The system-activity approach, as the basis of the Federal State Educational Standard, is aimed at developing in children those qualities that they will need not only in the process of obtaining an education, but also in life. The teacher, guided by the main principles of the method, teaches students to engage in an independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need initial stage education.
Basic provisions
The system-activity approach, as the basis of the Federal State Educational Standard, is based on a number of didactic principles. Each of which is taken into account when the teacher forms and plans educational activities.
It is based on the principle of integrity. Thanks to him, pupils develop a correct understanding of the world. They learn to perceive it as a system.
Next comes the principle of variability. Its observance implies regularly providing students with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making informed choices.
The operating principle is also important. It implies the active inclusion of the child in the educational process. Children must learn not just to listen to information and perceive ready material, but also to extract it yourself.
Psychological aspect
In addition to the above, the principle of creativity aimed at developing different abilities pupils.
Psychological comfort is also taken into account, reminding of the importance of organizing children’s activities according to their interests. is also important. It consists in the mandatory consideration of the individual characteristics of each child in the educational process. All children develop at different rates, and each one is different from each other. A good teacher must always remember this.
And another principle is continuity educational process. The system-activity approach, as the basis of the Federal State Educational Standard, includes it without fail. This principle ensures the formation and subsequent development of students at each age stage. Compliance with this provision contributes to personal self-development at all levels of education without exception. This is why it is so important to lay the appropriate “base” at an early stage.
Interaction with parents
There are a few more nuances that need to be noted. The system-activity approach, as the basis of the Federal State Educational Standard, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the students are interested in it. Their involvement in the activities of preschool educational institutions is mandatory. Without close cooperation nothing will work.
The teacher, in turn, must form among parents a correct understanding of the unity of the tasks and goals of the preschool educational institution and the family. He needs to contribute to the growth of their psychological and pedagogical competence. For this purpose, consultations, conversations, meetings, conferences, and trainings are organized in institutions. Parents, by taking part in them, demonstrate concern for their child and interest in his diversified development. In addition, they can help educators by talking about the characteristics of their children.
Implementation of the approach
It is carried out in several steps. The system-activity approach, as the methodological basis of the Federal State Educational Standard, implies strict adherence to consistency. The teacher works with young children, to whom everything needs to be carefully explained, and in such a way that they understand.
Therefore, the first step involves familiarizing students with the situation. At the second stage, then - collective work to identify difficulties in solving the situation occurs. The consequence of this step is the discovery by students of new knowledge or a method of action. The last step is to comprehend the results obtained.
This is how the system-activity approach to teaching is implemented. Thanks to this method of teaching, children do not hesitate to be active, think and express their thoughts. The method is based on dialogue and communication, so that students not only acquire new knowledge - they also develop their speech.
Teacher's actions
The system-activity approach, as the basis for the implementation of the Federal State Educational Standard, requires professionalism from teachers. To take the first step and introduce children into an educational situation, the teacher must help create a psychological orientation towards taking action. To do this, you need to use techniques that correspond to the characteristics of the age group and situation.
The teacher must also be able to choose the topic correctly. It shouldn't be forced on them. On the contrary, the teacher is obliged to provide children with the opportunity to act in a situation that is familiar to them. It is only based on their preferences that he models it. And this is right, because only something familiar and interesting can activate children and make them want to participate in the process. And in order to identify a topic, the teacher should identify several options that are attractive to students. They will then choose the most interesting one themselves.
Then the teacher, with the help of a leading conversation, helps the children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to find a way out of the situation, relying on their knowledge and experience.
Other aspects of teaching
There are many other nuances that the concept of a system-activity approach to teaching includes. In addition to carrying out developmental work with the entire student body, the teacher is also involved in other aspects that the field of pedagogy implies.
Each teacher is obliged to conduct psychological and pedagogical diagnostics of the universal educational activities available to children, and to participate in monitoring the implementation of the Federal State Educational Standard. The teacher also carries out correctional, developmental and advisory work with individual students. Psychological and pedagogical education of children is also mandatory.
At an early stage of education (in preschool educational institutions and primary school) the teacher plays the role of not only a teacher, but also an educator, a second parent. He must create everything the necessary conditions to realize the individual and personal capabilities of children.
Game method
The system-activity approach, as the basis of the Federal State Educational Standard of Preschool Education, is implemented in various ways. But the most popular and effective method is the game. This is a unique form of education that allows you to make the process of children receiving basic education more exciting and interesting.
Game forms make it possible to effectively organize the interaction of a teacher with students and make their communication more productive. This method also develops children's powers of observation and allows them to gain knowledge about phenomena and objects in the surrounding world. The game also contains educational and educational opportunities, which, with a competent teaching approach, are fully realized.
Also, this entertaining method goes well with “serious” teaching. The game makes the process of acquiring knowledge entertaining and creates a good and cheerful mood in children. As a result, students absorb information with great interest and are drawn to acquiring knowledge. In addition, games can improve children's thinking, their creative imagination and attention.
