Teaching methods as ways of organizing joint activities of the teacher and students. Analysis of ways to organize joint activities in a group Psychological properties of geometric shapes
The educational system is based on project activities on a specific topic. Organization joint activities organized according to the following structure:
1. Organization of the first round - morning greeting - news exchange - planning an activity or topic according to the “three questions” model (the beginning of the topic) or solving problematic tasks, special tasks, playing activities on the project topic
2. Organization of work in centers - presentation of centers - choice of activities by each child - work in development centers (together with an adult, together with other children, individually)
3. Organization of the second round - summing up the results of work in the centers by children - surprise activities (theatrical games, performances, dramatizations, individual performances)
4. Vacation (at the end of the topic) ( physical culture leisure, entertainment, holidays).
Working with the family (equipping the centers with didactic, playful material for the project theme, creating baby books, designing and creating newspapers, exhibitions, practical assistance in working in the centers, organizing tea parties, participating in informal holidays (Balloon Day, Tiger Day, etc.). P.)
DYNAMICS OF GROWTH OF SKILLS OF TEACHERS IN ORGANIZING JOINT ACTIVITIES WITH CHILDREN
EDUCATIONAL SYSTEM SOFTWARE - EXAMPLES:
Physical development - Physical education in kindergarten. E. Stepanenkova - Program for the improvement of children in the preschool educational institution. L. Bannikova - "Growing up healthy" V. Zimonina - Program "Health" (MDOU TsRR DS 25) Social and personal - Basics of child safety preschool age O. Knyazeva, R. Sterkina - "I am a man" S. Kozlova - "Little Russians" N. Arapova - Piskareva - "Light of Rus'" Program of spiritual and patriotic education of children aged 5-7 years. - "Development of ideas about a person in history and culture" by I.Mulko. - Labor education in kindergarten. T.Komarova, L.Kutsakova, L.Pavlova speech development speech of children 3-7 years old. T. Grizik - Formation of EMF in kindergarten. N.Arapova-Piskareva Mathematics in kindergarten. V. Novikova - "Living Ecology" A. Ivanova - "Preschoolers - about the history and culture of "Russia" G. Danilina Artistic and aesthetic - Aesthetic education program for 2-7 years. T. Komarova, A. Antonova, M. Zatsepin -" Nature and the artist" T. Kontseva - "Ladushki" by I. Kaplunov, I. Novoskoltsev "Musical masterpieces" by O. Radynov Software: - Basic general education program preschool education"From birth to school" - "Kindergarten 2100"
THE COMMUNITY OF CHILDREN AND ADULTS AS A GREAT SUBJECT OF THE EDUCATIONAL SYSTEM"... to be "not near", "not necessary", but together!" Community interaction model
THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM - Raising the level of qualifications of teachers of the preschool educational institution - Monitoring the quality of the teacher's activities - Creating conditions for cooperation, co-creation, co-management - Work to create a positive image of the preschool educational institution Administration Teacher
THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM Joint participation in the implementation of the project - Joint participation in exhibitions, opening days, competitions - Participation in holidays, leisure, entertainment, promotions. - Participation in filling the developing environment of the group - Improvement of playgrounds, territory preschool parent- Joint integrated planning of activities in all areas of development - Creation of favorable social and emotional conditions for a comfortable stay of the child in a group - Studying the patterns of child development, collecting data, compiling reports on the development of children. - Providing conditions for the preservation and strengthening of mental and physical health based on the personal data of each child. Teacher - Providing conditions for the implementation of the educational process - Observation, conversations, participation in joint activities - Control over the quality of mastering programs Administration Child
THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM- Involving parents in the life of the group, preschool education - Report on the progress of the child - Pedagogical education of parents - Organizing and holding informal meetings - Collecting data about the child: health, interests, personality traits, favorite activities, etc. - Providing advice to parents Educator - Studying requests of parents - Surveys, questionnaires, testing - Provision of additional educational services - Consistency of actions to ensure the quality of life and the educational process Administration Parent
OPENNESS OF THE EDUCATIONAL SYSTEM OF THE DOE The openness of the pedagogical process, the cooperation of the teaching staff of the kindergarten with parents is one of the conditions for the successful implementation of the educational system of preschool educational institutions. The main result of the openness of the system is successful interaction with the society, mastering which the preschool educational institution itself becomes a powerful means of socializing the child's personality. Involvement of the family in the life of the preschool educational institution, continuity and unity of the requirements of the family and the preschool educational institution, the relationship of parents in the family, the style of education in the family, the parent community The space for the development of parents The space for the development of the preschool educational institution Teachers The space for the development of teachers The child The space for the development of the child , co-creation, pedagogical community (social - psychological climate in the team, cohesion) Subject - developing environment, integration of specialists, educational space, additional educational space, social situation of development, medical - social - psychological - pedagogical support, children's community
ORGANIZATION
JOINT
ACTIVITIES
AS A COMPONENT
EDUCATIONAL
PROCESS
Deputy Head of UVR
Ovsyannikova Raisa Evgenievna
g.o. ELEKTROGORSK, 2013
V. L. Sukhomlinsky
“Childhood, children's world is a special world. Children live by their ideas of good and evil, honor and dishonor, human dignity, they have their own criteria of beauty, they even have their own change of time: in the years of childhood, a day seems like a year, and a year seems like an eternity. Having access to the fabulous palace, whose name is Childhood, I have always found it necessary to become a child in some way. Only under this condition, the children will not look at you as a person who accidentally penetrated the gates of their fairy-tale world, as a watchman who does not care what is happening inside this world.
The activity of a preschool teacher is based on a constant study of the child's personality, his needs, feelings, character, beliefs, intelligence level, mental comfort, based on knowledge of the patterns (study and analysis of changes) of the child's psychological and pedagogical development. The main task of the teacher is to provide each child with optimal conditions for the realization of his abilities, taking into account individual characteristics. One of the most effective ways for the personal development of the child, there may be an organization with children of joint partnership activities.
Joint activity is a way of interaction, which is carried out on the basis of social perception (cognitive process that forms a subjective picture of the world)and through communication. The result of joint activity is certain relationships, which, being the internal personal basis of interaction, depend on the relationship of people, on the position of the interacting. If the interaction is carried out in conditions of openness of both sides, when no one's freedom is infringed, it serves as a manifestation of true relations.
Joint activity of an adult and children is the main model for organizing the educational process of preschool children; the activity of two or more participants in the educational process (adults and pupils) to solve educational problems in the same space and at the same time. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process educational activities). It assumes individual, subgroup and frontal forms of organization of work with pupils.
The concept of "joint activity" is revealed by researchers in different ways, but always in conjunction with the problem of personal development. In the process of emerging interaction, there is an information and activity exchange, mutual influence on each other, which leads to certain changes in each of the participants.
The nature of joint activity is determined not only by the presence of joint actions, but also by the external manifestation of the activity of children. It is important that interaction in the course of joint activities organized according to the type of cooperation does not exclude, but, on the contrary, assumes the leading role of an adult. An adult creates conditions for the personal development of preschoolers, their manifestation of independence, elementary creative activity, and the acquisition of cooperation experience. The main function of an adult is not the transmission of information, but the organization of joint activities for its development, solving various problems.
