Active teaching methods at a preschool educational institution

Prepared by:

Irina Alekseevna Bezushko,

educator MDOAU

"Kindergarten No. 83" Iskorka ", Orsk


What we know is limited
And what we don't know is infinite.
P. Laplace

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

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

AMO technology - educational technologies of new standards

V recent times Russian system education is undergoing constant change. The modernization of the teaching process steadily leads each educator to the understanding that it is necessary to look for such pedagogical technologies that could interest the pupils and motivate them to study the subject.
How to make sure that our pupils are not out of hand, but playing, can independently discover new knowledge, evaluate their work and, ultimately, show good results?

How to make each pupil comfortable, interesting and at the same time understandable in class or at any other event? How to weave harmoniously game moments in the outline of the lesson? How to choose this or that method for any stage of the lesson in order to achieve the maximum result? These and many other questions are answered by "AMO Technology".

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

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

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

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

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

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

What is this technology of active teaching methods?

Today there are various classifications of active teaching methods. K AMO interactive seminar, training, problem learning, training in cooperation, project training, educational games.

The adopted new FSES finally convinced of the need to create a full-fledged educational technology that would allow systematic and effective use of AMO in educational process.

The technology can be divided into two components - structure and content.

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

Application

Active teaching methods

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

AM start educational event

Methods such as My Flower, Portrait Gallery, Say hello to your elbows, Say hello to your eyes, Measure each other, or Flying Names will effectively and dynamically help you get started, set the right rhythm, maintain a working mood and good atmosphere in the group.

Say hello to your elbows method

Purpose - Meeting each other, greeting, getting to know each other
The size is the whole group.
Preparation: Chairs and tables should be set aside so that children can walk freely around the room.
Carrying out:
The teacher asks the children to stand in a circle. Then he invites them to pay for the first-second-third and do the following:
Each "number one" folds his arms behind his head so that the elbows are directed in different directions;
Each "number two" rests his hands on his hips so that the elbows are also directed to the right and left;
Every “number three” bends forward, puts his palms on his knees and puts his elbows out to the sides.
The teacher tells the pupils that they are given only five minutes to complete the assignment. During this time, they should greet as many classmates as possible, simply calling their name and touching each other with their elbows.
After five minutes, the children gather in three groups so that the first, second and third numbers appear together, respectively. After that, they greet each other within their group.
Note: This funny game allows you to start a fun activity, to warm up before more serious exercises, and helps to establish contact between children.

The "Greetings" method

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

AM clarifying goals, expectations and concerns.
Methods such as Shopping List, Waiting Tree, What's in My Heart, Colored Sheets can effectively clarify expectations and concerns and set learning goals.

Method "Fruit garden"

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

Method "What's in my heart"

Preparation: Hearts cut out of paper are distributed to children.

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

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

Knowledge Acquisition License Exercise

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

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

Questions for analysis:

Is my desire to learn at my age?

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

Finally, identify and mark which "authority" issued this license to you. Perhaps your own inner voice led you to this decision? Or is it your family's expectations? Or something else?

AM presentation of educational material

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

Method "Info-guessing"

Objectives: presentation of new material, structuring of the material, revitalization of pupils' attention.
Groups: all participants.
Material: prepared sheet of Whatman paper, colored markers.
Carrying out:

The teacher names the subject of his message. There is a sheet of Whatman paper attached to the wall, the title of the topic is indicated in its center. The rest of the paper space is divided into sectors, numbered, but not yet filled. Starting from sector 1, the teacher enters (draws) into the sector the name of the topic section, which he will now begin to talk about during the message. Students are encouraged to consider what aspects of the topic may be discussed further in the presentation. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector (you can write down topics and key points with markers of different colors). They are added to the poster as the message progresses. Having finished the presentation of the material on the first section of the topic, the teacher writes in the second sector the name of the second section of the topic, and so on.
Thus, all new material is presented visually and in a clearly structured form, its key points are highlighted. The "white spots" existing at the time of the presentation start on this topic are gradually being filled.
At the end of the presentation, the teacher asks the question whether he really covered all the expected sections, and whether there are any unmentioned aspects of the topic left. After the presentation, it is possible to conduct a short discussion on the topic and, if students have questions, the teacher gives answers to them.
This method of presenting the material helps students to follow the teacher's argumentation and see the actual this moment story aspect topic. A clear separation of the general flow of information contributes to better perception. "White spots" are stimulating - many participants will begin to ponder what the next, not yet identified sections of the topic will be like.

Brainstorming method

Brainstorming is a method of generating new ideas for solving scientific and practical problems. Its purpose is to organize collective thinking activity in search of non-traditional ways of solving problems.

