Analysis of the teacher's lesson.

I believe that the main indicator of achieving a pedagogical goal is the solution of the tasks I set for the lesson, the results of which you saw during reflection in the children’s art activities. During the lesson, it was possible to see supra-subject skills in children, which manifested themselves in generalization when talking about winter, in comparison and analysis of children when performing didactic exercise on the relationship between the animal and its footprint, when comparing children's paintings with a forest clearing. The children also implemented a chain of subordinate goals in drawing, when the children, after analyzing, built a system of actions to achieve a result.

The children actively communicated with the teacher and answered questions that in nature exceeded the level of questions for children younger age. And I think the most important thing is the children’s interest in the activity, which is an indicator of the effectiveness of children’s activities at a given age. Target educational process was achieved by me using all groups of methods, i.e. ways to achieve the goal, visual, verbal, practical, game, which reflected the same theme and were interrelated.

I implemented these methods using a variety of techniques such as an example of a teacher, showing methods of action, looking at illustrations, using teaching aids in the form of objects corresponding to the educational objectives of classes, questions, artistic expression, explanations of actions, exercise for children, didactic game and game exercises. I achieved the research goal of the lesson.

I conducted an integrated lesson in which you saw the interdisciplinary connection between speech, visual, musical, and motor activities; I tried to conduct a dialogue with the children, choosing a democratic style of communication, which was visible in inviting children to participate in exercises, taking into account the child’s opinion, desire to complete the task, answer questions. question. My personal goal, which is the activity and results of the children’s activities during the lesson, was also achieved, as I said above, the children, due to their interest, were activated throughout the lesson and mastered the technique of drawing with their palm and finger.

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Appendix4

ANALYSIS OF TEACHER ACTIVITY

I want to start my analysis with the question: did I manage to cope with the main didactic goal of the presented lesson, which in turn had a trinity of goals, as an image of the desired result. Let me remind you that the goal is pedagogical, the development of the educational process, professional and personal self-development.

I believe that the main indicator of achievementpedagogical purposeis the solution of the tasks I set for the lesson, the results of which you saw during reflection in the children’s art activities.

During the lesson, it was possible to see the children’s supra-subject skills, which were manifested in generalization when talking about winter, in comparison and analysis of children when performing a didactic exercise on the relationship between an animal and its trace, when comparing children’s pictures with a forest clearing. The children also implemented a chain of subordinate goals in drawing, when the children, after analyzing, built a system of actions to achieve a result.

During the lesson, the children performed creative tasks, during which we saw the ability to imagine, these are the exercises “Snow”, “Getting ready for a walk”, “Snowflakes”, during the sketch you saw the development of children’s facial skills, the opportunity to express themselves, as well as the aspect of moral education, which consisted in expressing sympathy , pity for the hero, care for him.

The children actively communicated with the teacher and answered questions that were higher in nature than the level of questions for younger children.

And I think the most important thing is children’s interest in the activity, which is an indicator of the effectiveness of children’s activities at a given age.

Purpose of the educational processwas achieved by me using all groups of methods, i.e. ways to achieve the goal, visual, verbal, practical, game, which reflected the same theme and were interrelated. I implemented these methods using a variety of techniques such as a teacher’s example, showing methods of action, looking at illustrations, using teaching aids in the form of objects that correspond to the educational objectives of the lesson, questions, artistic expression, explanations of actions, children’s exercises, didactic games and game exercises.

I achieved the research goal of the lesson. I conducted an integrated lesson in which you saw the interdisciplinary connection between speech, visual, musical, and motor activities; I tried to conduct a dialogue with the children, choosing a democratic style of communication, which was visible in inviting children to participate in exercises, taking into account the child’s opinion, desire to complete the task, answer questions. question.

My personal goal consisting in the activity and results of the children’s activities during the lesson, was also achieved, as I said above, the children, due to their interest, were activated throughout the entire lesson and mastered the technique of drawing with their palm and finger.

My professional goal, since it is such, will continue to be realized, since it consists of using an individual - personal model of teaching children in the classroom. That side of it, which consists in using drawing in an unconventional way in this lesson, has been achieved - the children followed the entire sequence of drawing techniques with the palm and finger.

by organization educational work

with preschoolers

The collection is intended for preschool teachers

EXPLANATORY NOTE

In modern preschool pedagogy The problem of organizing educational work in preschool institutions occupies a special place. This is due to the fact that today the question of the need to design educational work focused on the principles of humanity, non-violence, subjectivity, integrity and integrativeness arises with all urgency. It is the humane attitude towards the child as a subject of the educational process and the need to develop his internal potential in order to more successfully and less painfully undergo active socialization that are considered as leading trends in modern stage development preschool education and education. Preschool didactics is based on the position that the full development of a child should be carried out in interesting, meaningful activities for him. Therefore, the teacher constructing the educational process needs to present to the child all the variety of activities inherent in him, pedagogically competently coordinating and integrating them with each other.

A teacher working in selected programs must carry out multidisciplinary activities using multifocal analysis. This means that the teacher in the classroom must act in several positions: psychologist, teacher, game technician. In addition to positional “portraits” of children, he must also form an integrated “personal-activity” portrait of the child. The teacher must realize the main goal of the programs used: through the development creativity create conditions for common mental development preschoolers, in particular the conditions for the formation of their readiness for modern (developmental) school education, to develop skills and abilities for independent decision pedagogical problems in the process of implementing the Federal State Educational Standard based on basic theoretical approaches

This manual presents methodological materials, revised taking into account the implementation of goals, objectives, principles of developmental education within the framework of the introduction of federal state educational standards, allowing teachers to design and analyze GCD.

Methodology for conducting pedagogical analysis.

Pedagogical analysis - purposeful study of the lesson as a whole, its objective assessment, identification of the reasons that determined its level, result and subsequent development on this basis of recommendations for improving the work of the teacher.

Based on this definition, it follows that the methodology for its implementation, on the one hand, should help reveal the essence of classes as a special form of training in kindergarten, and on the other hand, it should allow analysis at a theoretical level, characterized by the identification of functional connections of the structural elements of the lesson.

Pedagogical analysis is carried out to determine the effectiveness of the educational process. Establishing the causes and factors that determine the quality of teaching activity is possible only on the basis of a systematic approach.