Joint activities are divided into:
Directly educational activities implemented in the course of joint activities of an adult and children;
Joint activities of an adult and children, carried out during regime moments and aimed at solving educational problems.
Modern researchers offer various ways organization in practice of joint activities in the system of relations between adults and children.
Team work
in the system of relations
teacher educator
teacher child
child child
teacher parent
teacher child parent
child parent
Team work
in the system of relations
teacher educator
educator educator
educator specialist
Methodist
educator specialist
Relationships with colleagues are based on the recognition of professionalism, interest and joint activities to achieve the best results, correct communication, respect for someone else's point of view. For a favorable climate in the team, the administration is trying to provide teachers with conditions for professional growth, meet the professional needs of teachers, and develop joint solutions. Joint activity in the system of relations "teacher - teacher" is a joint pedagogical search, exchange of experience, cooperation, which is carried out through pedagogical councils, master classes, open events, consultations, business games, etc.
The most important thing in joint activities in the system of relations educator - educator is the planning of the educational process. Only in interaction can a plan of educational activity and directly educational activity be drawn up, in which all conditions for the personal development of preschoolers will be taken into account. The joint activities of the teacher and children are planned taking into account the integration of educational areas in the process of organizing GCD and the process of educational activities during regime moments.
Joint activity in the system of relations educator - specialist for the success of raising and teaching children, a unified approach is important, which is carried out, among other things, through the "Notebooks for the interaction of specialists and educators". In groups of combined orientation, a “correctional hour” is prescribed in the daily routine, where educators plan and carry out individual correctional work according to the recommendations of a specialist.
Joint activity in the system of relations methodologist - educator - specialist: work is underway through pedagogical councils, planning meetings, meetings, consultations, discussions, seminars, etc. The methodologist is in constant interaction with the teaching staff.
Team work
in the system of relations
teacher child
“... The greatest, most important and most useful rule in all education is that you don’t need to win time, you need to spend it. Nature wants children to be children before they become adults. If we want to break this order, we will produce early-ripening fruits that will not have any ripeness or taste and will not slow down to spoil: we will have young doctors and old children. Children have their own way of seeing, thinking and feeling. Love childhood, encourage its games, its amusements, its cute instinct. Which of you has not sometimes regretted this age, when laughter is always on the lips, and peace is always in the soul? Let childhood mature in children.” Jean-Jacques Rousseau
Each teacher of a preschool institution must consciously, responsibly and respectfully treat this unique period. To help children in every way to realize their abilities, to awaken noble feelings and experiences, to form positive ties between peers, between parents and children, to provide support to children and families in need of it.To create optimal conditions for the comprehensive development of the child: intellectual, emotional, physical, social.
The joint activity of the teacher and children is carried out in direct educational activities and in educational activities during regime moments.
Team work
in the system of relations
child child
Joint activity in the system of relations child - child is carried out in the independent activity of children (games different kind, co-creation, joint decision different problems etc.), in directly educational activities and in educational activities in microgroups (pairs), subgroups, groups.
When teaching the skills of joint activities in a team (in microgroups, subgroups), attention is paid to the success of the entire group, which is achieved through the independent work of individual group members in the process of studying the problem. The goal here is to develop the ability to learn something together, when everyone receives the necessary knowledge, develops new skills, and the whole group at the same time knows the achievements of each of its members. At the same time, the success of the entire team depends on the achievements of individual participants, thus forming the interest of everyone in knowing the rest.
Team work
in the system of relations
teacher parent
“...Children should become people with a clear mind, a noble heart, golden hands and lofty feelings. The child is a mirror of the family, as the sun is reflected in a drop of water, so the moral purity of the father and mother is reflected in children. The task of the school and parents is to give every child happiness. Happiness is multifaceted... Only together with parents, by joint efforts, teachers can give children great human happiness, ”this statement by V. A. Sukhomlinsky fully confirms the defining role of the family and the success of the joint activities of parents and teachers.
The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family.
Joint activity in the system of relations between a teacher and a parent is based on establishing positive contacts with the family through:
Respect for confidentiality and tact when discussing the identity of the child;
Discussion of joint actions in order to optimize the process of education and upbringing ( parent meetings assistance in registration and equipment (on a voluntary basis) both material and physical);
Provision of information and pedagogical materials (stands for parents);
Combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child.
Team work
in the system of relations
teacher child parent
Joint activities in the system of relations teacher - child - parent can be carried out through:
Involvement of parents in the pedagogical process;
Expansion of the sphere of participation of parents in the organization of the life of an educational institution;
Stay of parents in the classroom at a time convenient for them (physical education), participation in kindergarten activities (“Creative workshop”, “Together fun”, “Daughters - mothers”, “Inseparable friends”, “Happy Defender of the Fatherland Day”, “March 8 " etc.);
Creation of conditions for creative self-realization of teachers, parents, children;
The manifestation of understanding, tolerance and tact in the upbringing and education of the child, the desire to take into account his interests, without ignoring feelings and emotions;
Respectful relationship between family and educational institution.
Team work
in the system of relations
child parent
In the education system Lately a special place belongs to the joint activity of children and parents, which acts as a means of motivating the development of the individual to knowledge and creativity through a wide variety of activities. But modern parents look constrained and serious, they don’t know how to play, fantasize with their child, play pranks and have fun, being afraid to break the “rules of adult behavior”.
Modern parents, for some reason, forget that they are the very first, most important educators and leave the upbringing, education and development of their children at the mercy of educational institutions. Parents have little interest in the success of their children. It is very difficult to attract and interest them, but this is the most important task. It is sometimes so difficult to explain to parents that the child must not only be fed, clothed, put to bed, but also communicate with him, teach him to think, think, empathize. And how great it is to do everything together - play, walk, talk different topics, share secrets, invent different stories, do crafts. This should be conveyed to the parents of our students.
Yes, parents are now all literate people, with higher education, but they do not know how to build relationships with children. For a long time, psychologists and educators have unanimously argued that the joint creativity of children and parents forms good trusting relationship between them, renders positive influence on the development of the child and teaches him to cooperate. Therefore, we try to involve parents in joint creativity with their children. And such exhibitions of joint creative works: “I live in Elektrogorsk”, “Russian Air Force”, “Our Temple”, “Space”.
From all of the above, it follows that kindergarten should become an open educational system, i.e. on the one hand, to make the pedagogical process more free, flexible, differentiated, humane on the part of the teaching staff, and on the other hand, to involve parents in the educational process of a preschool institution.
"Openness of the kindergarten inside" -This is the involvement of parents in the educational process of kindergarten. Parents, family members can significantly diversify the lives of children in a preschool institution, contribute to educational work (attendance at the GCD, participation in the GCD, participation in sports entertainment, competitions, participation in large events, material assistance, etc.).
"Kindergarten's openness to the outside"means that the kindergarten is open to social influences, ready to cooperate with social institutions: general education schools (excursions, distance learning); music school (field concerts in our garden); other preschool institutions (joint events: "Checkers Tournament" in the kindergarten "Romashka"; events on the theme "Space" in the kindergarten "Nest"; event on the New Year theme in the kindergarten "Nest"); library (there are ideas on this subject), etc.
