Active method of teaching kindergarten. Using active learning methods in working with preschoolers

Alena Rumyantseva
Using active learning methods in working with preschoolers

Using active learning methods in working with preschoolers.

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

The new educational situation requires methods providing in educational activities gradual increase activity, independence and creativity of children. Organizations responding to new approaches learning advocate active learning methods.

According to the definition of the Russian encyclopedia active learning methods(AMO) - methods, allowing activate educational process , induce learner to creative participation in him. task active learning methods is to ensure the development and self-development of the individual learner based on the identification individual characteristics and abilities, and special place occupies development theoretical thinking which involves understanding internal contradictions studied models.

essence active learning methods aimed at the formation of skills and abilities is to ensure that children perform those tasks in the process of solving which they independently acquire skills and abilities. Active learning methods are one of the most effective means involvement of children in educational cognitive activity.

Active Methods provide a solution educational goals in different aspects:

Formation of positive educational motivation;

Cognitive enhancement children's activity;

active involvement of children in the educational process;

Stimulation of independent activity;

Development cognitive processes- speech, memory, thinking;

Effective assimilation of a large amount of information;

Development creativity and non-standard thinking;

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

Disclosure of the personal and individual capabilities of each child;

Development of skills of independent mental work;

Development of universal skills.

Theoretical and practical foundations the problems of using active teaching methods are described in the works: L. S. Vygotsky, A. A. Verbitsky, V. V. Davydov, A. N. Leontiev, I. Ya. Lerner, M. A. Danilov, V. P. Esipov, M. V. Klarina, M Krulekht, S. L. Rubenshtein, A. M. Smolkin, and others. active learning methods the concept was laid "subject content of activity", developed by Academician A. N. Leontiev, in which cognition is an activity aimed at mastering the objective world. Making contact with objects outside world, a person learns them and enriches himself practical experience as knowledge of the world ( learning and self-learning, and the impact on it.

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

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

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

Active learning methods

Gaming methods give a search for solutions in dynamic unstable conditions and can give more than experiment: they allow work out and match several options. Emotional mood, competitiveness and proper motivation, gambling remove the impact of artificiality. Pedagogy of cooperation, joint search best solutions enable the development and systematic improvement best options collective action. From the dominance of the universal slogan "SIS - sit and listen" to active: "DID - think and do!".

Method projects is one of teaching methods, contributing to the development of independent thinking, helping the child to form confidence in their own abilities. It provides a system learning when children gain knowledge and master skills in the process of implementing a system of planned practical tasks . This is education through activity.

Relaxation is the purpose of this method- increase the level of energy in the group and relieve excessive tension that has arisen during the lesson. As a rule, it can be a physical education minute, an outdoor game.

Another active method -"Brain attack". Brainstorm (brainstorming, brainstorming)- a widely used way of producing new ideas for solving scientific and practical problems . Its purpose is to organize a collective mental activity looking for innovative ways to solve problems.

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

Bibliography

1. Veraksa N. E., Veraksa A. N. Project activity preschoolers. A guide for educators preschool institutions . - M .: Mosaic-Synthesis, 2008 - 112 pages.

2. Vygotsky L. S. The game and its role in mental development child // Questions of psychology. -1966.-№6. - P. 13-15.

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

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

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

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

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

Active teaching methods in dow - page number 1/1

Active learning methods in preschool educational institutions

What we know is limited

And what we do not know is infinite.

P. Laplace

Remember how in school years Did you enjoy playing with friends in the yard or at recess, and how upsetting was the need to read gray boring textbooks and memorize long abstruse phrases invented by adults? Let's open little secret- Today nothing has changed, and children just want to play and do not like to do incomprehensible and uninteresting things imposed on them by adults. Children do not like to sit still and silently in long, uninteresting lessons, memorize a huge amount of information and then try to retell it for no reason.

A reasonable question arises - why do we continue to use the very teaching methods that caused boredom and irritation in us, why do we do nothing to change this situation? But we all know classic example Tom Sawyer, who skillfully turned the boring forced occupation of painting the fence into exciting game, for participation in which his friends gave their most expensive treasures! The purpose, content and even the technique of the lesson remained the same - painting the fence, but how has the motivation, efficiency and quality of work changed?! This means that it is possible, even under the existing restrictions, to introduce new forms and methods of implementing educational programs into the usual practice, especially since there has been a serious need for this for a long time.

