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1. The material must correspond to the declared topic for placement in the appropriate section of the selected topic:
- Topical issues of modern preschool, primary and general secondary education
- Child Development before school age
- Pedagogical Initiative
- Information technologies in the modern educational process in the context of the implementation of the Federal State Educational Standard
- The role of modern pedagogical technologies in improving the quality of education
- Panorama of pedagogical technologies - 2017
- Ways to organize active learning within the framework of GEF
- Modern lesson: effective organization educational process
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"ACTIVE LEARNING METHODS USED WHEN WORKING WITH PRESCHOOL CHILDREN UNDER THE CONDITIONS OF THE IMPLEMENTATION OF THE GEF DOE"
Publication date: 02/19/17
WHEN WORKING WITH PRESCHOOL CHILDREN UNDER THE CONDITIONS OF THE IMPLEMENTATION OF THE GEF DOE "
The changes taking place in the world have necessitated the development of new approaches in the system of education and upbringing. New goals were set for teachers of preschool educational institutions: the formation of universal learning activities and motivation for learning. The content of education does not change much, the role of teachers changes significantly, who will need to build the process of education and upbringing not only as a system for acquiring knowledge, skills and abilities, but also as a process of personal development. The teacher must understand how to organize the process of education and upbringing in such a way that children ask themselves the questions “What do I need to learn?”, “How can I learn this?”. Education and upbringing should be built as a process of "discovery" of specific knowledge by each child. From a passive listener, the child must turn into an independent, critically thinking person. Today it is important to provide general cultural, personal and cognitive development child.The content of education is enriched with new procedural skills, development of abilities, information handling, creative problem solving of science and practice with an emphasis on the individualization of educational programs.
the main task each teacher - not only to give students a certain amount of knowledge, but also to develop their interest in learning, to teach them how to learn. Without well-designed teaching methods, it is difficult to organize the assimilation of program material.The teacher needs not only to tell and show everything in an accessible way, but also to teach the student to think, to instill in him the skills practical action. In my opinion, this can contribute active forms and teaching methods.
Relevance: interest in active learning methods is caused by an urgent need to improve the modern didactic system and do it with the least risk, i.e. due to the skill of the teacher, and not overloading preschoolers. Education will be able to fulfill its role only when it gets access to the innermost interests of the individual, the deepest aspects of social life, it is for this that parity (equal) communication is necessary.
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Today we continue to talk about a qualitatively new interaction of preschool organizations based on a specially organized joint activities, as a result of which a single point of view is formed on the essence of the problem of continuity and ways to solve it.
Before the administration of our preschool and elementary school the task arose: to organize work to ensure interaction without breaking successive ties in the goals and objectives, content and methods, forms of organization of training and education, taking into account the development of preschoolers based on the pedagogical technologies of preschool educational institutions.
The question arises: What are the pedagogical technologies of continuous (preschool and elementary) education are a relevant means of ensuring continuity?
In accordance with the Federal State Educational Standard, priority among the selected technologies, as in kindergarten, and at school should be given to technologies based on the principles of developing education.
“The most important thing is not that
the student uses new technologies,
and how this use contributes
improve his education.
S. Ermann
Many of the presented technologies are familiar to us and are often applicable in our work, but as experience shows, they are not effective enough:
- health-saving technologies
- design technology
- research technology
- information and communication technologies
- student-centered technologies
- technology portfolio
- gaming technology
For quite a long time, being in search of new technologies and forms of work, we still found ...
As they say: while everyone was looking for princes ... and we found the King!
Namely, modern technology AMO oriented to the standard of preschool and primary general education that allows you to effectively manage the educational process.
Have you heard of AMO technology?
Having studied AMO technology in detail, you will be able to manage ACTIVELY MOBILE, what do you think? Of course EDUCATIONAL process!
Active Methods learning is a system of methods that provide activity and diversity of mental and practical activities pupils in the process of mastering the developing material.
What are the benefits of AMO?
First of all, AMOs are built on a practical orientation, game action and creative nature learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of educators, the group form of organizing their work, involving all the senses in the process, an activity approach to learning, movement and reflection, which is what the Federal State Educational Standards of DO and NOO require from us.