Selection of competencies
These are not all the aspects that the system-activity approach includes as the technological basis of the Federal State Educational Standard. The range of issues discussed in the pedagogical sphere is much wider. AND Special attention is paid to the selection of competencies. Today there are five of them, if you do not include the educational, cognitive and communicative aspects mentioned earlier.
The first category includes value-semantic competencies. They are aimed at developing children's moral foundations and principles, as well as instilling in them the ability to navigate the world and understand themselves in society.
There are also information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, storage and use. The last two categories include social, labor and personal competencies. They are aimed at children acquiring knowledge in the civil and public sphere and at mastering in various ways self-development.
The importance of methodology
Well, as you can already understand, the system-activity approach to teaching is the basis of the Federal State Educational Standard, which is actually implemented in modern sphere education. It is aimed at developing basic learning skills in children. Which will allow them to quickly adapt to primary school and begin to acquire new knowledge and skills.
Margarita Ivanova
Workshop “System-activity approach in preschool educational institutions, as the basis for the implementation of the Federal State Educational Standard”
"The only path leading to knowledge is
This activity»
Subject: System-activity approach in preschool educational institutions, How basis for the implementation of the Federal State Educational Standard
Target: create conditions for teachers to master theoretical knowledge and practical skills in working with preschoolers.
Move seminar: In the context of new social transformations in Russia, education is becoming the most important resource of socio-economic, political and cultural development countries. Life in constantly changing conditions is becoming the new norm, which requires the ability to solve constantly emerging new, non-standard problems. New requirements are being introduced for all levels of education. Preschool education has not been left out either. System preschool education switched to a new one stage: evidence of this is the introduction of the Federal State Educational Standard for Preschool Education. IN the basis of the standard is laid, conceptually based on ensuring compliance with educational activities pupils according to their age and individual characteristics, representing the diversity of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities) disabilities health, ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone immediate development. At implementation in domestic education in basis put the development of cognitive and educational motives, which requires the teacher to create the following conditions:
careful development of problem situations,
development of the creative attitude of preschool children to the cognitive process;
selection necessary funds For self-realization, assessment of preschoolers taking into account their individual abilities and capabilities;
organization of the most fruitful educational cooperation.
Currently activity preschool teacher presupposes full awareness of the expediency, timeliness, and importance of the transition to federal standards of the new generation. The decisive factor is the readiness of a teacher working in a preschool institution to move to system-activity approach. The teacher must in full master modern technology and information technology, develop an educational and methodological package that will satisfy Federal State Educational Standard, arm yourself with the support of a material and technical base. An important condition implementation system-activity approach L. G. Peterson in the preschool educational organization is implementation of the system of basic principles of the activity-based teaching method. These principles act as necessary psychological and pedagogical conditions for organizing the educational process in a modern kindergarten.
System of basic principles
The principle of psychological comfort involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere focused on implementation ideas of cooperation pedagogy, development of dialogue forms of communication.
Principle activity - is that that the child receives knowledge not in finished form, and extracts them himself in the process activities, actively participates in their improvement, which contributes to the active successful formation of its general cultural and activity abilities.
The principle of continuity means continuity between everyone levels and stages of training, taking into account age psychological characteristics children's development.
The principle of integrity - involves the formation by students of a generalized systemic ideas about the world (nature, society, oneself, the sociocultural world and the world activities, about the role and place of each science in system of sciences).
The minimax principle is next: the teacher must offer the child the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and ensure its absorption at the level of a socially safe minimum (state standard knowledge).
The principle of variability - involves the formation in children of abilities to systematic enumeration of options and adequate decision-making in situations of choice.
The principle of creativity means maximum focus on creativity in the educational process, the child’s acquisition own experience creative activities.
System-activity approach is currently the most suitable option for taking into account the psychological and mental characteristics of preschool children. It fully corresponds to the priorities chosen for the modernization of Russian educational systems.
- this is the organization of the educational process in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. His key point is a gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.
Activity – a system of human actions
Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L. G. Peterson).
System-activity approach for learning presupposes that children have a cognitive motive (the desire to learn, discover, learn
Educational activities based on a system-activity approach has a certain structure.
(children's organization).
2. Creation problematic situation, goal setting.
3. Motivation to activities.
4. Designing a solution to a problem situation.
5. Performing actions.
6. Summing up, analysis activities. (Reflection).
Let's take a closer look at each of the stages.
1. Introduction to the educational situation (children's organization) involves the creation of a psychological focus on gaming activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, children join a group to the music of the children, someone comes to visit, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game).
2. An important stage of educational activities based on a system-activity approach is the creation of a problem situation, goal setting, motivation to activities. To the topic of educational activities was not directed by the teacher, he gives children the opportunity to act in a well-known situation, and then creates a problematic situation (a difficulty that activates the pupils and arouses their interest in the topic. For example, “Children today in our kindergarten a letter came to email from the Violet Forest, but it turned out to be encrypted, and to read it we need to guess the code, and this code is not simple, but mysterious. Then we solve riddles."