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

And the role of motivation in successful learning hard to overestimate. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study higher than the value of the student's intelligence. High positive motivation can play the role of a compensating factor in case of insufficient high ability student, however reverse direction this principle does not work - no abilities can compensate for the lack of a learning motive or its low severity and ensure significant academic success.

The goals of education, which are set by the state, society and the family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation favorable conditions to implement it natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, show initiative and independence, freely realize their abilities and educational needs, is optimal for achieving these goals. Sometimes the concepts of AMO are expanded, referring to them, for example, modern forms training organizations such as an interactive workshop, training, problem learning, cooperative learning, learning games. Strictly speaking, these are forms of organizing and conducting an integral educational event or even a subject cycle, although, of course, the principles of these forms of education can also be used to conduct separate parts lesson.

In other cases, the authors narrow the concepts of AMO, referring to them separate methods that solve specific tasks, as, for example, in the definition posted in the glossary federal portal Russian education:

In addition to dialogue, active methods also use polylogue, providing multi-level and versatile communication of all participants in the educational process. And, of course, the active method remains regardless of who uses it, another thing is that To achieve high-quality results of the use of AMO, appropriate training of the teacher is necessary.

Active learning methods is a system of methods that provide activity and diversity of mental and practical activities students in the process of learning educational material. AMOs are built on practical orientation, game action and creative character learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, group form organization of their work, involvement in the process of all senses, activity approach to learning, movement and reflection.

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

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

Methods such as “Gifts”, “Compliments”, “Greeting Noses” will help us start activities, set right rhythm, to ensure a working mood and a good atmosphere in the group. An example of AM starting the educational event "Greeting Noses". The purpose of AMO is to meet children with each other, to greet each other. All children and teacher participate. Time - 3-4 minutes. Conduct: Children stand in a circle. The teacher invites the children to say hello with as much as possible a large number children by simply saying their name and touching each other with the tip of their nose. After 3-4 minutes, the children gather again in a circle and greet each other with a smile. This is funny game allows you to start a lesson in a fun way, warm up before more serious exercises, and helps to establish contact between children.

Next example the active method is the presentation of educational material. You can use a method such as "Flower-Semitsvetik". In the process of activity, the educator regularly has to report new material. This method will allow us to orient the children in the topic, present them with the main directions of movement for further independent work with new material. A “flower-seven-flower” is attached to the information board. In the center of it is the name of the topic. Each flower petal is filled but closed. By opening the petal, the children will find out what will happen to them, what task they need to complete. The petals open as the material is presented. Thus, all new material is presented visually and in a clearly structured order, its key points.

Another active method is Brainstorming. Brainstorming (brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is to organize collective mental activity to find non-traditional ways to solve problems. Participants brainstorming they encourage the free expression of expectations and fears in the lesson and the promotion of ideas without any criticism from the participants of the lesson at the time of the birth of original and non-standard ideas, but with their subsequent critical consideration.

During joint activities such an active method as relaxation is used. The purpose of this method is to increase the energy level in the group and relieve excessive tension that has arisen during the session. As a rule, it can be a physical education minute, an outdoor game.

At the end of the lesson, the active method "Cafe" is used, with which you can sum up the results. The teacher invites the children to imagine that they spent today in a cafe and now the director of the cafe asks them to answer a few questions: What did you like best? What else would you eat? What else do you want to add? What did you overeat? Of course, only children of older preschool age can answer these questions. The task of the educator with the help of these questions is to find out what the children have learned well, and what needs to be paid attention to in the next lesson. Feedback from children allows you to adjust tasks for the future.

So discreet and fun class will take place using active teaching methods, bringing pleasure to children and the teacher.

The systematic and purposeful use of active methods provides high-quality training, education, development and socialization of students, brings pleasure and satisfaction to all participants in the educational process.

Dear colleagues, mastering the AMO technology will allow you to make classes modern, meeting the needs of students, parents, society, and time.

The article gives detailed description active teaching methods and features of their use.

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AMO technology - educational technologies of new standards

AT recent times Russian system education is undergoing constant change. The modernization of the learning process steadily leads each educator to the understanding that it is necessary to look for such pedagogical technologies that would be able to interest pupils and motivate them to study the subject.
How to make sure that our pupils, not under pressure, but playing, can independently discover new knowledge, evaluate their work and, ultimately, show high results?