A systematic approach to pedagogical analysis is that the object is studied through the prism of the functional connections of the structural elements of the lesson, which determine the integrity of the object and its developmental orientation.

Structural elements mean:

 occupational characteristics - includes a section of the educational program, type of lesson, topic of the lesson, form of the lesson, parts of the lesson, time frame, outline, model or plan;

 goal, objectives of the lesson - elements that combine the activities of the teacher, the activities of children, and conditions into a single, holistic education, since it is impossible to evaluate the activities of the teacher and children outside the goals and objectives for which it is carried out;

 conditions (material, sanitary and hygienic, organizational and pedagogical), ensuring the possibility of successful activities of both the teacher and the children;

 activity of a teacher, aimed at organizing cognitive activity children, ensuring, using a variety of methods and means, the achievement of the goal of the lesson;

 children's activities, aimed at mastering knowledge, abilities, skills or methods of discovering new knowledge.

The selected elements form three types of connections between themselves (generation, development, change) and characterize the lesson as a pedagogical system.

Generation Link arises between program tasks, the activities of the teacher and the conditions of the lesson.

The purpose and objectives of the lesson are generated by the organizational and pedagogical conditions and activities of the teacher, the availability of techniques and aids aimed at solving each task of the lesson, the teacher’s ability to creatively use notes, a lesson model, and rationally place equipment.

Development Communication arises within two groups of structural elements of the lesson: “program tasks - children’s activities”; “The activity of the teacher is the activity of children.” Setting certain goals and objectives should lead to further advancement of the child in development. The work of a teacher in the classroom develops children, determines and regulates their behavior. The activities of children in the classroom change the qualitative characteristics of the teacher’s work. The ability to adjust the course of the lesson taking into account the “feedback”: change the form of organization of children, use rest depending on the degree of fatigue of children, change the method, the nature of the pedagogical influence.

Communication change arises within two groups of structural elements of the lesson: “conditions - teacher’s activity”; “conditions – children’s activities.”

ECD - direct educational activity

TYPES

Role-playing games

Execution of a fairy tale plot

Fantasy activity

Business game

Round table

Open Mind Exercise

Competition activity

Lesson-KVN

Quiz

Experts are conducting the investigation

Knowledge Auction

Magic envelope

Class - contest

Creative activity

Mathematical hockey

Lesson-performance

Knowledge Show

Activity-game

Lesson-test

Activity-travel

Lesson-competition

Brainstorming

Basic requirements for organizing GCD

1. Compliance of the content with the principles of training and education.

2. Educational orientation.

3. Combination of the principle of accessibility with fairly intensive work of children.

4.Scientific.

5. At the level of achievements in pedagogy, psychology and best practices.

6. Availability of techniques that develop the mental activity of children.

7. Target setting of the lesson and its structural parts.

8.Logicality, a justified set of techniques.

9. Uniformity and diversity of techniques and methods.

10. Availability of interdisciplinary connections.

11. Connection of the material being studied with previous and subsequent material.

12. Availability of consolidation, repetition and generalization of material.

13. A combination of collective, individual and group forms of training.

14. Level of improvement of knowledge: clarification, expansion, systematization, combination of knowledge and skills with personal development.

15.The quality of children’s knowledge (awareness, strength, consistency, volume, mobility).

16.Number of children.

17.Completion of the lesson.

18. Psychological readiness teacher to conduct a lesson.

Hygienic requirements

SanPiN 2.4.1.2660 - 10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations”

1.Temperature conditions.

2.Ventilation.

3.Lighting.

4.Prevention of fatigue and overwork.

5. Alternation of activities.

6. Timely and high-quality physical education sessions.

7.Maintaining correct posture by children.

8. Suitable for children's height of furniture.

Requirements for the technique of conducting GCD

GCD should be emotional, arouse interest in learning and cultivate the need for knowledge.

The pace and rhythm of the educational activity must be optimal, the actions of the teacher and the child must be complete.

Full contact is required in the interaction between teacher and child, pedagogical tact and pedagogical optimism must be observed.

An atmosphere of goodwill and active creative work should dominate.

The teacher must ensure active learning for each child.

If possible, you should change types of activities and optimally combine different teaching methods and techniques.

Pedagogical skills of a teacher working in developmental programs.

Gnostic skills: (from the Greek gnosis - knowledge)

Diagnose the development of the personal and intellectual sphere of an individual child

Determine the psychological climate in the group, analyze mental and physical health baby

Analyze the experience of others, your teaching activities, professional communication - work independently with literature

Projective and constructive skills:

Carry out current and forward planning

Carry out dynamic design of the development of groups and individual children

Analyze problematic pedagogical situations, anticipate possible difficulties in work and outline ways to eliminate them

Determine specific educational tasks taking into account age and individual characteristics preschool children

Methodically competently build the pedagogical process, using a variety of forms, methods, means, techniques of education and development in accordance with the specific tasks set

Choose the forms and methods of interaction with parents that are most adequate to the goals and objectives

Plan a situation of success for each child (especially those who are unsure of themselves and shy).

Coordinate your pedagogical influences on children with colleagues, assistant teachers, and parents.

Communication skills:

Easily and quickly establish contact with children, colleagues, parents, show flexibility and tolerance in communication

Create an atmosphere of goodwill and cooperation in the process of communication - master verbal and non-verbal means of communication

Use humor and jokes in communication interpersonal relationships in a children's group.

POSTAN OWKA OBJECTIVES

DIRECTLY EDUCATIONAL ACTIVITIES

Setting a GCD goal is not an elementary definition of plans, but a logical determination of the direction and results of movement (the point of gradual movement towards the goal along a certain route).

The goal of pedagogical activity is mental anticipation of the results of the process. In its formulations, the pedagogical goal should reflect those qualities towards the development of which the pedagogical process is aimed.

DEVELOPMENTAL GOALS:

1. Goals focused on the development of a personal and semantic attitude to the material being studied and the process of one’s own cognitive activity: the relevance and personal meaning of the topic being studied for children, helping children to understand the social, practical and personal significance of the material being studied.

2. Goals aimed at developing children’s value relations to the surrounding reality: to promote children’s awareness of the values ​​of the material being studied, to help children realize the value of joint activities.

