and comparison, develop speech, logical thinking.
I invite the children to write their own riddle about winter. Children offer their own versions of riddles. We listen to all options.
What needs to be done to get correct and beautiful riddles, like those of poets and writers? (children's answers)
4. Discovery of new knowledge.
4.1. Screening of EMF “Zimushka - winter”
Didactic task:enrich children's knowledge about winter as a wonderful time of year (the beauty of nature, winter games and jokes, winter holidays).
While viewing the EMF, a conversation is held:
What holidays do we celebrate in winter?
How did we celebrate the New Year?
What do you remember about the holiday?
Which winter activities You know?
What games do you like to play in winter?
We celebrated the New Year, danced around the tree, sang songs about winter and read poems. Let's remember the "New Year's round dance"
4.2. Dynamic pause “In December” (“New Year’s round dance”, lyrics by N. Solovyova, music by G. Struve)
Didactic task:improve the ability to perform choreographic movements in combination with words.
4.3. Compiling creative stories on the topic “Why I love winter”
Didactic tasks:develop children's ability to write creative stories from personal experience; be able to combine nouns with adjectives: snowy winter, white snow, cold ice and verbs: snowy winter has come, white snow has fallen; formcolloquial speechchildren and encourage them to want to communicate.
(children stand up and make up stories)
Evaluating children's stories.
- Which stories did you like best and why?
5. Incorporation of new knowledge into the knowledge system.
5.1. Didactic game “Correct the mistake”
We received an unusual letter from Dunno in our kindergarten, in which he talks about what winter is. Yes, as usual, I got everything mixed up. Help me correct the mistakes Dunno made in his letter.
Reading a letter from Dunno.
“The first winter month is called September. As winter comes, the cold begins, and people immediately put on warm clothes: fur coats, boots, mittens, hats, shorts, scarves. In winter, children sled, ski, bike, sculpt a snow woman, swim in the sea, slide on ice, sunbathe, build a snow fortress and prepare for the holiday - Mother's Day. There are athletes who engage in winter sports: hockey players hit the puck into the goal with their sticks; figure skaters dance on skis; skiers slide down the hill on sleds; Skaters run on skis. To avoid catching a cold, you need to eat one icicle every morning. Winter is a wonderful time of year!”
What mistakes did Dunno make in his letter.
How to say it correctly?
6. Understanding.
6.1.Listening to music and drawing on the theme “Winter”
Didactic tasks: to create a desire to reflect the beauty of nature in drawing on the theme “Winter”; improve your ability to paint with gouache paints.
Children sit at tables; tinted sheets and drawing material are prepared on the table.
- Not only artists can depict winter using paints and pencils. Musicians depict winter using sounds. Try to draw a picture yourself winter theme. You will work to the music of Pyotr Ilyich Tchaikovsky. The play is called “December. Christmas time."
Children draw, and after finishing work they look at the drawings.
How beautiful your drawings turned out! Well done!
6.2. Summary of the lesson.
Didactic tasks:to restore in the children’s memory what they did in class, to create a situation of success.
What did we talk about today?
Now can you write a riddle or story about winter?
How did you do it?
What knowledge, skills and personal qualities were useful to you in the lesson?