How to make each student feel comfortable, interesting and at the same time understandable in class or at any other event? How to harmoniously weave gaming moments into the outline of the lesson? How to choose one or another method for any stage of the lesson in order to achieve maximum result? These and many other questions are answered by AMO Technology.

Now in question on the development of standards for preschool institutions. A standard is a social convention norm, a social contract between the family, society and the state.

If earlier in most complex programs there were sections that corresponded to certain academic subjects, now we are talking about the aggregateeducational areas.

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

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

New strategy old pedagogical tools not to be implemented, new educational technologies and methods are required. These technologies should create conditions for effective and high-quality education, upbringing, development and socialization of the child.

To date, experience shows that active learning methods effectively solve the new tasks set for education.

What is the technology of active learning methods?

Today there are various classifications active learning methods. To AMO interactive seminar, training, problem-based learning, learning in collaboration, project learning, learning games.

The adopted new Federal State Educational Standards finally convinced of the need to create a full-fledged educational technology which allows to systematically and effectively use AMO in the educational process.

In technology, two components can be distinguished - structure and content.

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

By structure, in accordance with the technology, the entire educational event is divided into logically connected phases and stages:

Phase 1. Start of the educational event
Stages:

initiation (greeting, introduction)

You can unusually start the lesson by inviting the children to say hello with their elbows.

The method "Say hello with elbows"

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

Note: This funny game allows you to start the lesson in a fun way, warm up before more serious exercises, and promotes the establishment of contact between children.

entry or immersion in the topic (determining the objectives of the lesson)

Instead of the usual oral story of the educator about new topic You can use the following method to present new material:

Info Guessing Method

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

H-R, when studying the topic "Vegetables", offer children using geometric figures, color, shape, including an association, to say what is at stake. And smoothly lead to the definition of a new topic.

determination of pupils' expectations (planning personal meaning classes and the formation of a safe educational environment)

The methods used at this stage allow for the effective clarification of expectations and concerns and the setting of learning objectives.
Method "Mood sensor" (with the help of funny or sad emoticons, children, putting on the sensor, determine the mood)

Phase 2. Work on the theme
Stages:

consolidation of the studied material (discussion of homework)

discussion of the previous topic.

Method "Find a Pair" (Theme "Fruits" one child describes the fruit, the second finds a clue)

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

The “Magic Bag” method (pulling one item out of the bag, tell about it, give information)

study of the content of the topic (group work of pupils on the topic of the lesson)

Confusion method (help the artist color only the vegetables)

Phase 3. Completion of the educational event
Stages:

emotional release (warm-ups)

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

debriefing (reflection, analysis and evaluation of the lesson)

Children independently analyze and evaluate the lesson.

The Sun Method. Show the cards to the children.the image of three faces: cheerful,neutral and sad.

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

At this stage, there is a clarification and receipt of feedback from the children, from the past lesson.

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

Internal content active methods is to create with their help a free creative environment, filling each action of pupils with meaning, understanding and motivation, involving all participants in the educational process in the general conscious work, giving this process personal significance for each of its participants, ensuring the independence of pupils in setting goals and determining ways to achieve them, organization teamwork and building true subject-subject relations.

essence , value core This technology is that pupils, thanks to AMO, are involved in a rich educational process without coercion, of their own free will, and their motivation is determined not by fear of punishment, not by the desire to please the teacher or parents, not by the goal of getting an assessment, but, first of all,own interest in learning activities in this form. In AMO technology, the framework for coercion to learning is removed - effective, rich, full-fledged, high-quality learning becomesstudent's choice. And this mainly determines the effects of this technology.

With the systematic use of active methods, the role of the educator changes fundamentally. He becomes a consultant, mentor, senior partner, which fundamentally changes the attitude of the pupils towards him - from the "controlling body" the educator turns into a more experienced friend playing in the same team with the pupil. The trust in the educator is growing, his authority and respect among children is growing. It requires psychological adjustment and special training a teacher in designing such a lesson, knowledge of active teaching methods, moderation technology, psychophysiological characteristics of preschoolers. But all these investments are more than paid off by the effects of the introduction of AMO.

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Active learning methods in preschool

A reasonable question arises - why do we continue to use the very teaching methods that caused boredom and irritation in us, why do we do nothing to change this situation? But we all know the classic example of Tom Sawyer, who skillfully turned a boring forced fence-painting lesson into an exciting game in which his friends gave away their most precious treasures to participate! The purpose, content and even the technique of the lesson remained the same - painting the fence, but how has the motivation, efficiency and quality of work changed?! This means that it is possible, even under the existing restrictions, to introduce new forms and methods of implementing educational programs into the usual practice, especially since there has been a serious need for this for a long time.