3. The next stage is designing a solution to a problem situation. The teacher, with the help of introductory dialogue, helps children independently get out of a problematic situation and find ways to solve it. For example, “You and I are going to a birthday party, but it’s not nice to come without a gift.”. At this stage, it is important not to evaluate children’s answers, but to offer them something to choose from, based on their personal experience.
4. At the stage of performing the action, a new algorithm is compiled activities based old and there is a return to the problematic situation.
To solve a problem situation they use didactic material, different shapes children's organizations. For example, a teacher organizes children’s discussion of a problem in microgroups: “What can you give a girl Dolka for her birthday?” Pupils choose from examples proposed by the teacher.
5. Summarizing and analysis stage activities include:
Fixation of movement by content (“What did we do? How did we do it? Why);
Clarification of the practical application of a new substantive step ( “Is what we learned today important? Why will this be useful to you in life?”);
Group reflection activities(“What did you manage to do together as a team? Did everything work out for you?”);
Reflection of one's own child's activities(“Who didn’t succeed? What exactly? Why do you think?”).
Forms of working with children.
Experimental research activity. Research, search activity – natural state child, because he is determined to master the world around him and wants to know it.
During the experimental research activities a preschooler learns to observe, think, compare, answer questions, draw conclusions, establish cause and effect connection: why does an iron ball sink, but a wooden one does not; what will happen if you pour earth into a glass of water, etc.
Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school? (sand) , solar, mechanical or electronic, gaining the necessary experience activities.
Simulation games. Modeling involves replacing some objects with others (real - conditional) .Soft modules can turn into a steamship, car, airplane, household appliances, furniture, etc., pencil - can become a magic or conductor's wand. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.
Artistic creativity, productive activity, where the child learns by mixing paints to get a new color, solving the problematic question “How to draw a purple eggplant if we only have three paints: red, blue, yellow?”, “Doll Masha loves flowers. How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw her a whole meadow of flowers) etc.
Design activity
This practical use children the knowledge and skills they have; non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers; interest in activities bringing a public result, personal interest in it.
Of no small importance for implementation of a system-activity approach has a developing subject-spatial educational environment. RPOS, an environment in which the child feels comfortable and easily joins in any activity(game, design or artistic creativity)
For this purpose in groups of preschool educational institutions equip experimental areas activities, educational activities, a corner of nature, etc., where children can sift cereals through a sieve and determine why one cereal sifted and the other did not.
Using the components of the ERPOS in a group, children gain new knowledge, learn to build it into system, apply algorithms in practice, try to get out of difficult situations on their own, and reflect.
At the same time, the task of the teacher is to make learning motivated. Teach your child to independently set a goal and find ways and means to achieve it; help develop skills of control and self-control, assessment and self-esteem. However, not all preschool teachers, after approval Federal State Educational Standards of Educational Institutions have been restructured, have moved away from traditional forms of organizing the educational process.
In view of the above, the goal of our work should be systematization knowledge about new principles and approaches to the educational process.
In modeling the content of education within system-activity approach all teachers and preschool specialists take part institutions: educators, music director, physical education instructor.
Numerous studies by psychologists and educators show that the presence of knowledge in itself does not determine the success of learning. It is much more important that the child from the very beginning early age I learned to independently obtain knowledge and then apply it in practice. System-activity approach allows preschoolers to develop activity qualities that determine a child’s success in different stages training and its subsequent self-realization in the future.
Confucius also said: “If you want to feed a person once, give him a fish. If you want to feed him for life, teach him to fish.”
By teaching a preschooler to independently acquire knowledge, we help him to be successful in school and increase his competence. And competence is knowledge in action.
Teach activities in an educational sense, this means making learning motivated, teaching the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem.
System-activity approach helps children discover new knowledge themselves, build them into system, apply in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own.
Only if the teacher is able to think through and develop his own educational programs and apply them in practice modern technologies he can be an innovator. If the teacher did not accept, did not comprehend the main idea of this approach, he cannot be considered one hundred percent competent, appropriate professional standards, created for teaching staff. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole.
Practical tasks.
Today you have to complete tasks that will help you consolidate your knowledge system on the activity approach, and also demonstrate your abilities, thinking activity and reaction speed.
First task: The first team to answer will be the one that raises the colored flag first, for each correct answer you will receive a colored chip. At the end of the game we will sum up the game and find out who will be called "Education Connoisseur".
Question system?
Question: Continue defining the concept activities?
Answer:
System(from Greek - a whole made up of parts; a connection, a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity.
Activity - a system of human actions aimed at achieving a specific goal.
Second task:
What is the goal system-activity approach to the organization of the educational process in preschool educational institutions?
Answer:
Nurturing the personality of a child actively participating in conscious activities who knows how to set a goal, find ways to achieve this goal and be responsible for the result activities
Third task: What statements should a teacher refuse?
Guys, come over, math begins
Petya suggested incorrectly, Masha didn’t think about what she said
What can you and I fly on?
What do bricks look like and where can you find them?
Sasha, bring a construction set, it will be bricks
Kirill, make sure the guys don’t look into the box, there’s a surprise in there
Misha, tell me where the garage is for cars
You play with cars, you go draw
Everyone got up and went to look for the squirrel.