3. Goals aimed at developing intellectual culture in children: equip (i.e. create organizational and content conditions for the development of children’s skills) with methods (techniques) of mental activity: teach children to analyze a cognitive object, develop the ability to compare, generalize, classify, correlate, see patterns, find contradictions, etc.

4. Goals focused on the development of a research culture (research skills): to promote the development in children of the ability to use various methods of cognition: observation, putting forward a hypothesis, the ability to analyze an object, highlight its essential features, compare various facts, draw conclusions.

5. Goals aimed at developing an active culture in children: developing in children the ability to set a goal, plan their activities (monitor, self-assess and self-correct their activities).

6. Development-oriented goals communication skills(cultures) of children: to promote the development of children’s ability to communicate, to ensure the development of monologue and dialogic speech in children.

7. Goals focused on the development of children’s reflective culture: create conditions for the development in children of the ability to suspend their activities, highlight the key moments of their own or others’ activities, and ensure the development of the ability to objectify activities.

Modern formulations of program content tasks:

Goals

Examples

1.educational

2. educational

3. developing

Ensure the acquisition of knowledge about...

Contribute to the formation of knowledge about...

Teach…

Prove…

Form a concept...

Contribute to the formation or continue the formation of skills...

Ensure repetition, generalization, systematization of knowledge

Strengthen knowledge, skills...

Summarize, systematize knowledge about...

Fill knowledge gaps...

Practice your skills...

Improve your skills...

Expand, deepen...etc.

Promote moral education preschoolers;

Ensure that children are encouraged to communicate;

Promote aesthetic education;

Ensure the development of perseverance, initiative,

Fostering motives for learning, a positive attitude towards knowledge, fostering tolerance.

Develop the ability to analyze, synthesize, compare, generalize, specify, classify; observe;

Develop the ability to highlight the main thing, establish common common features and properties of the whole, and draw generalizing conclusions;

Develop the ability of partial search cognitive activity;

Develop the ability to put forward hypotheses and solve problems;

Develop the ability to plan and evaluate the results of completed actions;

Develop children's emotions;

Develop the ability to act independently;

Develop the ability to creatively approach solving a wide variety of problems;

Develop the ability to apply knowledge in practice;

Develop memory, speech, logical thinking

Analysis scheme and evaluation of the effectiveness of GCD

Professional qualities of a teacher:

knowledge of the subject and general erudition;

level of pedagogical and methodological skills;

speech culture (literacy, pace, diction, imagery, emotionality, etc.);

the degree of tactfulness and democracy in relationships with children;

appearance, facial expressions, postures and gestures.

Assessment of the activities of pupils in the educational educational institution:

degree of cognitive activity, manifestation of creativity and independence;

the presence and effectiveness of group and individual forms of work (children’s relationships in the classroom; cooperation and co-creation);

children's organization and interest in the lesson material.

GCD content assessment:

the expediency of selecting the content of the lesson by the teacher;

didactic principles and their implementation (scientific nature, accessibility, relevance of knowledge and connection with life);

optimal volume of material.

Evaluating the effectiveness of GCD:

rational use of time (optimal pace, change of activities);

the degree of feasibility and effectiveness of using visual material (demonstration and handout) and TSO;

effectiveness of using methods and organizational forms of classes;

level of feedback during the lesson;

teacher assessment and control of children;

the degree of aesthetic impact on children;

assessment of compliance with hygiene and safety standards.

Assessment of goal achievement and effectiveness of GCD:

the degree of specificity of goals and objectives (their formulation for children);

reality, feasibility and achievability of the goal;

degree of interaction with children (educational and teaching component: what and to what extent were learned, what contributed to education);

the degree of influence of the content of the lesson on the development of children (what contributed to their development and to what extent).

The design of the analysis will always vary depending on the type of activity.

GCD analysis

Preparing a teacher for GCD (the role of GCD in the personal development of children; diagnostics of the personal development of children: training, education; planning of individual work).

Organization of educational activities (motivating children and awakening interest; structure of the lesson; changing types of activities at individual stages of the lesson; solving cognitive and personal problems at the stages of the lesson).

Contents of GCD (educational value; development of the humane position of children; variability of GCD; situations of choice for children; creative search; problem solving; ways of personal development of children: the ability to communicate and cooperate; manifestation of self-regulation, self-discipline, self-knowledge and reflection in GCD).

4. General assessment of GCD as an element of the system of personality-oriented learning (the lesson is prepared to solve the problems of personal development of children; the lesson meets the principles of natural conformity, cultural conformity and individual approach; children - co-authors of the lesson: are active, know how to make choices, participate in dialogue, defend their positions , are open, respect other people’s points of view, strive for mutual understanding; the teacher implements a strategy of cooperation; skillfully combines individual and group work of children; encourages their individual and creative achievements; the general atmosphere of the lesson promotes self-expression and self-determination of children; ).

Analysis of combined GCD

In a combined educational activity, didactic tasks for learning, repetition and consolidation of knowledge are combined.

In the structure of a combined GCD, subordination and its interrelationship become very important. components, since only the successful solution of the pedagogical problems of the previous part of the GCD allows one to move on to the next one, and the final effect of the lesson is achieved by achieving the goals set for each part of the lesson.

Validity of the GCD structure.

What methods and techniques were used to motivate children for upcoming activities?

Forms of organization for updating knowledge and using it as a basis for further cognitive activity.

The nature of tasks when learning new material.

A variety of forms of organizing the systematization and consolidation of children’s knowledge or activities.

The effectiveness of the didactic tools used at each stage of the lesson.

Analysis of a complex GCD

On complex lesson problems of two or more types of activities are solved. It is important to note that it is necessary to maintain a single storyline GCD and not allow a set of exercises for different types of activities without any logic

Validity of the choice of GCD type.

Types of activities whose tasks were solved in this lesson.

Reasoning for the choice of content line.

Methods and techniques for solving problems of each type of activity and their effectiveness.

Forms of organization of different types of activities (their effectiveness and feasibility of use).

Justification of the developmental nature of this lesson.

Sample reminder for self-analysis of GCD

How did the teacher complete the assigned tasks?

Preparation (including hygiene conditions). Materials and equipment.