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

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

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

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

Indeed, with the help of active methods it is possible to effectively solve problems, but the goals and objectives of AME are not limited to this, and the possibilities of active methods are different not only in the sense of “activating educational and training and production activities”, but also in terms of the variety of educational effects achieved, too. In addition to dialogue, active methods also use polylogue, providing multi-level and versatile communication of all participants in the educational process. And, of course, the active method remains regardless of who uses it, another thing is that To achieve high-quality results of the use of AMO, appropriate training of the teacher is necessary.

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

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

AM start educational event

Methods such as "My Flower", "Portrait Gallery", "Hello With Elbows", "Measure Each Other" or "Flying Names" will effectively and dynamically help you start the lesson, set the right rhythm, ensure a working mood and a good atmosphere in the classroom.

Example of AM starting an educational event

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

The method "Say hello with elbows"

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

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

The teacher tells the students that they have only five minutes to complete the task. During this time, they should greet as many classmates as possible by simply saying their name and touching each other with their elbows.

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

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

AM clarification of goals, expectations and concerns

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

Example of AM Clarifying Goals, Expectations and Concerns

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

Method "Orchard"

Target - For the teacher (class teacher), the results of applying the method will allow a better understanding of the class and each student, the materials received by the teacher ( classroom teacher) will be able to use in the preparation and conduct of lessons ( extracurricular activities) to ensure a student-centered approach to students.

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

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

Holding :
Two large posters are prepared in advance with a tree drawn on each of them. One tree is signed "Apple tree", the second - "Lemon tree". Students are also given large apples and lemons cut out of paper in advance.

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

Students are invited to write their expectations on apples, and fears on lemons. Those who wrote down go to the respective trees and use adhesive tape to attach the fruits to the branches. After all the students have attached their fruits to the trees, the teacher voices them. After voicing expectations and concerns, it is possible to organize a discussion and systematization of the formulated goals, wishes and concerns. In the process of discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher sums up the results of clarifying expectations and concerns.

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

AM presentation of educational material

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

An example of an AM presentation of educational material

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

Info Guessing Method

Method goals : presentation of new material, structuring the material, revitalizing the attention of students.
Groups : All participants.
Time : Depends on the amount of new material and lesson structure.
Material : prepared paper sheet, colored markers.

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

Thus, all new material is presented visually and in a clearly structured form, its key points are highlighted. The "blank spots" existing at the time of the presentation on this topic are gradually being filled.

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

This method of presenting the material helps students to follow the argument of the teacher and see the current this moment storytelling aspect of the theme. A clear division of the general flow of information contributes to a better perception. "Blank spots" are stimulating - many participants will begin to think about what the next, as yet undesignated sections of the topic will be.

Active learning methods in preschool educational institutions

Prepared by:

Bezushko Irina Alekseevna,

educator MDOAU

"Kindergarten No. 83" Iskorka "Orsk

What we know is limited
And what we do not know is infinite.
P. Laplace

Remember how in your school years you liked to play with friends in the yard or at breaks, and how upset you were to read gray boring textbooks and memorize long abstruse phrases invented by adults? Let's open a little secret - nothing has changed today, and children just want to play and do not like to do incomprehensible and uninteresting things imposed on them by adults. Children do not like to sit still and silently in long, uninteresting lessons, memorize a huge amount of information and then try to retell it for no reason.
A reasonable question arises - why do we continue to use the very teaching methods that caused boredom and irritation in us, why do we do nothing to change this situation? But we all know the classic example of Tom Sawyer, who skillfully turned a boring forced fence-painting lesson into an exciting game in which his friends gave away their most precious treasures to participate! The purpose, content and even the technique of the lesson remained the same - painting the fence, but how has the motivation, efficiency and quality of work changed?! This means that it is possible, even under the existing restrictions, to introduce new forms and methods of implementing educational programs into the usual practice, especially since there has been a serious need for this for a long time.
If a game is a habitual and desirable form of activity for a child, then it is necessary to use this form of organizing activities for learning, combining the game and the educational process, more precisely, using a game form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering of the educational program by schoolchildren.
And the role of motivation in successful learning cannot be overestimated. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the value of motivation for successful study is higher than the value of the student's intellect. High positive motivation can play the role of a compensating factor in the case of insufficiently high student abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low severity and ensure significant academic success.
The goals of education set by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, show initiative and independence, freely realize their abilities and educational needs, is optimal for achieving these goals. Sometimes the concepts of AMO are expanded, referring to them, for example, modern forms of organization of learning such as an interactive seminar, training, problem-based learning, learning in cooperation, learning games. Strictly speaking, these are forms of organizing and conducting an integral educational event or even a subject cycle, although, of course, the principles of these forms of education can also be used to conduct individual parts of the lesson.

