Nod in the table according to federal state standards. A reminder on how to write a summary of direct educational activities in a preschool. Structure of writing nodes taking into account federal state standards

Tatiana Pylnova
How to correctly prepare a GCD outline in accordance with the Federal State Educational Standard

How to properly prepare a GCD outline

in accordance with the Federal State Educational Standard

Some teachers have difficulty preparing GCD notes. I suggest you remember how this is done. We'll start with the title page.

The full name of the preschool organization is indicated at the top of the title page. In the middle of the sheet is written the topic of the summary, educational area, age group. Below the title of the abstract, on the right, the surname and initials of the author, his position, and group number are indicated. At the bottom of the title page, in the middle, the city is written, and even lower is the year when the summary was written.

The next sheet begins with the gcd goal. What is a goal? Target– this is the end result, what we strive for. It is recommended to define the goal as a noun from a verb: creating conditions, forming, educating, strengthening, etc. Tasks form with a verb in an indefinite form: create, strengthen, educate, implement, etc.

A task is something that requires execution or solution. Tasks in relation to the goal are:

Educational(it is written what we will teach children in this lesson). Remember not to write the verb “teach”. Write more competently - promote, develop skills, create conditions, develop, etc.

Developmental(it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).

Educating(what mental, aesthetic, moral and volitional qualities will be formed in this lesson).

Remember that each new task is written on a new line.

After the tasks we write down which one was carried out preliminary work with children (conversations, observation, reading fiction, where we went on excursions, what we learned, etc.).

The next thing we write is methods and techniques(game, visual, practical activities for children, verbal questions for children, didactic games, use of fiction, etc.).

Next we write materials and equipment– lists what equipment will be used at this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).

Then we indicate demonstration material, where not only all benefits are listed, but also their authors, quantity, and size are indicated.

Describing Handout, it is necessary to list what material is taken, indicating the size and quantity.

I. Introductory part – 3 minutes.

II. The main part is 15 minutes.

III. The final part is 2 minutes.

Class time depends on the age of the group.

And finally, a description of the progress of the GCD begins. GCD move written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.

Publications on the topic:

How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard for preschool education How to correctly write a summary of educational activities taking into account the Federal State Educational Standard for Education? A frequent question from colleagues contributed to the preparation of the consultation.

Summary of a lesson on speech development in accordance with the Federal State Educational Standard in the junior group “How we taught Mishutka to wash his hands” Goal: to form cultural and hygienic skills in children of primary preschool age. Objectives of educational areas: Cognition: 1. Give.

Abstract of the GCD for FEMP in the senior mixed-age group “Train Travel” in accordance with the Federal State Educational Standard Abstract of the GCD for FEMP in the senior mixed-age group “Train Travel” in accordance with the Federal State Educational Standard. Compiled by teacher: Bobritskaya.

Abstract of GCD in mathematics in the senior mixed-age group in accordance with the Federal State Educational Standard “Journey to the Land of Mathematics” Abstract of the GCD for FEMP, in the senior group, for the Federal State Educational Standard “Journey to the Land of Mathematics” Program content: Learning objectives: Reinforced.

The goal is to summarize and systematize children’s knowledge about winter, teach them to answer questions, develop word formation skills, and instill a love for.

How to correctly prepare a GCD outline in accordance with the Federal State Educational Standard
Knis A.N. senior teacher of MBDOU "Kindergarten No. 3 "Smile" of the city of Kalach - on - DonVolgograd region.

Some teachers have difficulty preparing GCD notes. Let's remember how this is done. Let's start with the title page.

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription: Synopsis of direct educational activities in (Area) on the topic: “………………..” for children of senior preschool age.
Below the title of the abstract, on the right, the surname, initials of the author and his position, group number are indicated.
At the bottom of the title page, in the middle, the city is written, and even lower, the year when the summary was written.

The next sheet begins with the gcd goal. What is a goal?Target – this is the end result, what we strive for. It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc. And tasks should be formed by verbs in an indefinite form: create, strengthen, educate, implement, etc.. The goals and objectives of the lesson replace the program content.
Task - something that requires execution, decision. Tasks in relation to the goal are and are:
1. Educational tasks (it is written what we will teach children in this lesson). Do not write the verb “teach” in the tasks! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, etc.
2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educators tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is written on a new line.
When the tasks are formulated, it is necessary to indicate what was carried outpreliminary work with children, the entire scope of frontal and individual work with children (Conversations with children, observation, reading fiction, where we went on an excursion, what we learned, etc.)
Methods and techniques: Game, visual, practical activities for children, questions for children, verbal, didactic games, use of fiction, etc.