Thus, the organization of the educational process in the form of a joint partner activity of an adult with children is the best means of solving actual problems associated with the education of modern preschoolers, since it is the cooperation of an adult with children that contributes to their personal development, and also fully complies with modern requirements organization of the educational process.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
ABSTRACT GCD
"SUN"
FOR MODELING (PLASTILINOGRAPHY)
EDUCATIONAL AREA "ARTISTIC CREATIVITY"
II junior group
caregiver
Alonova Lyubov Dmitrievna
g.o. Elektrogorsk, 2013
- "Artistic and aesthetic development."
Target.
Formation of skills of joint activity in the process of collective modeling.
Tasks.
Educational:
- familiarization with non-traditional technique - plasticineography;
Continuation of learning how to work in the technique of plasticineography: smear plasticine with your finger
Developing:
- development of the ability to work in a team;
Development of skills and abilities in working with plasticine.
Educational:
Raising a sense of collectivism;
Raising a sense of joy from the result of collective creative activity.
Integration of educational areas.
- "Artistic Creativity""Cognition", "Socialization", "Communication", « Reading fiction", "Health".
Activities:
Communicative, productive, labor, perception of fiction, playful.
Expected Result:
Making a picture from plasticine "sun";
Acquiring the skill of joint activities with adults;
Obtaining positive emotions from joint activities with adults and from communication.
Equipment and materials:
Plasticine, picture - the sun, prepared background, small mirrors.
Preliminary work:
- conversation about Spring and its signs;
Reading the work of K. Chukovsky “The Stolen Sun;
Learning nursery rhymes about spring, about the sun;
Didactic games "What does the sun look like"; "Lay out the sun from the sticks";
Playing with sunbeams, finger games.
Vocabulary work:
loose snow, shine, show yourself, dress up, red sun, clear sun.
GCD progress
The teacher invites children and adults to stand in a circle.
Educator:
Children, tell me, please, what season has already begun?
Children's answers.
Educator:
Children, but I want to know from adults, by what signs do we recognize spring? You can help them too.
Answers from adults and children.
Educator:
All of you are right. Tell me, but still, what is the brightest, warmest sign of the arrival of spring?
Answers from children and adults.
Educator:
Of course - the sun! What shape is the sun?
Children's answers.
Educator:
See how we stand?
Children's answers?
Educator:
Yes, we got up like the sun.
Where does the sun live? Children's answers.
If on this day the sun is outside, then the teacher pays attention to this.
Educator:
And when does the sun rise? When does he go to bed? Children's answers.
Educator:
Children, let's find out from adults, who needs the sun? But you can help them too.
Answers from adults and children.
Educator:
Guys, the sun was shining in our group too. But look what happened to him? (The sun is covered by clouds). Children's answers.
Educator:
Let's try to call the sun.
Children together with the teacher say a nursery rhyme.
Sunshine, sunshine
Look out, shine!
The sun is red
Dress up, show up!
The sun is clear
Don't hide behind a cloud
I'll give you a bunch of nuts!
The sun doesn't come out.
Educator:
The sun doesn't come out. Kind of sad, right? Let's not lose heart, but make the sun with our own hands using plasticine.
Children and adults sit at the tables. Subgroups are organized according to the number of adults. Each group has one adult. For each subgroup, a background for collective modeling has been prepared.
Educator:
Children look at the sunshow pictures - sun) and tell me what it consists of? Children's answers.
Educator:
Adults will sculpt the circle - first you need to roll out the ball, flatten it and stick it in the middle of the picture, and then smear it to the desired size. And the children will sculpt the rays - roll out the logs, apply them around the circle and lubricate them. There are bags on every table. If you stick your hand into the bags, you will get out of it something from which you can make eyes, mouth, nose for the sun.
Let's first prepare our fingers, do exercises for them.
Fizminutka - finger gymnastics "Sun".
The red morning has come
The sun rose bright.
The rays began to shine
To entertain small children.
Fingers unbend one by one.
The clouds have arrived
The rays are hidden.
Fingers are hidden in a fist.
Educator:
And now let's get down to business.
Joint creative activity of adults and children. The educator only observes, if necessary helps, prompts.
Educator:
I see that everyone has already blinded the sun. Come out with the suns in a circle. Look how beautiful, cheerful, warm all the suns are.
Adults hold the suns in their hands, and children walk and look at them.
Educator:
Let's play!
Look, the sun is above usdraw a semicircle above the head),
Over the trees hands up, fingers open),
houses ( hands folded over head),
And over the sea, over the wave (draw a wave with your hand),
And a little above metouch your head with your hands).
Educator:
Come closer to your sun. And now, together with adults, decide for whom you put the sun, who needs it?
Each subgroup chooses a place where they put their sun. About where to put adults are warned in advance. Places are prepared in advance: a corner of nature, animals (toys). While adults and children arrange their suns, the teacher at this time removes the clouds from the sun.
Educator:
Look at our sun. What happened?
Children's answers.
If there is sun on the street that day, the teacher suggests that adults take small mirrors and have fun with sunbeams with the children.
And if there is no sun outside, then the lesson ends differently.
Educator:
Now our sun has many friends and he probably no longer wants to hide behind the clouds. And we, guys, will now say goodbye to the guests, and then we will go and find out how our suns live in a new place.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
ABSTRACT
THEATER GAME
based on the fairy tale by V. Suteev “Under the mushroom”
educational area "Socialization"
middle group
Educators:
Pavlova Tatyana Gennadievna
Maslennikova Natalya Andreevna
g.o. Elektrogorsk, 2013
Educational direction of NOD:
- "Social and personal development"
Target.
Formation of skills of joint activity in the process of a theatrical game.
Tasks.
Educational:
Teach to transmit characteristics behavior of characters with the help of facial expressions, intonation, gestures;
Continuing teaching children the means of expressive speech.
Developing:
Development and maintenance of children's interest in a theatrical game by mastering game skills;
Formation of the ability to feel and understand emotional condition hero, engage in role-playing interactions with other characters.
Educational:
The development in children of the idea of \u200b\u200ba sense of friendship, mutual assistance.
Integration of educational areas:
- "Socialization", "Reading fiction", "Music", "Communication", "Health", "Cognition".
Activities:
Communicative, motor, game, perception of fiction.
Expected Result:
The ability of children to act out performances based on fairy tales, an emotional response from communicating with a fairy tale;
Acquisition of the skill of joint activities with educators and peers.
Equipment and material:
Mushroom (assistant teacher), animal masks, tape recorder.
Preliminary work:
Reading a fairy tale and a conversation based on the fairy tale by V. Suteev “Under the Mushroom”; viewing illustrations for a fairy tale; reading an excerpt from N. Nosov's fairy tale "Dunno on the Moon"; paper construction "Rocket"; examining illustrations with animals and insects, with mushrooms, with the moon and with accompanying conversations; application "Moon in the sky"; memorization of the text of a fairy tale.