ACTIVE LEARNING METHODS- methods that stimulate the cognitive activity of students. They are built mainly on a dialogue that involves a free exchange of views on ways to resolve a particular problem. A.m.o. are characterized by a high level of student activity. The possibilities of various teaching methods in the sense of activating educational and educational-industrial activities are different, they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who applies it.
In addition to dialogue, active methods also use polylogue, providing multi-level and versatile communication of all participants in the educational process. And, of course, the method remains active regardless of who uses it, another thing is that in order to achieve high-quality results of using AMO, appropriate teacher training is necessary.
Active teaching methods are a system of methods that ensure the activity and variety of mental and practical activities of students in the process of mastering educational material. AMOs are built on a practical orientation, game action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, the group form of organizing their work, involving all senses in the process, an activity approach to learning, movement and reflection.
The effectiveness of the process and learning outcomes using AMO is determined by the fact that the development of methods is based on a serious psychological and methodological basis.
Directly active methods include methods used within the educational event, in the process of its implementation. For each stage of the lesson, its own active methods are used to effectively solve specific tasks of the stage.
Directly active methods include methods used within the educational event, in the process of its implementation. For each stage of the lesson, its own active methods are used to effectively solve specific tasks of the stage.
Methods such as “Gifts”, “Compliments”, “Hello Noses” will help us start activities, set the right rhythm, ensure a working mood and a good atmosphere in the group. An example of AM starting the educational event "Greeting Noses". The purpose of AMO is to meet children with each other, to greet each other. All children and teacher participate. Time - 3-4 minutes. Conduct: Children stand in a circle. The teacher invites the children to say hello to as many children as possible by simply saying their name and touching each other with the tip of their nose. After 3-4 minutes, the children gather again in a circle and greet each other with a smile. This funny game allows you to have a fun start to a lesson, warm up before more serious exercises, and helps to establish contact between children.
The next example of an active method is the presentation of educational material. You can use a method such as "Flower-Semitsvetik". In the process of activity, the educator regularly has to report new material. This method will allow us to orient the children in the topic, present them with the main directions of movement for further independent work with new material. A “flower-seven-flower” is attached to the information board. In the center of it is the name of the topic. Each flower petal is filled but closed. By opening the petal, the children will find out what will happen to them, what task they need to complete. The petals open as the material is presented. Thus, all new material is presented visually and in a clearly structured manner, its key points are highlighted.
Another active method is Brainstorming. Brainstorming (brainstorming, brainstorming) is a widely used method of producing new ideas to solve scientific and practical problems. Its goal is to organize collective mental activity to find non-traditional ways to solve problems. Brainstorming participants are encouraged to freely express expectations and fears in the session and put forward ideas without any criticism from the participants in the session at the time of the birth of original and non-standard ideas, but with their subsequent critical consideration.
In the course of joint activities, such an active method as relaxation is used. The purpose of this method is to increase the energy level in the group and relieve excessive tension that has arisen during the session. As a rule, it can be a physical education minute, an outdoor game.
At the end of the lesson, the active method "Cafe" is used, with which you can sum up the results. The teacher invites the children to imagine that they spent today in a cafe and now the director of the cafe asks them to answer a few questions: What did you like best? What else would you eat? What else do you want to add? What did you overeat? Of course, only children of older preschool age can answer these questions. The task of the educator with the help of these questions is to find out what the children have learned well, and what needs to be paid attention to in the next lesson. Feedback from children allows you to adjust tasks for the future.
So the lesson will be imperceptible and fun using active learning methods.

AMO technology - educational technologies of new standards

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

How to make each student feel comfortable, interesting and at the same time understandable in class or at any other event? How to harmoniously weave gaming moments into the outline of the lesson? How to choose one or another method for any stage of the lesson in order to achieve maximum results? These and many other questions are answered by AMO Technology.