Materials and equipment: It lists what equipment will be used on this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).
Next, the demonstration material is indicated, which lists not only all the manuals and paintings, but also their authors, quantity, and sizes.
When describing handouts, it is necessary to list what material is taken, indicating the size and quantity.
The following describes the structure and methodological techniques used in the lesson. The parts of the lesson and specific methodological techniques are indicated. For example:
I. Introductory part - 3 minutes.
a) reading the poem “Autumn” by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game “Come up with a word” (selection of adjectives for the words sky, autumn, foliage).
II. Main part - 15 minutes.
a) conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) physical minute;
d) writing stories about autumn weather;
e) children naming autumn signs and sayings about autumn;
f) didactic game “Which tree is the leaf from”... etc.
III. Final part - 2 minutes.
a) generalization by the teacher;
b) GCD analysis (about what knowledge the children showed).
And finally, a description of the progress of the GCD begins.
The GCD move is written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations. If during the lesson the teacher needs to perform some actions, this is indicated in the notes.
For example:
GCD move: 1.Reading the poem “Autumn” by A.S. Pushkin;
Educator: “Children, would you like me to read you a poem by A.S. Pushkin's "Autumn"?
Children: “Yes, we want!”
Educator: " October has already arrived - the grove is already shaking off
The last leaves from their naked branches;
The autumn chill has blown in - the road is freezing..."
So further on all points of the GCD structure.

So, if we briefly describe all of the above, the structure of the GCD summary is as follows:
If there is a title page, then the second page begins withGoals, if without a title page, it looks like this:

Topic: “Snowflakes outside the window” ( Times New Roman 16)
(Medium group No. 1, Ivanov I.I.)( Times New Roman 14)
Educational area : Artistic and aesthetic development
Target: Tasks: Educational:
Educational:
Educational:
Preliminary work:
Methods and techniques :
Materials and equipment:
GCD structure:
I. Introductory part:
II. Main part:
III. Final part: GCD move:
Thank you for your attention.

How to properly develop a synopsis

directly educational activities according to the Federal State Educational Standard

Dear colleagues, I suggest approximate sample a summary of the educational activity itself. This does not mean that the entire country should write this way. Each region may have their traditions writing notes. The most important thing is that the outline should reflect current trends development of preschool children and be methodologically literate.

So, summary:
1. Heading. It is not necessary to write the name of the educational activity in the title (for example, a summary of the educational activity “Visiting Parsley”). You can simply indicate the direction of activity (“Summary of direct educational activities on cognitive development”). Write the age (group) of the children (for children of senior preschool age).

2. You can specify after the title priority educational area in the process of GCD and preferably integration with other educational areas, and integration of children's activities.

3. Forms of organization are indicated collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if planned).

5. Tasks. I would like to immediately warn teachers against making mistakes. Some colleagues write: “ goals GCD." This is methodologically incorrect. Target- this is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in a younger group? It is more correct to write the word “goal”, for example, when developing planning complex(i.e., several) GCD, during development project(since it is multifaceted) and others extended in time, complexes of educational activities. Moreover, There can be one goal, but there can be many tasks.
And for specific educational activities are suitable specific tasks that should be resolved by the end this educational activity (after 15 minutes in the junior group or after 35 minutes in the preparatory group). That is, if a teacher wrote a problem in the GCD notes, then he must solve in the process of gcd. Therefore, do not write 10-15 problems in your notes. Five, maximum six is ​​enough.
You can replace the word “tasks” with the phrase “program content”.
Do not write a verb in problems "learn"! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, “to involve”, etc.
Tasks can be divided into 3 groups: developing, training, educational(educating). Draw your attention to an interesting nuance: many teachers write the word “educational” instead of the word “educational”, meaning only educational tasks. But the concept "education"(read the law “On Education in the Russian Federation”) includes both training and education. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developmental and educational.

6. The progress of direct educational activities.

Introductory part(motivational stage). The teacher must motivate children to engage in cognitive (or play) activities using a problem or play situation. This situation is described in the outline.

Main part(content-based, activity stage). The outline describes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, those already acquired are consolidated, and problematic issues are resolved.