Vocabulary work:
Make room, wait, “in cramped conditions, but not offended”, “water flows from me like a stream”, Dunno, moon, rocket.
GCD progress.
Leading. Guys, today we will go on a journey through a fairy tale. This fairy tale is magical. In it, animals and birds can talk to each other. What fairy tales do you know?
Children's answers.
Leading. Well done, children, you know a lot of fairy tales. And there is another fairy tale that we recently read (in case the children don't name this tale). Remember what it's called?
Children's answers.
Leading. Right! This is a fairy tale "Dunno on the moon"!
There is a noise, a roar.
Leading. I wonder what that noise is? I'll go and see.
The teacher goes to the door and opens it. Immediately, Dunno enters the door.
Dunno. Hello guys! You recognized me?
Children's answers.
Dunno. Guys, I flew to you from the moon. But something very noisy landed. Anyway. Do you know where the moon is?
Children's answers.
Dunno.
What can take you to the moon?
Children's answers.
Dunno. Guys, I flew to you to make friends with you.
Leading. Dunno, we are going with the guys on a journey through a fairy tale. We invite you to come with us.
Dunno. I will be very interested in traveling with you.
The leader, together with Dunno and the children, goes to a fairy-tale meadow. Music sounds (voices of birds).
Leading. We have come to a fairy tale, but before it begins, you must guess its heroes.
Dunno. I don't know how to solve riddles. Will you teach me?
Children's answers.
The leader makes riddles.
1. He drags a straw
To the little house.
He is stronger than all insects
Our hard worker ... ( Ant).
2. Above the flower flutters, dances,
Waving a patterned fan. ( Butterfly )
3. Hidden under the floor,
Afraid of cats. (Mouse )
4. Chick, Chirik! Jump to the grains.
Peck, don't be shy.
Who is this? (Sparrow ).
5. Long ears, fast paws.
Grey, not a mouse.
Who is this? ( Bunny).
6. The red cheat hid under the Christmas tree.
The sly one is waiting for the hare.
What is her name? (Fox )
Leading. Guys, what fairy tale are these characters from?
Children's answers.
Dunno. Guys, what good fellows you are. But I don’t know this fairy tale “Under the Mushroom”. Will you tell me?
Children's answers.
Leading. We will be happy to tell you and show you. Guys, let's choose the roles together. Who do you think will be able to play the ant……
The teacher, together with the children, chooses children for roles, puts on a mask for each hero.
The sound of rain sounds.
Leading. Somehow caught Ant heavy rain.
An ant runs out.
Ant. Where to hide?
Leading. Ant saw a mushroom in a clearing, ran up to him and hid under his hat. Sitting under a mushroom - waiting for the rain. And the rain keeps getting stronger and stronger.
Leading. A wet butterfly crawls towards the mushroom.
Butterfly. Ant, Ant, let me get under the fungus! I got wet - I can't fly!
Ant. Where will I take you? I somehow fit in here.
Butterfly. Nothing! In crowded but not mad.
Leading. The Ant let the Butterfly under the fungus.
And the rain is getting worse...
The mouse runs past:
Mouse. Let me go under the fungus! Water flows from me.
Butterfly. Where are we going to take you? There is no place here.
Mouse. Move a little!
Leading. They made room - they let the Mouse under the fungus.
And the rain keeps pouring and doesn't stop...
Sparrow jumps past the mushroom.
Sparrow. Wet feathers, tired wings!
Let me dry under the fungus, relax, wait out the rain!
Mouse. There is no place here.
Sparrow. Move over please!
Mouse. OK.
Leading. Moved - Sparrow found a place. And then the Hare jumped out into the clearing, saw a mushroom.
Hare. Hide, save! Lisa is chasing me!
Ant. Sorry Bunny. Let's push some more.
Leading. They just hid the hare - the fox came running.
Fox. Have you seen a rabbit?
All. Did not see.
Leading. Lisa came closer, sniffed:
Fox. Isn't that where he hid?
All. Where can he hide?
Leading. The fox waved its tail and left.
By that time the rain had passed and the sun was out. Everyone got out from under the mushroom - they rejoice.
All animals come out from under the mushroom.
Ant. Oh, look how big the mushroom has become.
Leading. Everyone looked at the mushroom and then guessed why at first it was crowded under the mushroom for one, and then there was a place for five.
Did you guess?
Children's answers.
Leading. Dunno, did you guess?
Dunno. Yes, it was raining heavily, the mushroom grew, became large, and there was enough space for all the animals under it.
Dunno. Guys, what heroes of the fairy tale do you remember?
Children's answers.
Leading. Children, who do you like the most?
Children's answers.
Leading. Dunno, who do you like the most?
Dunno. I liked the ant the most. He is so small, defenseless, he felt sorry for everyone.
Leading. Here our fairy tale comes to an end. Dunno, what are you sad about?
Dunno. I had so much fun and I don't want to leave you. And it looks like it's raining again.
Leading. Guys, how can we cheer Dunno? And let's play!
Physical education "Rain"
The evil cloud got angry (shaking head from side to side, shaking one's finger).
And a light rain fellslow rhythmic tapping of the finger on the palms).
Drop - one, drop - two, very slowly at first (slow circle run).
And then, and then everything run, run, run fast running around).
Rain, rain, we need to go home walking in place).
Thunder, thunder like cannonsknock fist on fist).
Today is a holiday for frogs ( jumping around).
A cloud sends a downpour and water flows like a wall (hands in front of you, moving your palms up and down).
Where to hide from the rainshrug, look around)?
Dunno is waiting for us under the mushroom (raise your arms above your head, depicting a mushroom cap).
The sun came out from behind the clouds, we will stretch our hands to the sun (raise your hands up, spread apart).
Dunno. Well, the rain has ended in our Fairyland.
Well done guys, they told a good story, I really liked it! And you?
Children's answers.
Leading. Guys, it's time for us to say goodbye to the fairy tale and return to kindergarten. Try to tell this story to your mom, dad, grandma, grandpa, younger brothers and sisters at home.
Dunno. Goodbye guys, it's time for me to return to my fairy tale. Guys, can I take a mushroom with me and show my friends. They had never seen such a big mushroom.
Children's answers.
Dunno. Guys, thank you. I also want to give you something. Here ( shows photo ). I want to give you my photo as a keepsake of our meeting.
Dunno distributes his photos to all the children.
Leading. Dunno, come visit us again, we will be very happy to see you, and the children will tell you a new fairy tale.
Dunno leaves with the mushroom.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
Synopsis of GCD
"Space rocket workshop"
modeling
educational area
"Artistic Creativity"
senior group
caregiver
Orekhova Ekaterina Sergeevna
g.o. Elektrogorsk, 2013
Educational direction of NOD:
- "Artistic and aesthetic development"
Target.
To form the skills of joint activity in the process of productive activity.
Tasks.
Educational:
To teach children to create a rocket model together in microgroups (in pairs);
Generalize children's knowledge about space;
Expand children's ideas about the possibilities of using plasticine and waste material ( plastic bottle).
Developing:
To consolidate previously mastered modeling techniques;
Develop the skill of finding a joint solution for making crafts.