Active learning methods have their own distinctive features, you can see them on the slide:
- group form of organizing the work of participants in the educational process;
- use of an activity approach to learning;
- practical orientation of the activities of participants in the educational process;
- playful and creative nature of learning;
- interactivity of the educational process;
- inclusion in the work of various communications, dialogue and polylogue;
- use of knowledge and experience of students;
- involvement in the learning process of all senses;
- reflection of the learning process by its participants.
There are two main components in AMO technology – structure and content.
According to the structure, in accordance with the technology, the entire educational event is divided into logically connected phases and stages, you can see them on the slide:
Phase 1. Beginning educational event
Stages:
- Initiation (greeting, introduction)
- Entering or immersing in a topic (determining the objectives of the lesson)
- Determination of expectations, fears of students (planning personal meaning classes and the formation of a safe educational environment)
Phase 2. Work on the theme
Stages:
- Consolidation of the studied material (review of the past, discussion of homework)
- Interactive lecture (transmission and explanation by the teacher of new information)
- Studying the content of the topic (group work students on the topic of the lesson)
Phase 3. Completion of the educational event
Stages:
- Emotional discharge (warm-up)
- Summarizing (reflection, analysis and evaluation of the lesson)
Each stage is a full-fledged section of the educational event. The volume and content of the stage is determined by the theme and goals of the educational event. Each stage has its own functional load, has its own goals and objectives, and in addition contributes to the achievement of the overall goals of the educational event. Being logically connected and mutually complementing each other, the phases and stages of the educational event ensure the integrity and consistency of the entire educational process, give a complete look to the lesson.
At each stage of the educational event, its own active methods are used to solve problems. specific tasks this stage.
So, for example, teachers of our preschool educational institution in the practice of applying the project method use AMO as a means of activation, diversity, interaction cognitive activity children. With the help of active learning methods, they develop the ability to work in a team, carry out joint project and research activities defend one's position personal opinion and be tolerant of others, take responsibility for yourself and the team.
In order to obtain better educational effects, the teachers of the group have drawn up a plan for the phased introduction of active methods in the classroom.
Our pupils start each educational event with pleasure with a greeting, due to which a positive atmosphere is created in the group, the mood for educational activities. To do this, we use the methods "Welcome Circle" , "Smile, smile!" , "Wishes" and etc.
A smooth transition to the direct content of the lesson occurs at the stage of determining the objectives of the lesson. For our students, this is very important point, since the definition of goals allows each child to understand what results he can achieve by the end of the lesson and focus on the activities that lead to the planned results. Using active methods "Guess!" , "Confusion" the goal-setting stage, which is rather difficult for preschoolers, passes easily and naturally.
Clarifying existing expectations and fears in success own activities in pupils helps us to mark children with low self-esteem for subsequent individual work. In doing so, we use the methods "Tree of Expectations" , "Film Reel" , "Backpack and Briefcase" and etc.
We work on the topic in different ways. It depends on the implemented educational field specific occupation, its goals and objectives. The active methods used at this stage allow us to hold the attention of children, activate them mental activity, involve in team work on the practical development of the studied material.
In the process of correctional and educational activities, we take into account the psychophysical and individual characteristics of our students and do not forget about the restorative power of relaxation, physical minutes. Change mental work fun workout (physical minute) allows you to remove psychological stress and energize and positive emotions to continue learning.
The active methods we use in the debriefing phase, such as "Film Reel" , "A circle" allow all participants to once again, as it were, let through everything that has passed in the lesson. Our children develop awareness of their actions, a clear understanding of how the efforts invested contributed to personal achievements and success in the classroom. This strengthens the motivation and self-confidence of the children.
In the process of introducing something new, there are always difficulties. For us, the difficulty is the selection of active teaching methods for each stage of the lesson, since there are very few ready-made methods developed for preschool children. Considering that each method must correspond to the goals of the stage, the goals of the entire lesson and the topic of the lesson, we often develop our own active methods or adapt existing AMOs to the goals, objectives of the lesson and the characteristics of our students.
Our experience shows that when interacting with the families of pupils, AMO technology is good helper in organizing and holding events. Organizing events for parents (parent meetings, consultations, living rooms), we use this technology to activate parents, to involve them in the process of accompanying the child.