What is the nature of GCD: developmental or educational, does it correspond to the goals set?

Does GCD contribute to the development of mental, physical and moral qualities? Cognitive interests?

What is the psychological microclimate in the group?

How did the teacher carry out the optimal selection of methods, means and forms of teaching?

Forms of work (traditional, non-traditional, with subgroups, individually, dramatization, KVN, quiz, etc.).

Teaching and educational means (visuality, filmstrips, recordings, videos, pictures, reference tables, etc.).

Methods of teaching and upbringing (play, artistic expression, etc.), assessment of children’s activities, methods of encouragement, auxiliary questions, the result of working with children.

Creating conditions for children's creative opportunities (developmental environment).

Knows how to organize and conduct experimental and research activities.

Which children's analyzers were used, and how?

Does the teacher know the methodology for conducting ECD?

Integration of GCD, connection with other activities. (Perhaps this is a complex activity).

The formation of which mental processes is aimed at by GCD (attention, thinking, speech, imagination, will, emotional, moral education).

Are children comfortable in this educational activity, what is the psychological state of the teacher?

GCD self-analysis and self-assessment scheme

Implementation of the main didactic goal of GCD

Are all program requirements on this topic (issue) reflected in the GCD? How active were the children when familiarizing themselves with new material (perception, understanding, awakening cognitive interest)? Did the teacher have sufficient knowledge? How was the quality of children's knowledge, skills and abilities checked (what was the coverage of children)? Was there a differentiated approach to children? How?

Implementation of children's development in the learning process.

Was there any involvement of children in basic mental operations (analysis, synthesis, generalization, classification, systematization?) Was overcoming feasible difficulties organized? Have intellectual motivations emerged? How and by what means was the development of children's cognitive independence ensured? Were there intra-subject and inter-subject connections? Have development funds been used? creative thinking(elements of problematic nature, tasks of a creative nature)? Was there any aesthetic development children? What means were used for this?

Education in the process of GCD

Have the educational potential of the material been fully utilized? What contributed to the development of integrity, a humane attitude towards people, a respectful attitude towards work and its results, towards learning? What was the educational impact of the teacher’s personality?

Compliance with the basic principles of didactics

How was independent work used, is it too difficult? What is its volume? Was it sufficiently individualized, etc.

Selection of methods

Was the method chosen correctly for familiarization with new material and for consolidation? Have the necessary TSOs been involved? Did the demonstration achieve its objectives? Has the teacher taken everything possible from the demonstrations? Were the methods and techniques of applying knowledge to develop skills and abilities varied enough? Were the general requirements for the selection of methods observed?

Work of a teacher in NOD

Was everything necessary prepared for the start of the GCD? Did the teacher use the notes correctly? What was the relationship between the organizing activity of the teacher and the cognitive activity of children? What types of activities took place in the educational activities in what proportion (speech activity, listening, assistance in their independent activities) What methods of organizing children to work were used? Has contact been achieved with children? What was the teacher's appearance like? (could something be attracting the children's attention or distracting them)?

Pabota children in the NOD

Has the children's readiness for the lesson been checked? What was the activity of the children at different stages of the lesson? What did her hesitation depend on? What were the types of children’s activities during the lesson (speech activity, listening, writing from the board, independent activity. What was the children’s attitude towards the lesson?

Hygienic conditions for carrying out GCD

Lighting, seating, markings, physical training, whether the children were detained after the end of the lesson on time. Compliance with SANPiN.

Psychological analysis of GCD.

It is carried out with a psychologist or with appropriate education.

Psychological analysis of GCD

Questions to Study

Yes

No

Partially

Other

1.

Psychological analysis of children's educational activities:
Active position of children in NOD
Positive attitude of children towards the teacher
The prevailing well-being of children in NCD

2.

Psychological assessment of GCD:
Level of organization of the lesson (psychological attitude, use of game organizational aspects)
The ratio of monologue and dialogic communication between children and the teacher in the educational activity (the predominance of the teacher’s speech;
predominance of children's speech;
equal ratio)
Compliance of forms and methods of educational activities with the age-related psychophysiological characteristics of children (does the teacher take into account individual and psychological characteristics children during the lesson)

3.

Psychological analysis of the teacher’s activities:
The presence of a psychological distance between the teacher and the children (“above”, “under”, “next to”, “together”)
Communication skills (the ability to establish contact with the group and each child)
The appearance of the teacher (posture, facial expressions, pantomime, taste and style in clothing and hairstyle)

Date of inspection _____________________________________
Group ___________________________________________
Teacher _____________________________________________
Who checked _____________________________________

Performance Tracking Card

organizing and conducting NOD

group number ____

Full name of the teacher_______________________________________________

"____"_______________________201__

Questions to Study

Evaluation criteria

GCD goal setting

Characteristics of the program content: compliance of the objectives with the program and the level of development of the children in the group; Are there any tasks in the lesson (which ones prevail) health-improving, educational, educational, developmental; specificity of wording.

0 - the goal is not specific

1- the goal is specific, but its achievement is not verified

2- the goal is diagnostic and its achievement is verified

Activities of the teacher:

Formation of motivation

0 - no attention is paid

Correspondence content of educational material for the stated goal

0 - material is given no higher than the program level
1- program material is sometimes supplemented by other factors
2- program material is constantly supplemented by various factors

Forms the organization of cognitive activity ensured: cooperation between children, the inclusion of each child in activities to achieve the didactic goal; variety of activities.

0-reproductive

1-part search

2-search, with elements of micro-research

Organization activity approach to implement educational areas

0-minimally formed or not formed at all

1-this quality is sufficiently formed

2-this quality is clearly expressed

Methods provided: motivation for activity, cooperation between the teacher and children.

0 - no attention is paid

1- use of external incentives

2- in order to enhance motivation, the teacher makes changes during the lesson depending on the mood and activity of the children

Method Compliance teaching the content and purpose of the lesson

0 - monotony of methods

1- from a combination of 2-3 methods

2- wide arsenal, as a combination of methods

Selection techniques, used to solve the assigned problems, the correctness and accuracy of their application; appropriate for age and method.