Educational:
Cultivate a sense of joy from joint activities.
- "Artistic creativity", "Cognition", "Communication", "Socialization", "Labor", "Health".
Activities:
Productive, communicative, labor, motor, cognitive and research.
Expected Result:
Children will learn how to make a rocket from a plastic bottle and plasticine;
Acquiring the skill of joint activities in microgroups (in pairs).
Equipment and material:
- space illustration; photograph by Yu.A. Gagarin; layout of the spaceport; space map; plasticine for each pair; plastic bottle (one bottle per pair); stacks; modeling boards; damp cloths for wiping hands; ready-made model of the rocket.
Preliminary work:
Conversation about the day of cosmonautics - April 12; examining the portrait of Yu.A. Gagarin, conversation about the first cosmonaut; viewing illustrations depicting the spaceport and accompanying conversation; application "Rockets in space" in pairs; modeling "Alien"; paper construction "Space rocket", "Cosmonaut", "Flying saucer"; looking at books about space.
Vocabulary work:
- "cosmonautics day", "rocket designer", "cosmodrome", "space flight", "launching pad", "jet engine", "hull", "porthole".
GCD progress:
Children stand at the blackboard in a semicircle.
Educator: Guys, look at the illustrations. What do they show?(children's answers)
Educator: That's right, space! What is space?
(children's answers)
Educator: Why do you think I hung them today?
(children's answers)
Educator: And tell me, who flies into space?(children's answers)
Educator: What journey do astronauts make?
(children's answers)
Educator: How do astronauts fly into space?
(children's answers)
Educator: That's right, guys, on space rockets!
The teacher shows a photograph of Yu.A. Gagarin
Educator: Look at this photo. Who do you see on it?(children's answers)
Educator: Right. April 12 on a space rocket, Yu.A. Gagarin made the first space flight in the history of mankind. Since then, every year, this day, the whole country celebrates as Cosmonautics Day.
What do you think astronauts should be like?(children's answers)
Educator: I suggest you play a game called"Cosmonaut Training"(perform actions on the text).
1,2,3 lift your legs,
1,2,3 walk more cheerfully,
1,2,3 stretch together,
1,2,3 need to be tempered,
1,2,3 sat down and got up,
1,2,3 we became astronauts (spread your arms to the sides).
Educator: Well done! They did an excellent job.
Guys, where do space rockets start from?(children's answers)
Educator: Look, guys, we also have our own spaceport in the group. Is there just something missing from it? What?
(children's answers)
Educator: That's right, there are not enough space rockets at our cosmodrome. I suggest that you be a rocket designer for a while and make space rockets for space flights. Let's go to our "space rocket workshop".
Children are divided into pairs. Each pair will make one rocket.
The teacher conducts an explanation and demonstration.
Educator: Children, before we get to work, let's get our fingers ready.
Fizkultminutka.
In the dark sky the stars shineSerial connection
The astronaut flies in a rocket. thumb
The day flies and the night flieswith all other fingers
And looks down at the ground. hands to stressed syllables.
After the physical education session, the teacher invites the children to start the task.
Independent activity of children in pairs.
The first rocket is placed on the space map, which hangs next to the cosmodrome, and the rest of the rockets are placed on the layout of the cosmodrome.
At the end, all the work is considered together with the children, the GCD is summed up.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
SUMMARY OF THE QUIZ
« SPACE ADVENTURE»
EDUCATIONAL AREA "SOCIALIZATION"
GROUP PREPARATORY FOR SCHOOL
Educators:
Zavoykina Natalya Vasilievna
Petrova Svetlana Yurievna
G. o. Elektrogorsk, 2013
Educational direction.
- "Social and personal development".
Target.
Formation of skills of joint activity in team competitions.
Tasks.
Educational:
Generalization of children's knowledge about space;
Expanding the horizons of children.
Developing:
Formation of the ability to negotiate, help each other, listen to the opinion of the players on the team;
The development of mental activity, the ability to observe, analyze, draw conclusions.
Educational:
Raising a sense of collectivism, positive emotions from joint teamwork.
Integration of educational areas:
- "Socialization", "Cognition", "Communication", "Artistic creativity", "Health".
Activities:
Communicative, cognitive-research, motor, perception of fiction, game.
Expected Result:
Expansion of ideas about space, planets;
Acquisition of skills of joint activity in subgroups;
Experience the joy of playing and communicating with children.
Equipment and material:
An alien cap, a model of the solar system on paper, a package, a planar image of the planets, cards with riddles, counting sticks, buttons, a ball, a pencil, a sheet of paper for graphic dictation.
Preliminary work:
Making riddles, talking about space, making rockets out of paper using origami technique, reading fiction, looking at albums, drawing on the theme “Space”.
Vocabulary work:
Cosmonautics Day, telescope, planets, rocket, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, stargazer, solar system
Move.
Educator.
That's right, Cosmonautics Day.
Tell me, please, what kind of holiday is this? ( children's answers).
And who are the astronauts? ( children's answers).
Why do you think people wanted to fly into space? ( children's answers).
Quite right. The man looked at the starry sky, and he wanted to know what kind of stars they were, why they were so bright. Scientists have come up with special devices. What are their names? ( children's answers).
Scientists are watching with interest starry sky. Guys, what do you think, is there anything in space other than our planet Earth? ( children's answers).
Would you like to take a trip to outer space? ( children's answers).
What can take you to the stars? ( children's responses).
I suggest that you divide into three teams and take places in space rockets.
Children are divided into teams and sit at tables.
Educator.
To find out the names of the teams, you will need to solve riddles:
1. A bird cannot fly to the moon and land on the moon,
But he can do it quickly ... ( rocket).
2. He is not a pilot, not a pilot,
He's not flying a plane
And a huge rocket
Children, who say it? ( Astronaut ).
3. They disappear during the day,
At night, they sparkle and sparkle. ( Stars ).
Teachers put an emblem on the table of each team.
Educator.
Are the teams ready? Let's go flying.
Children perform rotational movements of the hands in front of the chest and make the sound “rrrr”. Then they raise their hands above their heads and join their palms - the rockets flew. At the same time, the sound of a flying rocket sounds in the recording, turning into the sound of space.
Educator.
Here, guys, we ended up with you in outer space.
On the board is a piece of drawing paper depicting a model of the solar system.
Educator.
Guys, what do you see? ( Children's answers ). What do you think it lacks? ( Children's answers ) That's right, there are no planets in this solar system.
The sound of a flying rocket is heard. Alien enters.
Alien.
Hello earthlings. This is where you help me. Have you seen what happened to us? ( children's answers).
All the planets are in this space box. They need to be put back in place.
The teacher takes the box from the alien and opens it. In the box are planar images of the planets.
Educator.
Well, we will immediately return these planets to their place.
The teacher takes out the planets and applies them to the solar system. They don't hold on, they fall.
Educator.
And something is written on the box: “Each planet hides a task that the most daring, savvy, attentive and friendly must cope with! Only when the mission is completed can the planet take its place in the solar system." Guys, are you ready for this difficult test? ( children's answer).