When conducting integrated classes, AMO technology is an indispensable didactic tool. These methods make it possible to develop the thinking of preschoolers, contribute to their involvement in solving problems in accordance with age capabilities, develop practical skills and abilities, encourage practical and mental activity.
With the help of AMO technology, we effectively correct shortcomings and form a psychological basis for the full development of the child's personality. When organizing a comprehensive and systemic learning children learn forms of communication, master educational and social skills. This gives children relative independence and the greatest possible independence in the world around them.
Thus, the use of AMO technology by teachers of the group creates optimal conditions for successful preparation preschoolers to schooling.
Literature:
- Dmitry Medvedev. Text of the Message of the President Russian Federation (extract), 12. 11. 2009
- Pakhomova N.Yu. Project based learning - what is it? From experience method. work. Digest of the magazine "Methodist". / Comp. Pakhomov. Scientific Ed. EM. Nikishin. – M.: AMK i PRO, 2004.
- Polat E.S. New pedagogical and Information Technology in the education system. - M., 1999.
- correct definition of the topic of the lesson, careful selection program content and objectives;
- inclusion previous experience children in the educational process (using the method of apperception);
- a thoughtful combination of individual and group forms of work with children, changing the types of activities of preschoolers;
- usage interactive methods training, activation of mental activity of children at all stages of the lesson;
- high professional qualities educator, which will ensure creative cooperation and interaction;
- the presence of a meaningful gaming subject-developing environment, rich didactic material;
- obligatory consideration of the age and individual characteristics of children, their creativity.
Interactive technologies in teaching preschoolers
Interactive technologies means to interact, communicate with someone; this is special shape organization of cognitive and communicative activity, in which all participants (everyone interacts freely with everyone, participates in an equal discussion of the problem).
Interactivity develops a child's responsibility, self-criticism, develops creativity, teaches to correctly and adequately assess their strengths, to see "white spots" in their knowledge. main element interactive lesson- dialog.
During interactive learning, children actively communicate, argue, disagree with the interlocutor, prove their opinion.
One of the main conditions for conducting a lesson in a preschool educational institution is the use of interactive teaching methods, the activation of the mental activity of children at all stages of the lesson.
Interactive methods of teaching and interacting with children
Interactive teaching methods are ways of purposeful interaction between an adult and children that provide optimal conditions for their development.
Interactive learning for preschoolers is a specific form of organizing educational activities, the purpose of which is to provide comfortable conditions for interaction in which each child feels his successes and, performing a certain intellectual work, achieves high performance.
Interactive teaching methods provide such learning that enables children in a lesson in pairs, microgroups or small groups to work through educational material, talking, arguing and discussing various points vision.
Interactive methods of teaching and developing the speech of preschoolers
Microphone- a method of work, during which the children, together with the teacher, form a circle and, passing an imitated or toy microphone to each other, express their thoughts on given topic.
For example, a child takes a microphone, talks about himself in a few sentences, and passes the microphone to another child.
All statements of children are accepted, approved, but not discussed.
Debate- a method of work in which children stand in a circle, express their thoughts on a given topic, passing the microphone to each other, but the statements are discussed: children ask each other questions, answer them, looking for a way to solve the problem.
(For example, Serezha is in a bad mood, so the children suggest ways to cheer up or eliminate the problem that affected the boy’s mood).
together- a method of work in which children form working pairs and perform the proposed task, for example, take turns describing a picture.
Chain- a method of work during which children discuss tasks and make their proposals in a simulated chain. For example, they compose a fairy tale according to a table in which the course of a future fairy tale is presented in drawings or in conditional marks.
Another way to use this method: the first child names an object, the second one names its property, the third one names an object with the same properties.
For example, carrots - sweet carrots - sugar is sweet - white sugar - snow is white ... etc.
Snowball- a method of work in which children are united in small groups and discuss problematic issue or perform general task by agreeing on a clear sequence of actions for each member of the group.
For example, they build a house, where they agree in advance on the sequence of actions of each member of the team and on the color with which this or that child will work.