0 - monotony of techniques

1- from a combination of 2-3 techniques

Organization of independent research activities of preschool children

0 - monotony of techniques

1- from a combination of 2-3 techniques

2- wide arsenal, as a combination of methods and techniques

Scientific knowledge

0-anti-science

1-according to program requirements

2- in accordance with program requirements, age and characteristics children's group

Taking into account the individual characteristics of children

0 - no differentiation

1- differentiation without preliminary diagnosis

2- differentiation based on diagnosis

Formation of control and self-control skills in children

0 - minimally formed or not formed at all

1- this quality is sufficiently formed

2- this quality is clearly expressed

Goal achievement level:

A) educational aspect;

B) developmental aspect;

C) educational aspect.

0 - goal not achieved
1 - partially achieved.
2- complete achievement of the goal

Lesson timing:

Organizational moment

Main stage of the lesson

Consolidation of what has been covered

Independent work based on a sample (situation).

Generalization and systematization of knowledge

Knowledge control

Summing up the lesson.

0 - no attention is paid

Children's activities

1-skills are sufficiently developed

2- skills are clearly expressed in accordance with age

Children's learning skills.

Children's behavior in GCD:

a) Do children show cognitive activity, attention, interest, attitude to the lesson.

b) Using knowledge and skills to achieve the goal of the lesson

c) children’s emotions: delight, admiration, amazement, interest, indifference, passivity.

0 - no attention is paid

1- use of external incentives

2- in order to enhance motivation, the teacher makes changes during the lesson depending on the mood and activity of the children

Quality of knowledge: a) completeness, strength and depth, awareness, ability to operate with them;

b) Assimilation by children during the teacher’s explanation of new observations, meanings, abilities, skills.

c) Ability to generalize, compare and predict: can children see and understand the connections and relationships of developmental changes; properties and qualities of objects; interactions between living and inanimate nature;

d) The ability to express evaluative phenomena, significance.

0 - to a minimal extent

1 - corresponds to the age of the children, but the level of mastery of the program material is not checked

2 - corresponds to the age of the children, the level of assimilation of the program material is checked

Ability to apply knowledge in practice:

independence in applying knowledge; correct choice of operating conditions and solution of assigned tasks;

0-minimally formed or not formed at all

1- formed (children have strong skills and abilities in showing initiative in independently using knowledge, skills and abilities in different types activities)

2-the presence of creative abilities in children

Psychological analysis of children's activities:

active position of children; positive attitude towards the teacher; the relationship between monologue and dialogic communication in the classroom;

the presence of a psychological distance between the teacher and the children (“above”, “under”, “next to”, “together”).

0 - no attention is paid

1- use of external incentives

2- in order to enhance motivation, the teacher makes changes during the lesson depending on the mood and activity of the children

Characteristics of the conditions for conducting GCD: compliance with sanitary-hygienic, functional-pedagogical, material and technical conditions.

0 - no attention is paid

1- in accordance with methodological requirements

2- in accordance with methodological requirements and SanPiN

Organization and conduct of NOD

Questions to Study

Yes

No

Partially

Other

Characteristics of program content:
Compliance of tasks with the group program
Compliance with the level of development of children in this group
Volume of program content
Specific wording of program content

Characteristics of the teacher’s activities:
Identification of techniques used to solve assigned problems
Compliance of techniques with the age of children and the requirements of the methodology of this program
Correctness and accuracy of application of these techniques

Characteristics of children's activities:
Children’s mastery of program content by task
Peculiarities of children's behavior in class (activity, attention, interest, attitude to class)
Children's Study Skills

Characteristics of the conditions for conducting the lesson:
Compliance with sanitary and hygienic conditions
Compliance with the requirements of material and technical conditions
Compliance with the requirements of functional and pedagogical conditions

Date of inspection ________________________________
Group _______________________________________
Teacher __________________________________
Who checked _________________________________

Child's behavior in educational activities

Questions to Study

Yes

No

Partially

Other

Listens to the teacher attentively or gets distracted

Performs a task absent-mindedly or concentratedly

Independent from start to finish

Imitates a neighbor

Runs fast or slow

Manages to finish or leaves work unfinished

How he reacts to difficulties or failures: tries to overcome, resumes trying, turns to the teacher for help

How does he evaluate the result: admires, is upset, embarrassed by mistakes, shows indifference

Date of inspection _______________________________
Child's full name _________________________________
Teacher _________________________________

GCD analysis card

Questions to Study

Yes

No

Partially

Other

Compliance of program content with the age of the child

The presence of new material provides some effort and thought tension.

Compliance with hygiene requirements

Aesthetics of the lesson (appearance of children, group, equipment)

A variety of methods and techniques, their interrelation and validity

Techniques for attracting and focusing children’s attention (whether available or not).

Techniques for activating children's independent thinking.

Accessibility, logic, emotionality and colorfulness of the teacher’s speech.

Individual work with children.

10.

Children's behavior during work.

11.

Evaluation of work by teachers and children.

Date of inspection ______________________________
Group _____________________________________
Teacher ________________________________
Who checked ________________________________

Formation of prerequisites for educational activities in older preschoolers

Questions to Study

Yes

No

Partially

Other

Ability to hear and accept tasks

The ability to listen and hear the teacher’s explanation

Ability to complete tasks according to the teacher’s plan or according to one’s own plan

Reaction to the teacher’s assessment during the task or at the end of it

The ability to listen and hear the answers of comrades

The ability to express one’s thoughts in a way that others can understand

The child’s degree of awareness of the educational task: what should he have done? What did you learn?

Date of inspection_______________________________
Child's full name_________________________________
Teacher_________________________________
Who checked ________________________________

REFERENCE DIAGRAM FOR ANALYSIS AND DESIGN OF NODES

Educational objectives

Content

Indicators of fulfillment of educational objectives of the stage

Conditions for completing the educational tasks of the stage

Possible methods and techniques

Stage 1 - ORGANIZATIONAL

Preparing children to work in NOD

Preparing children to work at GCD:

Ensuring a normal external environment for work in the classroom;

Psychological preparation of children for communication in educational activities

Friendly attitude of the teacher and children,

The short duration of the stage,

Children's willingness to cooperate

Formulation of targets.

The concentration of the teacher,

Consistency in presenting demands,

Using a short psychological pause and questions that encourage children’s attention to the topic being studied,

Calm confident demeanor

Lack of verbosity.