Then let's start. And to find out which team is the most friendly, courageous and attentive for the correct and quick completion of the task, the alien will distribute stars.
And so, we are waiting for the first planet. Mercury. The first task is a warm-up.The teacher asks questions in turn to teams about space. Each team has five questions.
What is the name of an astronaut's spacewalk suit?
What was the name of the self-propelled apparatus for exploring the lunar surface?
What is the name of the transport that delivers people and equipment into space?
What is the name of the third planet from the Sun?
What are the names of the dogs that flew into space?
Why don't astronauts eat with a spoon?
What is the name of the apparatus for human space flight?
What is the name of the house for astronauts in space?
What is the name of an astronomical instrument for studying celestial bodies and luminaries?
Name the first astronaut on earth.
What is the name of the rocket launch site?
What is a spaceport?
What is the name of natural satellite Earth?
Which star gives us heat and light?
What is the name of heavenly body, consisting of ice and stone, which, as it approaches the Sun, has a “tail”?
Which planet has large spinning rings?
What is a person who travels in outer space called?
Summing up the competition. The planet is attached to the solar system. On every flat planet reverse side pre-attached with double sided tape.
Educator.
The next planet is Venus.
To return this planet to its place, you need to complete the task "Assemble the Rocket".The teacher offers to lay out a rocket from counting sticks and buttons.
Educator.
The next planet is Earth. Task "Name the space object."Children stand in a circle and take turns passing each other a rocket, while naming cosmic words.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Mars. Task - graphic dictation "Pave the way through the stars."Children, under the dictation of a teacher, draw a path in cells.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Jupiter. Competition of captains "Draw a rocket with your eyes closed."The teacher blindfolds the captain, and he draws a rocket on the paper.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Saturn. Task-game "Crocodile".Team players take turns drawing cards with a task - to depict an object drawn on it, the rest guess.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Uranus. Exercise- "Draw an alien."Children circle their palm on a piece of paper and draw an alien from it.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Neptune. Task-game "Astrologer".Children stand in a circle, the teacher in the center. Teacher's words:
The stars are twinkling in the sky
The stars want to play
The astrologer counts the stars:
1,2,3,4,5.
stargazer, stargazer
Play with us.
What will you show us
Let's guess for ourselves!
(3-5 movements, children guess).
Summing up. The planet is attached to the solar system.
The teacher draws the attention of the children to the resulting model solar system. Asks what new they learned today. After that, the stars for each team are counted. Summing up.
The alien distributes gifts from himself to the children, after which he leaves.
Educator.
And now we need to go back to our group.
The sound of a flying rocket is included. Children join their hands above their heads, depicting a rocket.
Method of organizing joint activities
In the minds of the members of collective labor, their duties and the way of interaction with each other, which depend on the nature of the organization and the type of its activity, should be reflected. Consider the following classification of organizations˸
1. Government and non-government(the status of a governmental organization is given by official authorities).
2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-commercial as the main goal define the satisfaction of public needs.
3. Budgetary and non-budgetary. Budget organizations build their activities based on the funds allocated by the state.
4. Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.
5. Formal and informal. Formal organizations- these are duly registered companies, partnerships, etc., which act as legal and non-legal entities.
As a special type of organization can be distinguished socio-economic organizations. Socio-economic organization is characterized by the presence of social and economic ties between workers.
Social connections include˸
· interpersonal, domestic relations;
Relationships by levels of management;
relations with members of public organizations.
Economic ties include˸
financial incentives and responsibility;
living standard, benefits and privileges.
Organizations can also be classified according to the way they work together.
O. I. Zotova (1987) distinguishes the external structure of the brigade and the internal one.
External structure should be a purely external form of association of workers.
Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.
Low development team represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).
Medium level team has signs of external and internal organizational structure, but there are often no connections between them, there may be contradictions.
Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for ᴇᴦο members.
The effectiveness of joint work is determined not so much by the quality of interpersonal relations of the team members and the ability to interact directly in the process of work, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal.
The way of organizing joint activities - the concept and types. Classification and features of the category "Method of organizing joint activities" 2015, 2017-2018.
Types of teams differ in the composition of workers in their specialty and skill level. There are brigades "through", "specialized", "replaceable", "complex". OI Zotova (1987) singled out the external structure of the brigade and the internal structure. The external structure could be a purely external form of association of workers. The internal structure reflected the brigade as a single informal organism, a team that could be developed at different levels. Thus, a team of a low level of development is a group as the sum of individuals 7 (at the same time, there are no role and status divisions, group norms of behavior have not been developed). A team of an average level of development has signs of an external and internal organizational structure, but there are often no connections between them, there may be contradictions. The team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members (Zotova O.I., 1987).
How connected quantitative composition team, the level of its development as a team and the effectiveness of joint work? For a long time it was recognized that a group of people working together should be in the range of 7-15 people, this corresponded to the size of informal small groups studied in school and student groups. In production organizations, this principle was not always adequate. OI Zotova compared the indicators of the level of development of brigades of a production organization, formed on various grounds: specialized and complex.
The specialized brigade "C" consisted of 12 people, all of its members were representatives of the same profession and worked individually. Good friendly relations developed in the brigade, but these relations did not affect the efficiency of labor, everyone actually worked for himself, and when determining the monthly salary, there were disputes about the principle of using the labor participation coefficient.
The complex team "K" united workers of different profiles, their wage depended on the production of the final product, in which the contribution of all participants was realized.
Another form of remuneration and a method of organizing a joint labor activity created the basis for real, and not formal, association of workers into a team. Therefore, despite the fact that the composition of the “K” brigade was significantly higher (previously considered optimal) - 44 people, and some of the brigade members worked territorially in another area, and they did not directly have the opportunity to often contact, the unification of the efforts of all members of the brigade to the final the result led to an increase in labor productivity by 32% (Zotova O.I., 1987, p. 63).
So, the effectiveness of joint work in this case turned out to be due not so much to the warmth of interpersonal relations of the team members and the ability to directly interact in the process of work, but to the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal. . This example may be an illustration of the fact that the interpersonal relations of the participants in a group labor subject do not always have a significant effect on labor efficiency.
Features of interpersonal relations in a group are denoted by the term "socio-psychological climate". It can be assumed, firstly, that the socio-psychological climate turns out to be the most important determinant of the effectiveness of group labor in those cases where the degree of cooperation of the process of labor activity itself is high. Secondly, interpersonal relations and the socio-psychological climate significantly affect the results of joint work if group work is closely related to everyday life, for example, in teams, teams working and living in group isolation. Such teams include wintering expeditions at polar stations, crews of submarines, sea surface ships, crews” space stations(Lebedev V.I., 2001).
To assess the parameters of the socio-psychological climate, the method of sociometry is used.
Sections: School psychological service
The school is now extremely actively used group forms of work in the classroom and outside the classroom.
Group work is one of the forms of organizing joint activities of students and involves the temporary division of the class into groups of 4 to 8 people (depending on the age of the children) to jointly solve certain problems. Students are invited to discuss the problem, outline ways to solve it, implement them in practice and, finally, present the found joint result.