Synthesis of thoughts- a method of work in which children are united in small groups, performing a certain task, for example, a drawing on a piece of paper.
When one group draws, it transfers the drawing to another group, whose members finalize the completed task. Upon completion of the work, they make up a general story about what was completed and why.
Circle of Ideas- interactive teaching methods, when each child or each group performs one task, for example, compose a fairy tale in a new way, discuss it, then make suggestions or ideas (for example, how else can you finish the fairy tale so that Kolobok stays alive; how to help Kolobok outwit the fox etc).
General project- a method of work, during which children are combined into several groups (3-4).
Groups receive different tasks, each of which is aimed at solving a certain aspect of one problem, for example, drawing and talking about your favorite winter activities.
Each group presents its own "project" - collective work " Winter fun and discuss it together.
Associative flower- a method of work in which children are united in several groups to solve a common problem: the “middle” of a flower with an image is fixed on the board a certain concept, for example, "toys", "flowers", "fruits", "animals".
Each group selects association words or association pictures that are pasted around this concept. The team that creates the largest flower wins (with the largest number selected pictures-associations or words-associations).
"Decision tree"- a method of work that includes several stages:
- Choosing a problem that does not have an unambiguous solution, for example, "What does a tree need to be happy?".
- Considering a diagram in which the rectangle is the "trunk" (which indicates this problem), the straight lines are the "branches" (the ways to solve it), and the circles are the "leaves" (the solution to the problem).
- Problem solving: children in subgroups agree, discuss and draw, for example, a butterfly, a bird, and the like, placing them on the “decision tree” and explaining their choice.
Multi-channel activity method- a method of working with children, during which various analyzers: sight, hearing, touch, taste, smell.
For example, when examining a picture, it is advisable to use the following sequence: highlighting the objects depicted in the picture; representation of objects through perceptions by various analyzers.
After considering all the objects depicted in the picture, it is worth putting the children creative tasks:
- "listen" to the sounds of the picture through the "headphones";
- conduct virtual dialogues on behalf of the depicted characters;
- feel the "aroma" of the flowers depicted in the picture;
- "to go beyond the depicted";
- mentally touch the picture, determine what its surface is (warm, cold), what weather (windy, rainy, sunny, hot, frosty) and the like.
For example, when considering the painting "A Walk in the Forest" it is worth asking next questions: What do you think the girls are talking about? Consider the bark of trees, what is it?
Listen to the sounds of leaves rustling, magpies chirping, etc.
Discussion is a method of collective discussion of some complex issue. All participants in the educational process are actively involved in the discussion, all children are actively involved.
"Discussion" from English is what is subject to discussion, dispute.
At the end of the discussion, a single collective decision tasks, problems or recommendations. Questions (tasks) must be proposed no more than five.
They should be formulated in such a way that it is possible to express different views regarding the problem at hand.
Children learn to express their own opinion: “I think…”, “I think…”, “In my opinion…”, “I agree, but…”, “I disagree because…”.
"Brain attack ( brainstorm)» - one of the methods that contributes to the development of creativity of both the child and the adult. This method is useful when discussing difficult problems or questions.
Time is given for individual reflection on the problem (maybe even up to 10 minutes), and after a while Additional Information about making a decision.
Children are participants brainstorming» should express all possible (and impossible from the point of view of logic) options for solving the problem that need to be listened to and the only right decision to be made.
Quiz- method-cognitive game, which consists of speech tasks and answers to topics from various industries knowledge. It expands the general cognitive and speech development children. Questions are selected taking into account the age, program requirements and the level of knowledge of children.
Conversation-dialogue- a method aimed at the complicity of children with the one who speaks. During the lesson with the submission of knowledge, consolidation of the material, the teacher poses accompanying questions to the children, in order to check their understanding of the information presented.
Modeling- a method of interaction between an adult and children to solve a problem. The situation is modeled by the educator specifically.
"What? Where? When?"- an active method, during the use of which cooperation, creative problem solving, mutual exchange of opinions, one's own knowledge and skills, and the like prevail.
"Pros and cons"- a method of working with children, during which children are invited to solve the problem from two sides: for and against. For example, the task is to tell why you like winter (the argument is “for”) and why you don’t like winter (the argument is “against”).
foresight- a method of working with children, during which it is proposed to "predict" possible options problem solving.