Final part(reflective stage). In the notes, write down the teacher’s questions, with the help of which he captures new concepts and new knowledge from the students, and also helps the children analyze their own and collective activities in the process of educational activities.

Reminder for writing notes

continuous educational activities in preschool educational institutions

When writing notes, the teacher must:
- formulate the goals and objectives of the GCD and its individual stages,
- reveal the structure and substantive content of GCD,
- demonstrate mastery of methods and techniques for motivating educational activities, organizing educational activities for students,
- illustrate with examples the consideration of the individual characteristics of pupils and the specific characteristics of the group in which the ECD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:
1. GCD topic;
2. organizational moment;
3. setting goals and objectives;
4. survey of students on the material covered;
5. explanation of new material;
6. consolidation of new material;
7. summing up.

Stages of work:
Introductory part: An organizational moment, including: setting a goal that must be achieved by students at this stage of the educational process (what must be done for their further work to be effective); determining the goals and objectives that the teacher wants to achieve at this stage of the educational process; description of methods for organizing the work of students at the initial stage and topics of educational activities (taking into account the real characteristics of the group with which the teacher works).
Main part: Getting to know new material. A didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that during its course there are no difficulties in the child’s activities.
Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the children’s activities, which they record in speech (we don’t know this yet, we don’t know how...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how everyone can get out of a difficult situation together.
Discovery of new knowledge or skill. The teacher, with the help of introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized something new in speech, children return to the situation that caused the difficulty and overcome it using a new way of activity (action).

Final part: Fixing the material. Reproducing something new in a typical situation. At this stage, games are played where children use new knowledge or skills. At the end, a game situation is created that records each child’s individual mastery of new material. The child self-assesses his activity in mastering new things.

Repetition and developmental tasks. Provided in notes at the request of the teacher.

Summing up the lesson; description of positive actions of students, determination of the prospects of the acquired knowledge (what new things have been learned, where new things will be useful).

Title page: The name of the preschool educational institution (in full, according to the charter), the topic of the educational activity, a summary of direct educational activities, compiled by: full name, city.
Educational area:

• social and communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Integration of educational areas: cognitive development and speech development;
Type: integrated
Children's age:
Forms of continuous educational activities: Team work.
Forms of organization: group, subgroup.
Target: the end result is what we strive for.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
Preliminary work: (if carried out)
Equipment and materials: (attributes, material)
Progress of direct educational activities (DEA)

The structure of writing a GCD summary in accordance with the requirements of the Federal State Educational Standard for Education (Option 3)

Title page:

name of preschool educational institution

age group

FULL NAME. teacher completely

Job title

Age group of children

Group number

Name and number of kindergarten

(locality and year of writing)

2 sheet

GCD type: ( classes on communicating new knowledge; classes to consolidate knowledge, skills and abilities; lessons on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated).

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD topic:

Age group of children:

Program content:

• Training tasks: WHAT WILL WE TEACH AT THIS STAGE????
• Developmental tasks: WHAT WE WILL CONFIRM, SPECIFY, WITHOUT FORGING ABOUT THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES
• Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED IN THIS LESSON

Vocabulary work:

The words planned to be included in the active and passive dictionaries are specifically listed.

It must be remembered that words from the passive vocabulary are included in the active one after 2-3 lessons.

During classes on speech development, tasks from the sections “Grammar structure of speech”, “Sound culture of speech”, “Coherent speech” must be included.

Equipment:

Demo material:

Handout:

Previous work as a teacher:

Individual work: what preliminary work, with whom (indicate the children’s first and last name) in what part of the lesson is planned to be carried out.

It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned).

Structure and methodological techniques of GCD:

• Introductory part – 3 min. For example:

A) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part – 15 min.

For example:

A) conversation about weather phenomena

B) looking at the weather calendar

B) writing a story about the weather

D) children naming sayings about the weather

D) didactic game, etc.

3. Final part – 2 min.

For example:

A) reading a story

B) teacher’s generalization

C) lesson analysis

Organization of children at NCD:

Progress of the lesson: The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations.

If during the lesson the teacher needs to perform some actions, this is indicated in the notes.