Natasha, you are doing it wrong, you should do it this way
Fourth task: Choose correct option summing up results:
a) Sasha, well done, drew it very beautifully, Masha, had a good idea of what to draw, Katya and Ksyusha were the fastest to clear the table.
b) Guys, our lesson is over, we put everything away and go to the music room
Fifth task:
1) About what form of organization of children's activities in question?
Joint form activities, aimed at broadening the horizons of children and nurturing the cognitive activity of preschoolers. The teacher creates conditions that allow children to gain new experience independently or together with an adult, to gain knowledge through experimental, exploratory methods. (design activity)
2) What is the name of a situation of difficulty, the ways of overcoming which children do not know and they need to solve independently? (problematic)
3) Name the forms of work with children through which being implemented system-activity an approach. (design activity, travel games, simulation games, artistic creativity, experimentation)
4) What are the features of a developing subject-spatial environment for implementation of a system-activity approach?
(The subject-spatial environment of the group should facilitate the child to easily be included in any activity: playing, designing, experimenting or artistic creation. Child during any activities must acquire new knowledge, learn to build it into system and apply algorithms in practice. The teacher must allow the child to struggle, to get out of difficult situations independently, to reflect, that is, to understand the problematic nature of the task assigned to him - to know “What was he doing? Why did he do this? Is what he learned today important?”. This is how the child learns to analyze what he did and what could be done differently.).
7. Reflection on the results seminar.
And here we are all sitting in this beautiful hall,
The kindergarten brought us together on the smart seminar.
If you're in a good mood,
Then clap your hands together.
This topic is always relevant!
If you agree, then shout "YES"!
Knowledge, if it comes in handy, if you apply it,
Then now the colleague on the right needs to be hugged.
Teachers in our preschool educational institution are masters
If you agree, shout "HOORAY"!
If there was good seminar,
Then clap your hands again.
We worked hard together with you,
But the time has come to part.
I propose to end our meeting
Loud three times "HOORAY!"
Slide 1 – title
System-activity approach as the basis for organizing the educational process at the stage of implementation of the Federal State Educational Standard for preschool education
"The only path leading to knowledge is
B. Shaw
Slide 2
In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. The new normal is life in constantly changing conditions, which requires the ability to solve constantly emerging new, non-standard problems. “A developing society,” it is emphasized in the “Concept for the Modernization of Russian Education,” “needs modern, educated, moral, enterprising people who can independently make decisions, predicting them possible consequences, characterized by mobility... capable of cooperation... having a sense of responsibility for the fate of the country, its socio-economic prosperity".
Slide 3.
Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the sum of knowledge, the development of the student’s personality is based on mastering methods of activity. Confucius also said: “If you want to feed a man once, give him a fish. If you want him to be well-fed all his life, give him a fishing rod.”
Slide 4.
Therefore, we can safely say: the Federal State Educational Standard for preschool education is a standard that helps you learn to “catch fish.” The standard is based on a system-activity approach, conceptually based on ensuring compliance educational activities pupils according to their age and individual characteristics, representing the diversity of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.
Back in 1988 a group of domestic scientists (Vitaly Aleksandrovich Slastenin, Evgeniy Nikolaevich Shiyanov and others) argued: “The activity approach focuses not only on the assimilation of knowledge, but also on the methods of this assimilation, on patterns and methods of thinking and activity, on the development of the cognitive powers and creative potential of the child. This approach opposes verbal methods and forms of transmitting ready-made information, the passivity of teaching students and, finally, the uselessness of the knowledge, skills and abilities themselves, which are not implemented in activities."
Slide 5.
If the priority of society and the education system is to prepare young people entering life in a new capacity, then the result of education, along with the general literacy of the graduate, is measured by the success of solving such problems as developing and testing hypotheses, the ability to work in project mode, initiative in decision making, etc. .P. These abilities become one of the significant expected results of preschool education, noted in the targets at the stage of completion of preschool education.
Slide 6.
To understand what a system-activity approach is in the educational activities of a preschool institution, it is necessary to understand what an activity is and why the activity approach to the organization of educational activities occupies a leading place in working with preschoolers. The main idea of DP is connected not with the activity itself, but with activity as a means of formation and development of the child’s personality. Those. as a result of the use of forms, techniques and methods of educational educational work what is born is not a robot trained and programmed to clearly perform certain actions and activities, but a Human being who is able to choose, evaluate, program and design those types of activities that are adequate to his nature and satisfy his needs for self-development and self-realization.
Slide 7.The goal of the system-activity approach is to educate the child’s personality as a subject of life, that is, actively participating in conscious activity. It provides for the development of skills:
Set a goal - for example, find out why the flowers disappeared in a forest clearing.
to solve problems - how to preserve forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing.
be responsible for the result - all these actions will help preserve flowers if you tell friends, parents, etc. about them.
The psychological and pedagogical conditions for the formation of human subjectivity are freedom of action, the ability to choose, responsibility for the consequences of one’s actions and deeds, which is only possible when the child is involved in active activities.