For example, ask the children to name all autumn months, talk about what they expect from each month. Later, imagine yourself in the place of one of the months and talk about your predictions: “I am the first month of autumn - September. I am a very warm month. All the children love me because they start going to school…”.
The next child continues to talk about this very month (work in pairs).
“What would happen if…?”- a method of work in which children are invited to think and express their assumptions, for example: “What would happen if all the trees on Earth disappeared?”, “What would happen if predatory animals in fairy tales became vegetarians?” etc.
imaginary picture- a method of work during which the children are invited to stand in a circle and each child in turn describe an imaginary picture (the first child is given Blank sheet paper with a picture that looks like it was painted, then he passes the sheet with mental picture to another participant in the game, and he continues the mental description).
“What can you do…?”- a method of work, during which children learn to realize the polyfunctional properties of objects. For example: “Imagine another way to use a pencil? (as a pointer, conductor's baton, thermometer, wand, etc.).
Example: “There lived a grandfather and a woman. And they had a dog Zhuk. And Zhuk brought them a bone, not a simple one, but a sugar one. Baba cooked it, cooked it, and did not cook it. Grandfather cooked, cooked and did not cook. The cat jumped, overturned the bowler hat, took the bone and carried it away. The grandfather laughs, the woman laughs, and the Beetle barks merrily: "I'll bring you another bone, but not sugar, but a simple one, so that it can be cooked quickly."
Other Interactive Teaching Methods
In addition to the above interactive teaching methods for preschoolers, the following are actively used in the practice of work: creative tasks, work in small groups, educational games (role-playing and business games, simulation games, competition games (senior preschool age), intellectual warm-ups, work with visual videos and audio materials, thematic dialogues, analysis of life situations and the like.
In this way, interactive learning in the classroom (including integrated ones) takes place: in pairs (2 children), in microgroups (3-4 children), in small groups (5-6 children) together with the teacher.
When evaluating the statements of children, one should not use the word “correct”, but say: “interesting”, “unusual”, “good”, “excellent”, “original”, which stimulates children to further statements.
Worth remembering! When a preschool child politely sits on a chair, looks at you and just listens, he is not learning.
Insufficient use of interactive methods
Unfortunately, interactive teaching methods are not yet sufficiently used in working with preschoolers. There are some reasons for this (according to A. Kononko):
- the habit of many educators to use explanatory-illustrative, monologic methods in their work, to show conformity, unquestioningly obey the requirements and principles of others;
- distrust of a certain part of teachers to innovative dialogue methods, fears them;
- their lack of experience effective application, active self-determination, making responsible decisions, providing benefits to someone (something);
- fear of looking in the eyes of others as a "black sheep", funny, helpless, inept;
- low self-esteem, excessive anxiety of teachers;
- a tendency to be overly critical;
- inability to quickly switch, adapt to new conditions and requirements;
- unformed pedagogical reflection, the ability to objectively evaluate oneself, correlate one's capabilities, desires with the requirements of the time.
The need for implementation in educational process interactive methods is obvious because:
- today, more than ever, the requirements for pupils are increasing;
- there is a differentiation and individualization of the education of preschool children;
- the requirements for the quality of preschool education are changing, its assessment is not only based on the level of knowledge preparedness, but also on elementary life competence graduates of the preschool educational institution, their ability to apply knowledge in own life constantly update and enrich them. 10 votes, average:
- initiation (greeting, introduction)
- entry or immersion in the topic (determining the objectives of the lesson)
- determination of the expectations of pupils (planning the personal meaning of the lesson and the formation of a safe educational environment)
- consolidation of the studied material (discussion of homework)
- interactive lecture (transmission and explanation by the teacher of new information)
- study of the content of the topic (group work of pupils on the topic of the lesson)
- emotional release (warm-ups)
- debriefing (reflection, analysis and evaluation of the lesson)
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 could interest pupils and motivate them to study the subject.
How can we 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 result? These and many other questions are answered by AMO Technology.
Now in question about development for preschool institutions standards. 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 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 mass practice 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.