- "Good afternoon. I’m glad to see you and really want to work with you.”

- “Palm to palm”

Let's smile at each other, etc.

Stage 2 -PREPARING CHILDREN FOR WORK AT THE MAIN STAGE

Providing motivation, goal acceptance by children,

Updating the subjective experience of children (personal meanings, background knowledge and methods of action, holistic relationships),

What children know, why does a child need it?

Message topic GCD;

Demonstration of the social and practical significance of what is being studied;

Presenting a problem to children;

Actualization of children's subjective experience.

Readiness of children for active educational and cognitive activities;

Formulation of goals together with children;

Variability of target communication techniques;

Children’s understanding of the social and practical significance of the material being studied;

Communication of goals, forms of organization of activities.

Preliminary consideration by the teacher of the formulation of goals, objectives, social and practical significance of what is being studied for children;

The ability to formulate goals in children’s actions;

The teacher’s mastery of a variety of techniques for updating the personal meaning of children, their social and personal attitude to the objects of the surrounding reality;

The teacher’s use of a variety of techniques for updating knowledge and methods of action;

Reflection for the purpose of training not only the knowledge and skills that children must learn, but also the development of the personal-semantic sphere, intellectual, research, communicative culture and culture of mental work.

message of the goal with simultaneous message of the topic of the GCD;

communication of the goal in the form of a problematic task;

communicating the goal in the form of a heuristic question;

goal setting through showing final results;

setting an attractive goal;

at the beginning of the lesson, a riddle is given, the answer to which will be revealed when working on new material;

supplementing the real situation with fiction;

setting goals based on the sequence of studying the material.

Stage 3 - STAGE OF LEARNING NEW KNOWLEDGE AND WAYS OF ACTION

1. Ensuring children’s perception and primary memorization of the material being studied:

- essential features, concepts, etc.

- rules and algorithms built on their basis.

2. Facilitating children’s assimilation of methods and means that led to a certain conclusion (generalization).

3. Creation of substantive and organizational conditions for children to master methods of reproducing the material being studied.

Organizing children's attention;

Communicating the main idea of ​​what is being studied (principles, rules, etc.)

Ensuring understanding of the research method of the knowledge being studied, methods and means that led to the conclusions drawn;

Provide knowledge that leads to certain conclusions (where and how to start, where to start, what to move on to, how to justify conclusions).

Maximum use of children’s independence in acquiring knowledge and methods of action;

If the teacher used the method of story and explanation, then the indicator of task completion can be the quality (correctness, awareness) of children’s answers at subsequent stages;

When using heuretic methods, an indicator of the effectiveness of children’s assimilation of knowledge and methods of action is the correctness and awareness of answers during a conversation or completing a task.

Complete and precise definition leading features of the studied cognitive objects;

Inclusion of the subjective experience of children into the content of the material being studied;

Implementation of a differentiated approach in the process of presenting something new;

Implementation of the stage by creating situations in which the child is the subject of the activity;

Creating conditions for children to acquire knowledge primarily in the form of activities.

Presentation of the main material simultaneously in verbal, sign-symbolic forms,

Working with the definition of introduced concepts (generic word + specific characteristics)

using everyday analogies as a way to include children’s subjective experience in the content

Teacher's story (explanation)

Developmental education

use of problematic situations

Stage 4 - PRIMARY CHECKING STAGE OF UNDERSTANDING OF WHAT LEARNED

1. Establishing the correctness and awareness of the studied material.

2. Identifying gaps in the primary understanding of the studied material and children’s misconceptions

3. Correcting identified gaps in children’s understanding of the material studied.

Teacher checking children's understanding of what essence is

main content;

Checking the completeness and awareness of children’s assimilation of new knowledge and methods of action;

Identification of gaps in children’s primary understanding of the studied material;

Eliminating ambiguities in children's understanding of the studied material.

Correctness and awareness of the main content of the studied material by the majority;

Closing gaps in children's understanding of new material.

Raising questions of a reproductive nature and questions that require mental activity.

Using tasks for children to recognize studied cognitive objects;

Preparing your own examples based on new material;

Associative series.

Stage 5 - STAGE OF CONSOLIDATING NEW KNOWLEDGE AND WAYS OF ACTION

1. Ensuring that children retain in their memory the knowledge and methods of action that they need to complete tasks;

2. Provision during consolidation higher level the meaningfulness of the material studied, the depth of its understanding.

Organization of activities to reproduce the essential features of the studied cognitive objects;

Organizing children's activities to practice learned knowledge and methods of action through their application in situations based on the model and modified situations.

Children’s ability to recognize and reproduce learned objects;

Strength of children's knowledge

Using a system of tasks based on a clearly planned sequence of actions (for recognition, for applying knowledge according to a model and in a changed situation);

Using a variety of methods and forms of consolidating children’s knowledge and methods of action;

Using questions that require intellectual activity, independent and mental activity;

Providing measures to help children.

Question-and-answer form of communication;

"What would happen if..."

"Create your own task"

Stage 6 - STAGE OF APPLYING KNOWLEDGE AND METHODS OF ACTION

1. Ensure that children acquire knowledge and methods of action at the level of application in a variety of situations;

2. Ensure that children develop the ability to independently apply knowledge in a variety of situations.

Organization of children's activities to apply knowledge in changed and new situations

Correctness, completeness, awareness, effectiveness of children’s knowledge;

The child’s independence when completing a task;

Deepening knowledge and methods of action.

Using a system of tasks that provide for children’s independence in completing them;

Using a variety of methods and forms of organizing children’s activities to apply knowledge in a variety of situations;

Using tasks to find several ways to obtain one result;

Encouraging children to use a variety of ways to complete tasks in class without fear of making mistakes or getting the wrong answer;

Encouraging the child’s desire to propose his own way (of work, solutions, etc.);

Using open tasks.

Question-and-answer communication

Work in small groups

Multi-level independent work

Didactic games

Tasks on the independence of constructing an algorithm for solving simple problems;

Circle task and others.

Stage 7 – STAGE OF CORRECTION OF KNOWLEDGE AND METHODS OF ACTION

Correct identified gaps in children’s knowledge and methods of action within the framework of the studied system

Organization of children's activities to correct identified deficiencies

Dynamics of children's transition from lower to higher high level assimilation of knowledge.