Slide 8.When implementing a systems-activity approach, the following principles must be taken into account:
the principle of subjectivity of education: every child is a participant in educational relations - capable of planning, building, assuming ( someone offers to plant flowers, someone to create signs, etc..), can evaluate his actions and actions ( if I plant flowers, they may not be accepted, since I will not be able to go to the forest every day to water them. It is better to place prohibition signs in the forest)
the principle of accounting for leading activities and the laws of their change: takes into account the nature and laws of changing types of leading activity in the formation of a child’s personality as the basis for periodization child development(if in early childhood this is manipulation with objects (rolls - does not roll, rings - does not ring, etc.), then in preschool age it is a game. Children in the game become rescuers, builders, travelers, etc., who have to solve emerging problems (What to build from strong house for piglets if there are no bricks in the forest; how to cross to the other side if there is no boat, etc..)
The principle of overcoming the zone of proximal development and organization in it joint activities children and adults. That is, together with an adult, the child learns something new, still unknown - by conducting joint experiments, the child learns why the rainbow has seven colors, why soap bubbles only round shape and so on.
Of particular importance is the position formulated by L. S. Vygotsky:
“...by examining what a child can accomplish independently, we examine the development of yesterday; by examining what a child is able to accomplish in collaboration, we determine the development of tomorrow.”
the principle of mandatory effectiveness of each type of activity: the child must see the results of his activities, be able to apply the acquired knowledge in everyday life (the paper house did not withstand the tests of water and wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and I will tell my friends not to tore).
the principle of high motivation for any type of activity: the child must have a motive for performing this or that action, he must know why he is doing it: he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence - not because the teacher said so, but because he needs to help out the Fairy Fairy tales, or return the ducklings to the mother duck, or build a fence so that the wolf cannot get into the yard of the bunnies.
the principle of mandatory reflectivity of all activities: When summing up, reflecting, the teacher’s questions should not be aimed only at children retelling the main stages of the educational event: “Where were we?”, “What did we do?”, “Who came to visit us?” etc. Questions should be of a problematic nature, such as “What allowed us to help the bunny?”, “Why did we do this?”, “Is what you learned today important?”, “Why is this useful to you in life?”, “What task?” what was the most difficult thing for you? Why?”, “Which task did you like best? Why?”, “What will we need to do next time?”, “What will you tell your parents about our game today?” etc.
The child learns to analyze what he did and what could have been done differently,
the principle of moral enrichment of activities used as a means – this is the educational value of the activity, by providing help to someone, we cultivate kindness, responsiveness, tolerance, this is social and communicative development - the ability to negotiate, working in pairs and micro groups, not to interfere with each other, not to interrupt, to be able to listen to the statements of comrades, etc. .
principle of cooperation in organization and management various types activities: the teacher skillfully, unobtrusively, organizes and directs the children’s activities (“Let’s come up with a vehicle together that we can use to go to the Snow Queen,” “Let’s check whether a house built from paper, etc. will be durable. How will we do this?”) , is not “above the children”, but nearby, because as Lev Semenovich Vygotsky said- What a child can do today in cooperation and under guidance, tomorrow he can do independently.
The principle of child activity in the educational process, which consists in the child’s purposeful active perception of the phenomena being studied, their comprehension, processing and application.
In order to activate the children, the teacher can ask questions: “What do you think, Sasha, what is the best way for us to get to the other side,” “Masha, what can you suggest so that the wolf does not get into the yard of the bunnies?” etc. Notice the specific merits of each child: “Dima, you came up with a great idea on how we can get to the other side,” “Marina did a wonderful job completing a difficult task...” etc.
Slide 9. Each teacher must become an innovator, find his own methodology that meets his personal qualities. Therefore, along with the traditional question “What to teach?”, the teacher must understand “How to teach?” or, more precisely, “How to teach in a way that triggers children’s own questions:
What do we know?
What do we want to know?
What should I do to find out?
Slide 10. Structure of educational activities
Introduction to a game situation - creating a problem situation - goal setting - motivation for activity (need-want-can) - designing a solution to a problem situation - performing actions - analyzing the result of the activity - summing up
Let's take a closer look at each part of the educational activity:
1. Introduction to the game situation (organization of children)
Creating a psychological orientation towards gaming activities. The teacher chooses those techniques that correspond to the situation and characteristics of this group of children. (Someone comes to visit; the phone rings; the teacher, in a mysterious voice, starts talking to someone; an audio recording of bird voices, the sound of the forest is played, something is brought into the group - something new: Red Book, encyclopedia, game, toy) (video) ( There's a knock on the door. Guys, look who came to us! This is Luntik. Let's say hello to him, offer him a chair, because he is our guest.)