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. K AMO interactive seminar, training, problem learning, collaborative learning, project-based 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 collection(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, the 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:
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 a lesson in a fun way, warm up before more serious exercises, and helps to establish contact between children.
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.
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:
discussion of the previous topic.
Method "Find a Pair" (Theme "Fruits" one child describes the fruit, the second finds a clue)
The “Magic Bag” method (pulling one item out of the bag, tell about it, give information)
Confusion method (help the artist color only the vegetables)
Phase 3. Completion of the educational event
Stages:
Relay method - Whose team will collect the vegetables in the basket faster.
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 obtaining feedback from 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, 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 of this technology lies in the fact 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.
active learning in a preschool educational institution
Galina Aleksandrovna Lebedeva, educator of the MDOU kindergarten of the combined type No. 32 No. Ryabinka in the city of Serpukhov.
Recently, many educators and teachers have noted the indifference of children of preschool and primary school age to knowledge, lack of motivation to learn, as well as low level development cognitive interests. Thus, the problem of introducing more effective forms, models and technologies into the educational process to enhance learning becomes relevant.
Active learning is one of the main directions of modern pedagogical research. The problem of finding methods for activating the educational and cognitive activity of teachers was sharply raised in different time by different authors. A variety of options for solving it are offered: increasing the amount of information taught, compressing it and speeding up reading processes; creation of special psychological and didactic conditions for learning; gain control forms in the management of educational and cognitive activities; wide use technical means and computer programs. At the same time, we point out that active learning methods are understood as such methods and techniques pedagogical impact, which encourage children to mental activity, to show a creative, research approach and search for new ideas to solve a variety of problems.
Active learning methods (AMO) should form in children the desire to independently understand difficult questions and, based on deep system analysis available factors and events, develop an optimal solution for the problem under study for its implementation in practice.
Active forms of classes are forms of organization of the educational process that contribute to a diverse (individual, group, collective) study (assimilation) training questions(problems) active engagement children and the teacher, a lively exchange of opinions between them, aimed at developing correct understanding the content of the problem under study and ways of its practical solution.
Active forms and methods of organization educational process are inextricably linked with each other. Their combination helps to create certain kind classes in which active learning takes place. Methods fill forms with specific content, and forms affect the quality of methods. If in class certain form active methods are used, it is possible to achieve a significant activation of the educational process, an increase in its effectiveness. In this case, the very form of training acquires an active character.
Although it is believed that active learning and building situations (problems) in project activities is an innovation of the 21st century, in fact, the roots of this technique go back to the distant past. The ideas of activating learning were expressed by scientists throughout the entire period of the formation and development of pedagogy long before it was formalized into an independent scientific discipline.
So, Socrates (470-399 BC) saw the most correct way of manifestation of human abilities in self-knowledge. His main achievement is considered to be "mayeutics" (literally, "midwifery") - a dialectical dispute that brings the student to the truth through questions thought out by the mentor. Among the ancient Roman thinkers, one can single out the views of the philosopher Seneca (4-65 BC), who said that education should form, first of all, an independent personality and believed that the student himself should speak, and not his memory, t .e. previously learned information. Rene Descartes (1596-1650) believed that every effort should be made to develop children's ability to make independent judgments. Jan Amos Comenius (1592-1670) in his work “Great Didactics” argued that teaching correctly does not mean driving a mixture of words, phrases, sayings and opinions collected from authors into the child’s head, it is necessary to reveal in him the ability to understand things. A. Diesterweg (1790-1866) believed that the teacher should not only “invite” the student to learning, but always encouraged him to independent activity. We also point out that in the 70s of the XX century the problem of searching for active learning methods was reflected in the studies of M. I. Makhmutov, I. Ya. Lerner and others, devoted to the problems of early and school education.
Regardless of these studies, there was also a search for the so-called active learning methods (AMO), which provide intensive development cognitive motives in children and interest, contributing to the manifestation of creative abilities in learning.
In general, active learning can be represented as follows:
Forced activation of thinking, when the child is forced to be active regardless of his desire.
Enough long time involvement of children in educational activities, as their activity should not be short-term or episodic, but rather sustainable and long-term (i.e. throughout the project).