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

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

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

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

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

To date, experience shows that active learning methods effectively solve the new tasks set for education.

What is the technology of active learning methods?

Today there are various classifications of active learning methods. To AMO interactive seminar, training, problem-based learning, learning in collaboration, project learning, learning games.

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

In technology, two components can be distinguished - structure and content.

In terms of content, the methods included in the technology represent an ordered set (system) of AMO, which ensures the activity and variety of mental and practical activities of pupils throughout the entire educational event.
The educational activity of the methods included in this system is based on the practical orientation, game action and the creative nature of learning, interactivity, various communications, dialogue, the use of knowledge and experience of pupils, the group form of organizing their work, involving all the senses in the process, an activity approach to learning, movement and reflection.

Appendix

Active learning methods

Active teaching methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of such a system of methods, which is aimed at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

AM start educational event

Methods such as "My Flower", "Portrait Gallery", "Hello with your elbows", "Say hello with your eyes", "Measure each other" or "Flying Names" will effectively and dynamically help you start a lesson, set the right rhythm, ensure a working mood and good atmosphere in the group.

The method "Say hello with elbows"

Purpose - Meeting each other, greeting, getting to know each other
The number is the whole group.
Preparation: Chairs and tables should be set aside so that children can move freely around the room.
Conduct:
The teacher asks the children to stand in a circle. Then he invites them to pay off the first-second-third and do the following:
Each "number one" puts his hands behind his head so that the elbows are pointing in different directions;
Each "number two" rests his hands on the hips so that the elbows are also directed to the right and left;
Each "number three" bends forward, puts his hands on his knees and puts his elbows out to the sides.
The teacher tells the pupils that they are given only five minutes to complete the task. During this time, they should greet as many classmates as possible by simply saying their name and touching each other with their elbows.
After five minutes, the children gather in three groups so that the first, second and third numbers are respectively together. After that, they greet each other within their group.
Note: This funny game is a fun way to start a class, to warm up before more serious exercises, and to promote bonding between children.

Method "Hello eyes"

Purpose: greeting, creation positive attitude to work
“Now I will say hello to each of you. But I will say hello not with words, but silently - with my eyes. At the same time, try to show with your eyes what mood you are in today.

AM clarification of goals, expectations and fears.
Methods such as the Shopping List, Expectation Tree, What's on My Heart, and Colored Sheets are effective in clarifying expectations and concerns and setting learning goals.

Method "Orchard"

The goal is for the educator to use the results of the application of the method to better understand the group and each child, and the resulting materials can be used in the preparation and conduct of classes to ensure a student-centered approach to pupils.
This method will allow students to more clearly define their educational goals, voice their expectations and concerns, so that teachers can know and take them into account in the educational process.
The number is the whole group.
Preparation: Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, adhesive tape.
Conduct:
Two large posters are prepared in advance with a tree drawn on each of them. One tree is signed "Apple tree", the second - "Lemon tree". Pupils are also given large apples and lemons cut out of paper in advance.
The teacher invites the children to try to more clearly define what they expect (would like to receive) from the lesson (task) and what they fear. There may be several expectations and fears. Expectations/concerns include the forms and methods of teaching, the style and methods of working in the classroom, the atmosphere in the group, the attitude of adults and children, etc.
Children are invited to draw their expectations schematically on apples, and fears - on lemons. Those who drew go to the corresponding trees and use adhesive tape to attach fruits to the branches. After all the children attach their fruits to the trees, the teacher voices them. After voicing expectations and concerns, it is possible to organize a discussion and systematization of the formulated goals, wishes and concerns. In the process of discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher sums up the results of clarifying expectations and fears.
Note: Before starting to clarify expectations and fears, the educator explains why it is important to clarify goals, expectations and fears. It is encouraged that the caregiver also participates in the process by voicing their goals, expectations and concerns.

Method "What's in my heart"

Preparation: children are given hearts cut out of paper.

Sometimes we can hear in communication with each other such words as "I have a light heart" or "I have a heavy heart." Starting any business, a person has expectations and fears. Expectations remind us of something light, airy, and fears - heavy. Let's determine with you when and why in the lesson it can be hard on the heart, and when it's easy, and what it is connected with. To do this, on one side of the heart, draw the reasons why your heart is heavy now, and the reasons why your heart is light.