Dubovikova Natalya Vyacheslavovna

MBDOU No. 170, deputy head for educational and methodological work, Izhevsk

Memo in preparation of writing a summary of direct educational activitiesat preschool educational institution

When writing notes, the teacher must:

*formulate the goals and objectives of the GCD and its individual stages,

*reveal the structure and subject content of the GCD,

*demonstrate mastery of methods and techniques for motivating educational activities, organizing educational activities for students,

*illustrate with examples the consideration of the individual characteristics of the pupils and the specific characteristics of the group in which the ECD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:

1. GCD topic;

2. organizational moment;

3. setting goals and objectives;

4. survey of students on the material covered;

5. explanation of new material;

6. consolidation of new material;

7. summing up.

Stages of work:

Introductory part: Organizing time, including: setting a goal that must be achieved by students at this stage of the GCD (what must be done for their further work to be effective); determining the goals and objectives that the teacher wants to achieve at this stage of the educational process; description of methods for organizing the work of students at the initial stage and topics of educational activities (taking into account the real characteristics of the group with which the teacher works).

Main part: Getting to know new material. Didactic game(game situation), creating motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that during its course there are no difficulties in the child’s activities.

Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the children’s activities, which they record in speech (we don’t know this yet, we don’t know how...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how everyone can get out of a difficult situation together.

Discovering new knowledge or skill. The teacher, with the help of introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized something new in speech, children return to the situation that caused the difficulty and overcome it using a new way of activity (action).

Final part : Fixing the material. Reproducing something new in a typical situation. At this stage, games are played where children use new knowledge or skills. At the end, a game situation is created that records each child’s individual mastery of new material. The child self-assesses his activity in mastering new things.

Repetition and developmental tasks. Provided in notes at the request of the teacher.

Summing up the lesson; description of positive actions of students, determination of the prospects of the acquired knowledge (what new things have been learned, where new things will be useful).

Title page: The name of the preschool educational institution (in full, according to the charter), the topic of the educational activity, a summary of direct educational activities, compiled by: full name, city.

Educational area: social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Integration of educational areas: cognitive development and speech development;

Type: integrated

Children's age:

Forms of direct educational activities: Team work.

Forms of organization: group, subgroup.

Target: the end result is what we strive for.

Tasks: educational, developmental, educational

Dictionary of new words:(if there is)

Preliminary work:(if carried out)

Equipment and materials:(attributes, material)

Progress of direct educational activities (DEA)

A detailed summary is presented, which describes the activities of the teacher and children with the direct speech of the teacher and the expected answers of the children.

Albina Maksimova
How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard for preschool education

How to correctly write a summary of educational activities taking into account the Federal State Educational Standard for Education? A frequent question from colleagues contributed to the preparation of the consultation, which consists of two parts. The first part is this consultation and the second part is a summary of the “Unusual Snowman” modeling lesson.

Dear colleagues, it should be noted that there may be minor differences in each region, but we must always remember that the outline must be methodologically correct.

Let me start with the fact that at the moment there is no clear replacement for the word “occupation”. Classes in kindergarten are always organized in a playful way using a surprise moment, a problematic situation, physical education sessions for the motor activity of pupils and health-saving technologies.

Organized educational activities - OOD (according to the Federal State Educational Standard) reflect specific educational activities.

- Title page. The direction of educational activity is indicated (for example, Summary of educational activities on speech development. Speech development in the second junior group on the topic: “Autumn has come to visit us.”)

- Program content. I would like to especially draw the attention of teachers to the mistakes that colleagues most often make. Many people write “GOAL” when planning educational activities (OD), instead of “PROGRAM CONTENT”. This is methodologically incorrect. Usually we write a goal, for example, when planning the topic of the week, when developing a project, entertainment, holiday and other educational events that extend over time, so as a goal cannot be achieved, for example, in 10-15 minutes of educational activity in early preschool age.

“A GOAL is what they strive for, what they want to achieve, to realize.” (Ozhegov S.I., Dictionary of the Russian language). The goal is the overall result.

Moreover, there can be ONE goal, but there can be MANY tasks. The goal always answers the question: WHAT? (Formation, expansion, improvement)

A TASK is something that requires fulfillment, resolution.” (OZHEGOV S.I., Dictionary of the Russian language.)

The tasks must be realized during the lesson, and they must be specific to the topic and there should not be too many of them.

Tasks can be replaced with the phrase “program content” and divided into three groups: teaching, developing, educational (educational).