Independent creative development of solutions, increasing the degree of motivation and emotionality of children.
Constant interaction between students and educators through direct and feedback.
Of considerable interest in preschool education is project activity. Each project is usually based on some problem situation, the essence of which is to create didactic and psychological conditions, contributing to the manifestation of intellectual, personal and social activity pupil. Depending on its nature, methods of resolution and the predominant forms of activity of the participants, there are several types of projects:
research- imply checking a certain assumption (hypothesis) using scientific methods of cognition (observation, experiment);
creative- associated with the preparation of holidays, theatrical performances, shooting video and animated films;
gaming- Participants take over certain roles determined by the nature and content of the project. It can be literary characters or fictional characters imitating social or business relationship in certain problem or learning situations;
informational- aimed at collecting and analyzing information about any object, phenomenon;
practice-oriented- related to work to achieve objectively or subjectively significant result.
Project method represents pedagogical technology, the core of which is independent research, cognitive, playful, creative, productive activity man, in the process of which he knows himself and the world, embodies new knowledge into real products.
The project may use other active learning methods. For example, the search for a form of project implementation can be carried out during the discussion, business game or brainstorming.
This method serves as a tool for researching and studying the situation, assessing and choosing the right solution. Situations, like projects, can be standard, critical and extreme.
Thus, training according to this method consists of the following stages:
preparation of the plot of the situation;
formulation of questions-assignments to listeners;
group work on the study of the situation;
group discussion;
final conversation with the adoption of a definite decision.
A situation (or problem in project-based learning for preschoolers) is one of the essential methods applied in teaching practice, because it actively contributes to the training of thinking, enrichment of active and passive vocabulary development of attention and memory. Solution specific situation implies a certain combination of facts and factors from real life. Participants become actors, as if actors, trying to find a solution, that is, to come to an independent conclusion.
Supported activities personal experience and the interest of the child, his ability to answer a question without visual material or without a preliminary conversation is more productive, because participants strive to put forward as many versions and ideas as possible without being subjected to and not afraid of adult criticism, and then independently (or with minimal participation of the educator) discuss and develop them, evaluating the possibilities of proving or refuting them. The pupil himself must determine what the problem is, analyze it in the context of the situation described and suggest possible ways her decisions. The main role of the educator here is to create problem situation and in summing up the children's versions.
So, for example, the teacher offers the children a situation: “Imagine that you and I found ourselves in the distant past, where there is no electricity, no running water, no gas stoves. And we were very hungry. What should we do?". Children begin to offer their own solutions to this problem and discuss the answers of their peers. The result is a discussion. The teacher does not interfere in this process, but listens carefully to all the answers of the children, analyzes them, and at the end leads the pupils to right decision Problems. It is discussions with peers, pronunciation or discussion of answers to a given topic that activates the mental activity of preschoolers and forms speech, imagination, thinking and the ability to interact in a team.
Note that active learning methods are based on experimentally established facts about what is imprinted in a person’s memory (with other equal conditions) up to 90% of what he does, up to 50% of what he sees, and only 10% of what he hears. Therefore, the most effective form of learning should be based on active involvement in the relevant action. It seems that the experimental data show the expediency of using active teaching methods.
Active learning methods form in children not just knowledge-reproduction, but the ability and need to apply this knowledge for analysis, evaluation and correct decision-making. The use of AMO, their choice is determined by the goals and content of training, individual features trainees and a number of other conditions.
As my personal experience shows, problem-based learning can be successfully applied in all types of GCD, provided that the educator has developed a clear plan for each project and has the necessary logistics. Education creative thinking it is in kindergarten that it requires special strong-willed and emotional qualities as well as thorough thought and lengthy preparation.
With the help of active teaching methods in preschoolers, it is possible to develop, first of all, important ability carry out joint project and research activities, defend one's position, justify one's own opinion and be tolerant of others, as well as a useful skill to work in a team and take responsibility for others.
List of used literature
Active forms and teaching methods, Minsk, Nauka, 1993.
Verbitsky A. A. Active learning in higher education: a contextual approach. - M.: graduate School, 1991.
Smolkin A.M. Methods of active learning: Scientific method. allowance.- M.: Higher. school, 1991.