2. Creating a problem situation, setting goals, motivating activities(need-want-can)
To prevent the topic of the lesson from being imposed by the teacher, it is necessary to let the child act in a well-known situation, and then create a difficulty that, by activating the student’s thought processes, will arouse interest in the topic of the lesson. The child will be interested in identifying the causes of the difficulty. (Video) (Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers and give them to your mother? But Luntik told me what he wanted pick flowers to give to Baba Kapa for the holiday, but only grass grows in the clearing. Where have all the flowers disappeared? Can we help Luntik? Do you want to know where the flowers disappeared?)
3. Designing a solution to a problem situation. Finding a way out of a difficulty in a game situation.
The teacher, with the help of introductory dialogue, helps children independently get out of a difficult situation. (Where can we find out? You can ask adults. Ask me. Would you like me to introduce you to the book where these flowers are listed?)
4.Performing actions . (Drawing up a new algorithm based on the old one, fixing it in speech and returning to the game situation)
Working on solving a problem using didactic material (Work in microgroups: discussion of the problem: what can people do to prevent flowers, animals, birds from disappearing? What exactly can we do for this? Children choose signs from those proposed by the teacher that are suitable for solving the problem in their microgroup, tell what they mean these signs: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not shoot animals”, “Do not destroy birds’ nests”, “Do not shoot birds with a slingshot”)
Finding the place of the “new” in the child’s system of ideas (We know that the flowers have disappeared because people tear them, trample them. But this cannot be done.)
The ability to use “new” things in everyday life (To make Luntik please Baba Kapa, we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature)
Self-test and correction (Guys, do you think we have dealt with Luntik’s problem?)
5. Summary of the lesson. Analysis of the work done.
Fixation of movement by content. Did you like it? What have we done? How did we do it? For what? (For example: “Do you think we were able to help Luntik, found the answer to his question?” “Where did we find the answer?” “What task was the most difficult for you? Why?” “Which task did you like best? Why?” , “What will you tell your parents about our game today?”
Finding out the practical application of a new meaningful step. “Is what you learned today important?”, “Why is this useful to you in life?”, (we can place signs on ecological trail, introduce the rules of behavior in the forest to friends, parents, neighbors)
Emotional assessment of activity: Did you have a desire to help Luntik? How did you feel when you found out that many plants were listed in the Red Book? (we really wanted to help Luntik, and it’s a shame that many flowers, birds, and animals are disappearing)
Reflection on group activities. What did you manage to accomplish together in teams? Did everything work out for you? (Together we selected prohibition signs, decided how to preserve animals, birds and plants)
Reflection on the child’s own activities. Who didn’t succeed? What exactly? Why?) (I didn’t get the lily of the valley, I’ll try to draw it in the evening) (Video)
Forms of working with children.
Experimental research activities. Research and search activity is the natural state of a child, since he is determined to master the world around him and wants to know it.
During the experimental research activities a preschooler learns to observe, think, compare, answer questions, draw conclusions, establish a cause-and-effect relationship: why an iron ball sinks and a wooden one does not; what will happen if you pour earth into a glass of water, etc.
Slide 13. Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school ? (sand, solar, mechanical or electronic), gaining the necessary experience.
Slide 14.Simulation games. Modeling involves replacing some objects with others (real - conditional). Soft modules can turn into a steamship, a car, an airplane, household appliances, furniture, etc., a pencil can become a magic or conductor's baton. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.
Slide 15. Artistic creativity, productive activity, where the child learns by mixing paints to get a new color, solving the problematic question “How to draw a purple eggplant if we only have three colors: red, blue, yellow?”, “Doll Masha loves flowers . How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw a whole meadow of flowers for her), etc.
Slide 16. Methods of the system-activity approach.
One of the main methods of the system-activity approach is solving situational problems (educational situation).
The specificity of the situational task is that it has a pronounced practice-oriented nature. Therefore, on the one hand, in solving it, the child uses his existing knowledge, skills and abilities, and on the other hand, by performing search and practical actions, he independently discovers new knowledge and acquires new skills.
The core of the task becomes the problematic question. For example: why do you think the flowers in the meadow disappeared? Guys, look how dirty the water is in the puddle. How do we know if a puddle is deep or not? Let's try to find out whether the snow on our site is clean or dirty, what do we need to do for this?
The project method is also effective.
Project method from other organization methods pedagogical process the preschool educational institution is distinguished by the following:
- practical application by children of their existing knowledge and skills;
- non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers;
- interest in activities that bring public results, personal interest in it.
The position of the teacher in project activities: from a translator of ready-made knowledge to initiating the activation of the search activity of students, to a joint search for a solution to the problem posed or discovered by them. (Are there square-shaped soap bubbles? Is a minute a lot or a little?” etc.
Slide 17.To make the child comfortable and interesting; In order for him to be able to easily engage in any activity - be it a game, design or artistic creativity - an appropriate developmental environment is necessary.
Everything that surrounds the child should be aimed at his development. In the kindergarten, experimental activity areas are equipped in all groups. Everything in them is accessible to children. A child of any age can engage in one activity or another: sift cereals through a sieve, determining why one cereal sifted and the other (the larger one) did not; separate the beans from the peas, comparing them by size, shape, and using them to make an appliqué; fashion something out of wet wipes; build castles from wet sand; compare how rubber and metal balls behave on water. Schemes have been developed - algorithms for conducting experiments (How to make dirty water in a glass become clean? What will settle faster in water: sand, clay or earth? How to make a solution for soap bubbles and so on.)