Here I also want to draw your ATTENTION to an interesting nuance: many teachers write the word “EDUCATIONAL” instead of the word “EDUCATIONAL”, meaning only educational tasks. But the concept of the word “EDUCATION” (read the law “On Education in the Russian Federation”) includes both training and upbringing. This means that educational tasks will involve both teaching and educational tasks together. In this case, we plan only two tasks: developmental and educational. The task always answers the question: WHAT TO DO? (teach, form, introduce)

- Material and equipment(demonstration material and handout material.);

- Vocabulary work(activation of the dictionary during the lesson);

- Preliminary work(conversation, looking at illustrations, books, encyclopedias, reading poems, stories, preparing background templates for drawings, etc.);

- Methods and techniques(during OD);

- Progress of educational activities:

Organizing time.

Dividing children into subgroups or organizing educational activities through a daily group ritual (children gather in a circle where they play a word game, count how many children are in the circle, how many girls and boys, name the days of the week, work on the nature calendar in older groups, etc. .) or when dividing into subgroups (cards by color, who has blond hair, who has buttons, etc. It is very important to take into account the level of development, for example, “The Smurfs” - with a high level of development and “Smeshariki” - an average .)

Introductory part(motivational stage).

The teacher must motivate children to engage in upcoming activities using a problem or game situation.

For example, children find a letter and learn that autumn invites you to visit. Problem: Autumn lives far away in the forest, how to get to him?

The main part (content, activity stage).

In the main part the teacher:

Applies pedagogical methods that are aimed at enriching creative imagination, thinking, memory and speech.

The teacher activates children's thinking with the help of search and problem questions.

Search questions: Where? Where? Where? How? When? Which? Search questions develop observation and attention.

Problematic questions: Why? For what? What would happen if? How? These questions require a certain motivation for answers, understanding of cause-and-effect relationships, establishing semantic associations and are directly related to the development of logical thinking.

Questions should facilitate the formation of judgments. The teacher helps to put forward assumptions, hypotheses, justify them and draw conclusions. Thanks to the use of these questions, children's speech activity will increase.

For example, the teacher asks: “Guys, how can we quickly get to the forest where Autumn lives?” (Or addresses the child separately, etc.). Then a question for comprehension: “Why do you want to go by bus and not on foot?” Children's answers. You need to accept any child's answer, even if it is not correct. This approach helps to develop in children a desire for active participation, a desire to express their opinion on a particular issue during educational activities.

In this way, the child analyzes the situation and explains: “By car you can quickly get to the forest and you won’t get tired, but on foot by the time you reach the forest through the whole city you will get tired and it will become dark.”

Didactic games.

It is advisable to use substantive actions with models and diagrams, as well as methods of comparison and generalization. Collective and individual forms of work (in pairs, groups) are possible.

Involves children in a variety of activities. In the process of activity, children acquire new knowledge and ways of acting.

For example, a teacher asks: “What happens if the leaves on the trees remain green for the winter?”, “How can you preserve beautiful autumn leaves?” Children offer their options, the teacher clarifies and generalizes knowledge.

The result of the main part: a new method of action or new knowledge is learned (the trees stop flowing sap and go into hibernation and dry the leaves for crafts or to create a “Herbarium” folder).

Final part(reflective stage). It is necessary to capture new concepts and new knowledge. To do this, the teacher reminds or lists together with the children the stages of work during OD.

Adult questions:

I’m very interested to know what new, interesting things you learned today?

Now, let's remember what we did.

What did you (addressing a particular child) enjoy playing the most?

Which child would you like to praise and why?

Well done! You also made me very happy with your knowledge. I am proud of you.

Dear colleagues, I will be glad to hear every comment and wish.

TO BE CONTINUED IN PART TWO.

Publications on the topic:

Speech development environment of preschool educational institutions in accordance with the Federal State Educational Standard for preschool education A DEVELOPMENTAL ENVIRONMENT is a natural environment, rationally organized, rich in a variety of sensory stimuli and games.

Synopsis of an integrated educational activity for speech development in accordance with the Federal State Educational Standard for preschool education “Funny Toys” Summary of an open lesson on speech development of integrated educational activities in accordance with the Federal State Educational Standard for preschool education Topic: “Funny toys” Topic:.

Goal: to continue to introduce children to the work of P. I. Tchaikovsky “Children’s Album” Objectives: 1. to develop aesthetics, imagination, music.

Lesson notes in accordance with the requirements of the Federal State Educational Standard in the second junior group Topic: "Christmas tree". (Plasticine molding) Tasks: Continue teaching children to roll small balls from plasticine and attach them to cardboard.