Organization of activities:

- minimum and general level mastering knowledge of identifying errors based on questions posed, assessment and correction.

Tasks with passes

Using tasks specially divided into small stages.

Stage 8 – REFLECTION STAGE

In senior preschool age: What have I learned? If you are going to help someone else now, how will you do it? Tell me how you did it so that he can do the same?

Literature:

Atemaskina Yu. Project activity of a teacher: essence and technology / Yu Atemaskina // Kindergarten from A to Z. - M., 2008. - No. 3. - P. 15-17.

Lagoda T. S., Chuikova M. B. Methods for analyzing pedagogical activity // Management of a preschool educational institution, 2002, No. 5, pp. 55 – 60.

Lukina L.I. Motivation for the professional activities of preschool employees/L.I. Lukina//Management of a preschool educational preschool institution. – M., 2007. - No. 6. – P.46-57.

Meshcheryakova S. Interaction of staff with children: some tips for experts and teachers // Bulletin of Education. 1996. No. 11. p. 75 – 78.

Ways to improve the quality of preschool education: collection. scientific tr./ Elets. state University named after I. A. Bunina. - Yelets, 2005. - 187 p.

Safronova T. I. Pedagogical analysis is the basis creative work.// Management of a preschool educational institution, 2002, No. 5, pp. 61 -68.

Shakhovskaya N. N. Educational environment Preschool educational institution: conditions for improving the quality of preschool education//Management of preschool educational institution. – 2006. – No. 2. – P. 8-17.

Komarova T.S. Phillips O.Yu. Aesthetic development environment in preschool educational institutions. – M.: Pedagogical Society of Russia, 2005. 128 p.

Novoselova S. L. Developmental subject environment. – M.: Center for Innovation in Pedagogy, 1995. – 64 p.

Spirin L.F. Fundamentals of pedagogical analysis. Yaroslavl, 1995.

Troyan A.N. The role of pedagogical analysis in improving educational work in preschool institution// Conditions for optimizing work in preschool educational institution/ Edited by T. S. Komarova. M., 1985. S. 43 – 49.

M.I.Makhmutov Modern lesson M., “Pedagogy” 1985.

Talyzina N.F. General analysis educational process.//Methodology for compiling training programs.- M., 1980, pp. 3-16

Avdonina Victoria Ivanovna
Educational institution: State Public Enterprise "Nursery-garden No. 2 of the akimat of the city of Kostanay, education department of the akimat of the city of Kostanay"
Brief job description:
Publication date: 2017-01-30 Example of lesson analysis for young teachers Avdonina Victoria Ivanovna The work presents an example of an analysis of an attended lesson at a preschool educational institution; this work will help a young specialist competently write an analysis of any open lesson.

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Example of lesson analysis for young teachers

Lesson Analysis

Date: 11/26/16.

Group: “Sun”

Educator: Kolmychenko A.I., Pavlova S.V.

Lesson: Speech development, drawing.

Topic: “Give Kindness”

Goal: formation of ideas about peace, love, goodness.

The lesson I watched was prepared and conducted in accordance with the group program and the volume of program content. The lesson corresponded to the level of development of children in this group; all stages of the lesson corresponded to their age characteristics to the fullest.

Characteristics of the teacher’s activities: teachers, when working with children, used the following techniques to solve the assigned tasks: visual techniques (showing illustrations, samples), verbal techniques (the teacher’s story, children’s answers), practical techniques(drawing). All techniques used corresponded to the age of the children in this group. The teachers were attentive to taking into account the individual characteristics of the children when preparing the lesson. This was clearly visible during their work, for example, children with visual impairments were closer to the demonstration material.

Characteristics of children’s activities: children easily learned what was presented new material. The atmosphere of the class was favorable. The children were active in dialogues with teachers and attentive in mastering new material. They responded to activation techniques with ease and desire. In my opinion, the children achieved the didactic goal, they learned new material. It was also noticeable that the children experienced positive emotions throughout the lesson: joy, surprise, fun.

In this group, the teachers were able to properly set the children up for work and used the surprise moment to ensure that the children were psychologically liberated.

During the lesson, the optimal balance between dialogic and monologue communication between teachers and children was observed.

The appearance of the teachers was neat, neat, and encouraged the children to communicate and work in class, especially since costume elements were used.

The psychological distance “nearby” was noted, i.e. children felt comfortable interacting with teachers.

The conditions met sanitary and hygienic requirements: the room was ventilated, cleaned, in my opinion, the only thing missing was lighting.

Educator: Avdonina V.I.

ANALYSIS CARD

NOD IN ACCORDANCE WITH FSES DO.

Date: _________2017

Direct educational activities were carried out in the ______ group.

____________ people were present.

GCD theme : " " is a component of the content of the educational area "________________".

Integration of educational areas : ___________________________________

Target:

Based on the GCD goal, I set tasks:

The following structure was chosen in the GCD:

1.Organizational moment

2. Updating knowledge - solving the problem. Motivation.

3. Statement of the problem and “discovery” of new knowledge.

4. Consolidation of new knowledge, repetition

5. Reflection (result of GCD)

6.Continuation of research outside the GCD

which corresponds to the design model of the GCD in accordance with the Federal State Educational Standard.

To successfully solve the identified tasks, I prepared the following demonstration material……………………………………., handout………………………………………………………. He helped me reveal the topic in a bright, interesting way, etc. OR why didn’t it work?………………………………………………………………………………..

In preparation for the GCD ball, preliminary work was carried out:……….

At the first stage, “Organizational Moment,” I used a “Socio Game” or a team-building game.

At the second stage of the GCD, to ensure children’s interest in the topic and emotional response to it, I used motivation, a riddle………………… OR created a problematic situation……… which corresponds to the next task.

At the third stage “Statement of the problem and “discovery” of new knowledge”……..

What techniques were used?

What suits the task…..

At the fourth stage of GCD, the children and I consolidated new knowledge, repeated what methods, techniques....which corresponds to the next task.

At the fifth stage, reflection was carried out (result of GCD).

Or

Summing up the lesson, I involved the children in this and asked them to speak on the topic.....? Was able to create a situation of success.