The art area also has model workshops schemes that promote the development of thinking: how to get orange, purple, brown, green paint, having paints of only four colors? First, the child, by experimenting, gets a given color, then he can consolidate his knowledge using color arithmetic: to get an orange circle, you need to add yellow to the red circle, etc.
Schematic tasks have also been thought out: how to get a chicken, ostrich, flamingo, hare, etc. from two circles.
The teachers selected subject pictures to reinforce the genres of painting: make a landscape, a still life, a portrait (in a portrait you can convey the mood of a person by inserting various cards.
In the corner of nature there are cards with an algorithm for caring for certain plants. Subject pictures for drawing up an algorithm: a seed is a plant, where the child fills in the missing steps by picking up cards.
IN play area– soft modules, game screens that a child can use in accordance with the planned plot. Also, the well-known game “Dress the Doll”, where children select clothes for the doll in accordance with the given season and weather conditions.
In the educational corner there are various games - labyrinths, object pictures for creating a logical chain “How did the bread come to the table”, “How did the shirt grow in the field?”, “How did the plate appear on the table?” etc.
The system-activity approach helps children discover new knowledge themselves, build it into a system, and apply it in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own (video or photo)
Slide 18.The teacher’s task is to make learning motivated, to teach the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem. Of course, not all educators immediately, after the approval of the Federal State Educational Standard for Preschool Education, restructured themselves and left traditional classes. A large methodological work. First of all, a survey of teachers was conducted: “Am I ready to work according to new standards?” After analyzing the questionnaires, we saw that teachers are wary of innovations; We found out exactly where teachers have difficulties. First of all, the ability to support the initiative and individuality of children, and not work according to a certain plan, without deviating from it; fear of failure when applying new approaches to educational activities. The methodological service of the preschool institution outlined a work plan to overcome the identified difficulties. First of all, a teaching hour was held “Do I know the Federal State Educational Standard for Preschool Education?”, where, in the form of a business game, teachers tried to systematize knowledge about new principles and approaches to the educational process. A business game was also held here. Common mistakes teachers”, where teachers looked at themselves from the outside and came to the conclusion that the methods previously used in working with children are already outdated and look ridiculous.
Slide 19.It was decided to continue work in this direction and in the current academic year. One of the annual tasks for the 2014-2015 school year. year sounds like this: “To promote the development of mental operations of preschoolers through the implementation of a system-activity approach to teaching and upbringing.” As part of the implementation of this task, the following activities were carried out: consultations for educators “Designing the educational process in the light of modern requirements”, “Organizing forms of partner research activities in the game.” The senior teacher and deputy for educational and methodological work prepared a seminar “System-activity approach in educational activities with preschoolers,” where teachers became acquainted with the principles of constructing educational situations using a systemic-activity approach. A workshop-seminar “Use of problem-search situations in the formation of elementary mathematical representations" The annual plan included collective reviews of the joint activities of the teacher and children using a systemic activity approach. Educators, preparing for open events, delved deeper into this problem, studied a model for constructing activities with children. We prepared thoroughly for the open viewing: first of all, we chose a topic with each teacher educational situation, determined what problem the children would have to solve, how to construct the practical part of the educational situation, and how to conduct reflection.
In order, in accordance with the annual task, to replenish the developmental environment that promotes the implementation of a systemic activity approach both in joint activities with children and in independent activities, it was decided to hold an “Auction of Pedagogical Ideas.” The teachers were told in advance what time the “auction” would take place so that they could come with ready-made ideas. During the “auction”, teachers presented their ideas for replenishing the developmental environment. The rest of the teachers, using the six hats method, analyzed this idea: what is good about it, what is bad, what can be changed. Then they decided whether they accepted the idea or not. This is how various cards-schemes, algorithms, didactic games, which were mentioned earlier.
By criticizing, stimulate the child’s activity;
Be not “ABOVE”, but “NEAR”.
teacher Yashina O.A
“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)
In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the task of organizing educational work in accordance with the new standards. The implementation of these tasks is fully facilitated by the system-activity approach.
In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.
The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.
The goal of the activity approach is to develop the child’s personality as a subject of life activity.
To be a subject is to be the master of your activity:
- set goals,
- to solve problems,
- be responsible for the results.
The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove contradictions within the domestic psychological science between systematic approach, which was developed in the research of the classics of our domestic science and activity-based, which has always been systematic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.
Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.
We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach learning, teach “fishing”, and thereby master universal learning activities, without which nothing can happen. 
It is in action that knowledge is generated.
The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.
To do this, the teacher asks a number of questions:
- what material to select and how to subject it to didactic processing;
— what methods and means of teaching to choose;
- how to organize your own activities and the activities of your children;
— how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.
Structure from the standpoint of the system-activity approach is as follows:
- the teacher creates a problematic situation;
- the child accepts the problematic situation;
— identify the problem together;
— the teacher manages search activities;
- the child carries out an independent search;
- the discussion of the results.