At the end of the lesson, we will return to these hearts and find out if your fears were confirmed or if you felt cozy and comfortable in the lesson.

Exercise "License to Acquire Knowledge"

By doing this exercise, group members can formulate for themselves what they would like to learn and what motivates them to do so. They also have the opportunity to become aware of both desirable and undesirable consequences of your learning. In addition, they can understand what knowledge they need, and what kind of training is not yet time. This exercise will help participants approach learning more meaningfully and responsibly, learn to take into account and productively use their internal resistance which inevitably arises when learning something new.

Please think about what you want to learn, and then about what you are already ready for and what you are not. Now make yourself a "License to Acquire Knowledge."

Questions for analysis:

Is my desire to learn appropriate for my age?

Also indicate what limits your learning opportunities. Draw what you do not yet allow yourself to learn. Give a rationale by answering the question above for yourself again.

And in conclusion, identify and note which "institution" issued you this license. Perhaps your own inner voice led you to this decision? Or is it your family's expectations? Or something else?

AM presentation of educational material

In the process of activity, the teacher regularly has to communicate new material to students. Methods such as "Info-guessing", "Cluster", "Brainstorming" will allow you to orient students in the topic, present them with the main directions of movement for further independent work with new material.
Instead of the teacher's usual oral story about a new topic, you can use the following method of presenting new material:

Info Guessing Method

Objectives: presentation of new material, structuring of the material, revitalization of pupils' attention.
Groups: all members.
Material: prepared paper sheet, colored markers.
Conduct:

The teacher names the topic of his message. A sheet of whatman paper is attached to the wall, the name of the topic is indicated in its center. The rest of the sheet space is divided into sectors, numbered but not yet filled. Starting from sector 1, the teacher enters (draws) in the sector the name of the section of the topic, which he will now begin to talk about in the course of the message. Students are encouraged to think about what aspects of the topic might be discussed further in the report. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector (you can write down topics and key points with markers of different colors). They are included on the poster in the course of the message. Having finished the presentation of the material on the first section of the topic, the teacher enters the name of the second section of the topic into the second sector, and so on.
Thus, all new material is presented visually and in a clearly structured form, its key points are highlighted. The "blank spots" existing at the time of the presentation on this topic are gradually being filled.
At the end of the presentation, the teacher asks the question whether all the expected sections were really covered by him, and whether there are any aspects of the topic that were not mentioned. After the presentation, it is possible to conduct a brief discussion on the topic and, if the students have questions, the teacher gives answers to them.
This method of presenting the material helps students to follow the argument of the teacher and see the aspect of the topic that is relevant at the moment of the story. A clear division of the general flow of information contributes to a better perception. "Blank spots" are stimulating - many participants will begin to think about what the next, as yet undesignated sections of the topic will be.

Brainstorming Method

Brainstorming is a method of generating new ideas for solving scientific and practical problems. Its goal is the organization of collective mental activity in search of non-traditional ways of solving problems.

Brainstorming is usually done in groups of 5-7 people.

The first stage is the creation of a bank of ideas, possible solutions Problems.

Any proposals are accepted and recorded on the board or poster. Criticism and commenting are not allowed. The time limit is up to 15 minutes.

The second stage is a collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals, to try to combine them.

The third stage is the selection of the most promising solutions in terms of currently available resources. This stage can even be delayed in time and carried out in the next lesson.

The problem formulated in the lesson on the methodology brainstorming should have theoretical or practical relevance and arouse the active interest of schoolchildren. General requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous solutions to the problem that is put forward before the children as learning task.

Cluster Compilation Method

The meaning of this technique is to try to systematize the existing knowledge on a particular problem.

A cluster is a graphical organization of material that shows the semantic fields of a particular concept. The word cluster in translation means a beam, a constellation. The child draws in the center of the sheet key concept, and from it draws arrow-rays in different directions, which connect this word with others, from which, in turn, the rays diverge further and further.

The cluster can be used on most different stages lesson.

At the challenge stage - to stimulate mental activity.

At the stage of comprehension - to structure the educational material.

At the stage of reflection - when summing up what the children have learned.

The cluster can also be used to organize individual and group work both in a group and at home.

Portal for the student. Self-training

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In technology, two components can be distinguished - structure and content.

By structure, in accordance with the technology, the entire educational event is divided into logically connected phases and stages:

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