Studying pedagogical experience, the results of research in the field of educational psychology led to the conclusion that group work has a number of undeniable advantages. It opens up great opportunities for cooperation, for the emergence of cognitive collective activity of students.
Joint activity in a group based on cooperation is an important factor in mental development, contributing to the emergence of two types of major neoplasms:
1). Mastering a new objectivity (mutual exchange of methods of action), which provides a person with success in individual activities (an “internal opponent” appears, controlling and evaluating his own actions).
2). Mastering the very form of cooperation, which makes a person capable of establishing relationships with other people and with himself.
However, work in groups is not always effective in practice, and sometimes even gives the opposite result: teachers are disappointed in the usefulness and accessibility of this form of work for themselves and students; and children even develop either a reluctance to join groups or a persistent negative attitude towards group work.
This is explained by the fact that students and their teachers are psychologically unprepared for the work itself in a group and for organizing the work of groups. This opens up prospects for cooperation between the teacher and the psychologist. Both teachers and students need to be specially prepared for group work.
At training seminars, it is necessary to familiarize teachers with the psychological conditions for organizing group work.
In order for group work to take place, it is necessary:
To create a situation for the emergence among schoolchildren of a general positive attitude towards joint activities in a group. For younger students, this situation will be a game; for teenagers - discussion, exchange of opinions, demonstration of abilities and opportunities; for high school students - the exchange of information, the opportunity to provide and receive meaningful assistance;
- to teach children to work in a group and only then offer them to solve problems of a different nature and content in a group form;
Provide an active exchange of operations (one draws, the other writes); exchange of roles (one is a teacher, the other is a student); exchange of functions (the student performs the function of conscious control, checking the work of his partner); exchange of positions (on the existing product - the work of his partner - reveals the author's intention, his position, considers the correspondence of this intention to the result obtained); exchange of information (this exchange should be organized in such a way that the child begins to process information depending on the knowledge, capabilities of the partner, rebuild, supplement it);
Organize meaningful cooperation to complete the task, when students master a large number of the most complex operations (the ability to analyze their own activities, compare different methods of action with each other, compare methods with a common task and with the expected result, check and evaluate their own actions and the actions of comrades);
Equip children with the means of intragroup communication: teach them to work according to the rules, to act within the framework of a given role, communication skills (verbal and non-verbal); conflict-free communication; interpersonal interaction, which includes business communication on an equal footing with the definition of ways to effectively achieve performance results;
Please note that group work is not effective for all types of tasks. It is most applicable and expedient in the organization of technologies for educational research, design, modeling, problem-based learning, development of the ability to think creatively;
Determine the place of the teacher in joint activities.
To diagnose the effectiveness of the teacher's activities in organizing intragroup interaction, you can use a standardized map - a characteristic “Levels of formation of motivation of joint activity”.
(see Appendix No. 1).
Of great importance is the training of teachers in the basic methods of organizing group work. These include:
1. Formation of groups.
There are various ways to form groups, the choice of one or another method will depend on the goals of the teacher in this moment. The success of the work as a whole will depend on how correctly and successfully the group is formed (see Appendix No. 2).
The composition of the group does not remain constant, it is selected taking into account that the possibilities of each member of the group can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.
2.Organization of intragroup interaction. It is based on:
- fulfillment of the rules of work in a group, which are given to participants in finished form, or developed by a group (see Appendix No. 3);
- taking into account the principles (conditions) effective work in a group (see Appendix No. 4);
- role distribution (see Appendix No. 5).
- determining how to organize the discussion of the task and its solution. This can be brainstorming, doing work in parts in mini-groups, in pairs or individually.
3. Organization of the group's work on the task (see Appendices No. 6, 7).
4. Teacher guidance for group work.
If the group is mature enough, able to act independently, the functions of the organizer are to evaluate the report of the group on the results of the work. But if students take only the first steps in group work, constant monitoring of the work of the group is necessary. The organizer controls the progress of work in groups, answers questions, regulates interaction, helping to reach agreement in the group, in case of emergency, provides assistance to individual students or the group as a whole.
When preparing students for group work, it is necessary to solve the following tasks:
- teach children to work in a group according to the rules;
- learn to accept and maintain a given role during group work;
- work out the stages of work on the task;
- develop reflective skills of students;
- introduce various ways of interaction between group members;
- teach effective methods of working on a task;
The forms of education can be different: a special course, training conducted by a psychologist, a series of lessons within a certain subject, a cycle of class hours conducted by class teacher together with a psychologist (see Appendix No. 8).
BIBLIOGRAPHY.
1. Zeltserman B. Learn! Create! Develop! – Riga.: “Experiment”, 1997.
2. Markova A.K. Formation of learning motivation. – M.: Enlightenment, 1990.
3. Interregional Bulletin of Personality Development Schools “Phoenix” .- M .: “Russian Encyclopedia”, 1996, issue 5
4. Dancers S.T. Group work in developmental education. Riga.: "Experiment", 1997.
5. Tsukerman G.A. Types of communication in education. - Tomsk: Peleng, 1993.
Application No. 1.
“Levels of formation of motivation of joint activity”.
| Levels | Relationship type in COURT | Motives that ensure inclusion in the COURT | Goals set by the child | Emotions | Ability to work collaboratively. |
| 1. | negative attitude | Lack of motives, refusal to work with a partner. | Obtaining a specific product of teaching (text, problem solution) | Openly shows dissatisfaction with being forced to participate in “useless” work | Can't work together. Does not show any attempts to establish interaction. |
| 2. | Indifferent or neutral | They are not recognized, they are not clearly manifested and are not explained. | Fulfill the teacher's request. I am not interested in the result or the way of joint work | Shows neither negative nor positive attitude towards work. | Accurately follows the recommendations of the teacher, he does not show any attempts to establish meaningful contacts. |
| 3. | Positive, undifferentiated, amorphous attitude. | The attractiveness of the external attributes of joint work: to communicate, to change the nature of the activity, to have fun. | Participate in new, unusual work. | Emotionally tuned to work, but when it is difficult to establish business contacts, it is lost. | Can either refuse to cooperate, or follow the instructions of the teacher, or find a means of cooperation in his experience. |
| 4. | Positive, conscious, experience-based attitude. | Opportunity to apply your knowledge of joint activities in UD. | Find reasons to work together. | They do not demonstrate an ardent desire to work together, but they are aware of the need for this way of working | Goes beyond the models proposed by the teacher, actively seeks his own approaches to the establishment of SD. |
| 5. | Positive, personal, effective attitude | Business qualities of the partner. Expediency in joining efforts to solve problems. | Search for funds, ways of cooperation. | The joy of the fact that we managed to combine our efforts, coordinate our actions, get a joint product. | He looks for ways of business interaction, evaluates his own and other people's actions in terms of contribution to the overall result, sets intermediate goals for cooperation. |
Application number 2.
WAYS FOR FORMING GROUPS.
Group at will
The basis for the formation is that the participants of the work themselves choose those with whom they would like to work.
Homogeneity - heterogeneous;
The result is difficult to predict;
Formation task - “Split into groups of ... people in each”, “Split into identical groups”.