Main pedagogical task:
The activity approach involves:
- children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);
- students performing certain actions to acquire missing knowledge;
- identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
- developing in schoolchildren the ability to control their actions - both after their completion and during their course;
- inclusion of learning content in the context of solving specific life problems.
Speaking about the system-activity approach in education, one cannot separate this concept from educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, educational and research activities, project activities, play activities, collective creative activities - this is all that is aimed at practical communication, which has motivational conditionality and involves creating in children an attitude of independence, freedom of choice and prepares their lives - this is the system-activity approach, which undoubtedly brings , does not bear fruit immediately, but leads to achievements.
A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving
Anna Sy
System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standard for preschool education
"Tell me and I will forget,
show me and I will remember
let me act on my own and I will learn.”
Chinese wisdom.
The system-activity approach is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. Its key point is the gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.
Activity – a system of human actions aimed at achieving a specific goal.
Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L. G. Peterson).
System-activity approach to learn presupposes that children have a cognitive motive (desire to know, discover, learn, master).
The role of the teacher in the implementation system-activity approach is great, since it is the teacher who is the key figure in educational process. Principle activities highlights the child as figure in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It's hard to overestimate the role teacher's activities, its influence on the process of formation and development of the child’s personality. It's important here All: both the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his ability for self-development, and his professional competence.
Let's consider system-activity approach as the main form of organization of the NOD. Let's analyze the technology activity method, which is used during the GCD.
1. Creation of a problematic situation.
2. Target setting.
3. Motivation to activities.
4. Designing solutions to a problem situation.
5. Performing actions.
6. Analysis of results activities.
7. Summing up.
Creating a problematic situation. (process of involvement in activity)
1. Add or remove something to get most children interested.
2. Create a surprise moment or surprise effect (knock on the door, noise, rumble, etc.) .
3. Create intrigue ( “Wait, I’ll show you something interesting soon.” etc.)
Target setting.
1. Organize a special situation (replace all soap with pebbles, chalk with sugar cubes)
2. agree on something in advance with colleagues.
Motivation to activities.
1. During a walk in the fall.
- Guys, bring me the beautiful leaves that you find on the plot or at the dacha on the way to kindergarten, they are very necessary for a surprise.
Children are interested: “What surprise?”
2. The teacher needs the children’s help in something specific, he addresses children: “Today guests will come to our group, I really want them to like it with us.”
Designing solutions to a problem situation.
1. Give the opportunity to nominate various options solutions to the situation to resolve the problem. Accept any options for children and offer to make a choice.
2. In progress activities always ask 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 what exactly it is.
Analysis of results activities.
Don't ask the children whether they liked it or not. Ask necessary: “why did you do all this?” to understand whether the child has realized the goal.
Summarizing.
Praise not only for the result, but also for activity in progress.
Signs various models organizations educational process.
1. Exception training block (but not the learning process).
2. Increasing the volume of the joint block activities of adults and children, which includes not only educational activities carried out during regime moments, but also directly educational activities
3. Changing the scope and content of the concept "directly educational activities»
Comparisons:
Training model
1. A child is an object of the formative influences of an adult (adult controls, manipulates) child, takes a more active position).
2. Greater regulation educational process, use of ready-made templates (ready lesson notes) And samples.
3. Main form - training session, main activity – educational.
4. Monologue of an adult (predominance of verbal methods of work). Seating "adult opposite child"
5. Mandatory participation in educational process.
The main motive in educational process - the authority of adults (teacher, parents).
Ease of control educational process.
Joint activities of adults and children:
1. A child is a subject of interaction with adults (cooperation between an adult and a child; a child, if not equal, is equal to an adult, a child is no less active than an adult). Flexibility in the organization educational process, taking into account the needs and interests of children.
2. Organization of a nursery activities in various forms , adequate preschool age . Dialogue (communication) adult with child. Seating arrangements for adults and children "round"
3. Participation is optional. Main motive for participation(non-participation) V educational process – availability(absence) child's interest. Difficulties in exercising control educational process.
Publications on the topic:
Teacher readiness for professional activity in the context of the Federal State Educational Standard for preschool education"Teacher's readiness for professional activity in the context of the Federal State Educational Standard for Preliminary Education” “If today we teach the way we taught yesterday, we will steal.
System-activity approach in kindergarten Preschool education system modern stage development is undergoing major changes associated with the updating of legal and regulatory frameworks.
Design of the basic educational program of preschool education in accordance with the Federal State Educational Standard Municipal budget preschool educational institution « Kindergarten general developmental type No. 29" REPORT on the seminar for.
System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standard for preschool education Tell me and I will forget, show me and I will remember, let me act on my own and I will learn. Chinese wisdom Goal: improvement of theoretical.
Monitoring from the perspective of the Federal State Educational Standard of preschool education Monitoring from the perspective of the Federal State Educational Standard for preschool education Slide In connection with the release of the Federal State Educational Standard for Preschool.