As a result, the children continued their research on the topic………. outside GCD

Application of innovative technologies: underline what is necessary

Information learning technology - ICT (information and communication technologies).

Problem-based learning technology

Project-based learning technology

Game-based learning technology

Personally-oriented technologies

TRIZ technology - the theory of solving inventive problems

Research technologies

To meet motor activity children and preserving their health, I used health-saving technologies. List which ones. Organized / dynamic pause? physical education minute?/, breathing exercises, finger gymnastics, constantly monitored the landing of the children.....

During the NOD, there was a change in types of activities, a differentiated and individual approach was used.

Types of children's activities Underline the ones used in the lesson:

(motor, communication, play, labor, educational and research, musical - artistic, productive, reading fiction).

To implement the assigned tasks, I used various principles: (visuality, systematicity, accessibility, consistency, individual approach, development, voice and emotional modulation, psychological comfort).

The following forms of work were used: frontal, individual, group.

Work in small subgroups………WHERE?

Work in pairs………WHERE?

Collective work………WHERE?

Individual in …………WHERE?

Methods and techniques. (Underline those used in the lesson)

(Practical METHODS: experience, exercise, experimentation, modeling;

Visual methods: observation, demonstration visual aids;

Verbal methods: teacher’s story, conversation, reading fiction;

Game methods: didactic game, imaginary situation in expanded form

During the lesson the children were active...OR?

Interest remained... OR?

Were you attentive…..OR?

The duration of the GCD is ..... min, which complies with SanPin standards.

CONCLUSIONS:- The stated topic was fully consistent with the content of the lesson OR the topic does not correspond to the content because...

I believe that I was able to fully implement the assigned tasks... OR I was not able to implement the task......... because………. In ind. and a subgroup of work with children I will plan………

Or

Thus, the goal and objectives set within the framework of the NOD were realized. Educational activities contributed to increasing gaming motivation for learning, creative development, and cognitive interest. The level of activity of children was at a sufficient level, all children were involved in activities, interest was maintained throughout the entire educational activity. All types of tasks planned with the children were carried out.

Analysis and self-analysis of educational activities in accordance with the new L/O/G/O standards Analysis is the division of a phenomenon into parts, elements, followed by studying them separately, as parts of a given whole. Pedagogical analysis is a management function along with guidance, control, coordination, correction, aimed at studying the actual state of affairs and the validity of using various methods and means to achieve goals, as well as an objective assessment of the results pedagogical process and the development of regulatory mechanisms to transfer the system to a new qualitative state. Psychological analysis of GCD Questions for study 1 Psychological analysis of children's educational activities. The active position of children in GCD, the positive attitude of children towards the teacher, the prevailing well-being of children in GCD 2 Psychological assessment of GCD: a) level of organization of GCD (psychological attitude towards GCD, use of game organizational aspects); b) the ratio of monologue and dialogic communication between children and the teacher on the GCD (the predominance of the teacher’s speech, the predominance of the children’s speech, equal treatment); c) compliance of the forms and methods of GCD with the age-related psychophysiological characteristics of children (does the teacher take into account the individual and psychological characteristics of children when conducting GCD) 3 Psychological analysis of the teacher’s activities in GCD a) the presence of a psychological distance between the teacher and the children (“above”, “under”, “ next to", "together"); b) communication skills (the ability to establish contact with the group and each child); c) the external appearance of the teacher (posture, facial expressions, pantomime, taste and style in clothing and hairstyle) Commented analysis of the outline of the organization and conduct of continuous direct educational activities. The outline of a modern educational activity as an “entertaining activity” is a form filled out on the basis of an “analytical matrix” Self-analysis of the GCD in accordance with the new requirements Environment and Checks the temperature and freshness of the air, hygienic conditions, rationality of lighting, the presence of monotonous sound stimuli in the group Number of types of educational activities, average duration and frequency of alternation Monotony tires children, and frequent shifts require additional adaptive conditions Methods used Checked the presence and choice of methods that contribute to the activation of initiative and creative self-expression. Poses of pupils, alternation of poses. It is analyzed whether pupils alternate poses in accordance with the type of work, whether the teacher observes the seating of preschoolers. Physical education minutes and their place, content and other health-improving moments in the lesson are revealed. Availability in content of the lesson, issues related to health and a healthy lifestyle. It is determined whether the lessons form the needs for a healthy lifestyle, attitudes towards a person and his health as a value. The pupils have motivation for activity. Interest in classes, the desire to learn more, joy from activity, interest in the subject and phenomenon being studied; methods used to increase motivation Psychological climate. Presence of emotional releases in the lesson Atmosphere in the lesson, a joke, a smile, musical moments, etc. Density of the lesson (%) amount of time for academic work in relation to the total time of the lesson Norm - no less than 60% and no more than 75-80% The moment of onset of fatigue of students and decrease in activity Norm - by the end of the lesson (determined during observation by the increase in motor and passive distractions) Criteria for assessing self-analysis GCD 1. Characteristics of children Is it given? full characteristics children according to age and individual characteristics; If the lesson is conducted with a group of children, is such a selection justified and why? 2. Degree of difficulty of the conducted GCD Has the degree of difficulty of the activity been assessed for children in this group and by what exactly? 3. Characteristics of program tasks Is the triune didactic goal of GCD revealed in the program tasks given and are they solved during the lesson? 4. Opinion about the type of GCD, its correspondence to the age of the children and tasks. Have you expressed your opinion about the type of GCD and its correspondence to the program tasks and age and the program used. 5. Disclosure of the techniques and methods used Are the techniques and methods used in the lesson named and confirmed by the course of the lesson. 6. Identification of successful and unsuccessful places in the GCD Have successful and unsuccessful places been identified, has a justification been given for them, and has the prospect of work for the next stage been determined? 0 – not disclosed 1 – disclosed 2 – fully and deeply disclosed GCD self-analysis plan Topic Goal Objectives Preliminary work Methods and techniques Integration of educational areas Stages of building GCD Motivation through the problem Setting a goal for children Content part Reflection Didactic analysis (achieving the goal, result, content of the material age of children) 13. Psychological analysis (organizational moment) 14. Health-saving aspect (alternation of activities) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.