“Random” group
The basis for formation is that participants are forced to unite to do some work, although under no other conditions do they interact together.
Homogeneity - heterogeneous;
The result is difficult to predict, since incompatibilities can cause serious conflicts and make work almost impossible.
The task for the formation is from those who are sitting nearby; by the colors of the issued tokens; invite one player to turn away and, without looking, call the number of the group to which the participant indicated by the organizer will go.
The group formed by the leader
The basis for the formation - leaders (appointed by the organizer or selected by the participants) choose the most efficient participants (sometimes friendship and sympathy fade into the background);
Homogeneity – relatively homogeneous;
The result is predictable, since the leader chooses those who are able to achieve a certain result;
Formation task - the organizer of the work asks those whom he appoints leaders to come out, and then the leaders in turn name those with whom they wish to work in a group.
If the choice of leaders is made by the players, then the organizer of the work says: “For the game, we need to divide into groups. Let's choose (name as many as you need) the leaders that these groups will form."
Group formed by the organizer
The basis for the formation is formed in accordance with the goals that the organizer sets for himself at the moment. This group, due to its composition, solves certain tasks.
Homogeneity - 1). Homogeneous if the composition of the group is selected from participants of equal opportunities (leaders, advanced, with the same rate of performance, level of knowledge, abilities, etc.)
2). It is heterogeneous if the composition of the group is selected from students of different levels of education, awareness in this subject, compatibility.
The result is predicted in advance: in the first case, for example, to prepare participants for the Olympiad, in the second case, mutual complementation and enrichment.
Formation task - the organizer calls the names of the participants who should work in a particular group.
Application number 3.
EXAMPLE RULES OF WORK IN A GROUP.
(given ready-made or developed by participants).
- Everyone needs to actively participate in the work of the group.
- We need to listen and understand each other.
- You need to be able to negotiate.
- It is necessary to follow the procedure for working in a group (set time, special conditions for completing the task).
Annex No. 4.
CONDITIONS FOR EFFICIENT WORK IN A GROUP.
- The desire of each participant to work with each other.
- Explain the purpose of group work. The group is formed to achieve a result (finding a way to solve a problem, posing a problem), and not for pleasant, friendly communication.
- It is important to properly organize the search for a solution to a problem or problem, which will dramatically reduce the time it takes to complete the task:
- comply with the rules of work in a group;
- assign roles; it is better if there is an organizer in the group;
- regard the participation of each participant not as a hindrance, but as an additional resource that will enrich the group and increase the pace of work;
4. It is good if the group members have approximately equal opportunities. And if this does not happen, the voluntary consent of students of different strengths to work on an equal footing is necessary.
Application No. 5.
APPROXIMATE ROLE DISTRIBUTION IN THE GROUP.
Organizer (leader) - organizes discussion and mutual understanding, involves everyone in the work of the group.
Secretary- makes a decision of the group.
Assistant Secretary - writes down all the proposals of the group members.
Speaker - presents the results of the group's work.
speaker's assistant- monitors the implementation of the rules in the group.
time keeper - Ensuring that the group's rules are followed.
Each member of the group simultaneously acts as a “generator of ideas”, “understanding”, “critic”.
Appendix No. 6.
ORGANIZATION OF WORK ON THE TASK.
Consists of the following steps:
A). Preparing for the task:
- setting a cognitive task;
- instruction on the sequence of work;
- distribution of necessary didactic material by groups.
B). Group work:
- familiarization with the material, planning work in a group;
- distribution of tasks within the group;
- individual performance of the task;
- discussion of individual results of work in a group;
- choice and discussion common solution;
- preparation for the presentation of the results (formulation of the decision, preparation of speakers).
IN). Presentation of the results of the work:
- reporting on the results of work in groups (in a visually designed form or orally);
- discussion of the results of the work (questions for understanding from other groups, choosing the most successful solution);
- discussion of the work process, reflection.
Annex No. 7.
EXAMPLE QUESTIONS
TO DISCUSS THE PROCESS OF WORK ON THE TASK.
- What was good, what worked?
- What difficulties did the members of the group encounter and how did they try to solve them?
- Was the group work effective and why?
- What did each member of the group do, how did they understand their goals and objectives when completing the task?
- What new did each participant learn about the organization of work on the task?
- What needs to be taken into account to improve work efficiency in the future?
Application No. 8.
Experience in conducting lessons for students to master the ways of organizing interaction in a group.
In the NOU “Gymnasium “Kvant” in Veliky Novgorod, there is an experience of conducting joint lessons of a psychologist and a subject teacher to teach schoolchildren group work.
The task of the teacher in such a lesson is to guide the activities of students when the group is working on a task in the subject, the psychologist is to help the children in mastering ways of meaningful cooperation, organizing communication during the task.
Mathematics lesson “Basic properties of geometric shapes” in the 10th grade.
At the beginning of the lesson, the psychologist addresses the students:
Guys, on the poster you see geometric shapes - a circle, a square, a triangle, a broken line (zigzag). Look at them carefully and choose a token with the image of one of the figures that you like the most according to the principle: “I look like this figure”.
A psychologist takes part in the discussion of the process of working in a group on a task.
PSYCHOLOGIST: Guys, you know quite well many properties of geometric shapes, such as a square, a triangle, a circle, a zigzag (broken line).
But it turns out they have another feature. There is a connection between geometric shapes and personality traits. This connection is studied by such a direction of psychological science as PSYCHOGEOMETRY - a unique system of personality analysis.
To get to know her better, I propose to perform a small task. Now you will receive cards with a set of character traits (see table).
Discuss them in a group and try to correlate character traits with geometric shapes (by association). Justify your answer.
The groups take turns expressing their assumptions, the teacher gives the correct answer, for each of them a point is counted. The most astute team is revealed.
PSYCHOLOGIST : You can “try on” a set of character traits that corresponds to the icon you chose at the beginning of the lesson, deciding: “To what extent does this suit me? Does it look like me? Am I like this?”
We can draw the following conclusion: if a person has a certain set of character traits (psychological type), then from the proposed set of geometric shapes, he will choose a well-defined figure corresponding to his type as the one he likes more than others.
What do you think, was the work in the group effective if it included guys of the same psychological type, for example, only triangles?
Is it possible to cooperate effectively in a group with people of different psychological types?
How can the knowledge of psychogeometry be applied in group work?
As a result of the discussion, students come to the conclusion that knowledge of the psychological type of a person can be used to increase the productivity of work in a group:
- with role distribution, especially when choosing the organizer of the discussion;
- when choosing a communication style;
- in predicting, understanding human behavior in typical situations;
- to account for the strong and weaknesses personality.
Table
PSYCHOLOGICAL PROPERTIES OF GEOMETRIC FIGURES.
|
Organized Hardworking Reasonable Persistent, persistent Solid in decisions Patient Thrifty |
benevolent peaceful attentive listener empathetic conflict-free fair indecisive |
|
leader who leads decisive determined to win confident vigorous risk-taker |
feeling beauty witty loving change fickle in hobbies creative independent looking to the future enthusiastic, enthusiastic dreamer |
Square (1), triangle (2), circle (3), broken line (4).