"Training brainstorming" is usually carried out in groups of 5-7 people.

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

Any suggestions are accepted and fixed on the board or poster. Criticism and commenting are not allowed. Time limit - up to 15 minutes.

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

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

The problem formulated in a brainstorming lesson should be of theoretical or practical relevance and arouse the active interest of schoolchildren. General requirement, which must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous options for solving a problem that is put forward before children as educational task.

Clustering method

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

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

The cluster can be used at many different stages of the lesson.

At the challenge stage - to stimulate mental activity.

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

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

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

Today we continue to talk about a qualitatively new interaction of preschool organizations based on specially organized joint activities, as a result of which a unified point of view is formed on the essence of the problem of continuity and ways of solving it.

Before the administration of our preschool educational institution and primary school the task arose: to organize work to ensure interaction without violating successive ties in the goals and objectives, content and methods, forms of organization of training and education, taking into account the development of preschoolers on the basis of pedagogical technologies of preschool education.

The question arises: What are the pedagogical technologies of continuous (preschool and primary) are education a relevant means of ensuring continuity?

In accordance with the Federal State Educational Standard, among the selected technologies, the priority is, as in kindergarten and the school should be devoted to technologies based on the principles of developmental education.

“What matters most is not that
the student uses new technologies,
but how this use contributes
improving his education. "

S. Ehrmann

Many of the presented technologies are familiar to us and are often applied in work, but as experience shows, they are not effective enough:

  • health-saving technologies
  • project technology
  • technology research activities
  • information and communication technology
  • student-centered technology
  • portfolio technology
  • game technology

Enough long time while in search of new technologies and forms of work, we nevertheless found ...

As the saying goes: while everyone was looking for princes ... and we found the King!

Namely, modern technology AMO focused on the standard of preschool and primary general education, which allows you to effectively manage the educational process.

Have you heard about AMO technology?

Having studied in detail the AMO technology, you will be able to control ACTIVELY MOBILE, what do you think? Of course, the EDUCATIONAL process!

Active teaching methods are a system of methods that ensure the activity and variety of mental and practical activities of pupils in the process of mastering developmental material.

What are the benefits of AMO?

First of all, AMOs are based on a practical orientation, play action and the creative nature of teaching, interactivity, various communications, dialogue and polylogue, the use of the knowledge and experience of pupils, the group form of organizing their work, the involvement of all the senses in the process, an activity-based approach to learning, movement and reflection, which is what the Federal State Educational Standards of DO and LEO require from us.

Active learning methods have their own distinctive features, You can see them on the slide:

  • group form of organizing the work of participants in the educational process;
  • using an activity-based approach to learning;
  • practical orientation of the activities of participants in the educational process;
  • playful and creative nature of training;
  • interactivity of the educational process;
  • inclusion in the work of a variety of communications, dialogue and polylogue;
  • use of knowledge and experience of students;
  • involvement in the learning process of all senses;
  • reflection of the learning process by its participants.

There are two main components in AMO technology - structure and content.

By structure, in accordance with technology, the entire educational event is divided into logically related phases and stages, you can see them on the slide:

Phase 1. Start of the educational event

Stages:

  • Initiation (greeting, acquaintance)
  • Entering or diving into the topic (defining the objectives of the lesson)
  • Determining the expectations, fears of students (planning the personal meaning of the lesson and the formation of a safe educational environment)

Phase 2. Work on the topic

Stages:

  • Consolidation of the studied material (review of the past, discussion of homework)
  • Interactive lecture (transfer and explanation of new information by the teacher)
  • Working out the content of the topic (group work of students on the topic of the lesson)

Phase 3. Completion of the educational event

Stages:

  • Emotional release (warm-up)
  • Summarizing (reflection, analysis and evaluation of the lesson)

Each stage is a full-fledged section of the educational event. The volume and content of the stage is determined by the theme and goals of the educational event. Each stage carries its own functional load, has its own goals and objectives, and in addition contributes to the achievement of the general goals of the educational event. Being logically connected and mutually complementing each other, the phases and stages of the educational event ensure the integrity and consistency of the entire educational process, give a finished look to the lesson.

At each stage of the educational event, their own active methods are used to solve the specific tasks of this stage.

So, for example, the teachers of our preschool educational institution in the practice of applying the project method use AMO as a means of activation, diversity, interaction cognitive activities children. With the help of active teaching methods, they develop the ability to work in a team, carry out joint project and research activities, defend their positions, substantiate their own opinions and be tolerant towards others, take responsibility for themselves and the team.

In order to obtain better educational effects, the teachers of the group have drawn up a plan for the phased introduction of active methods in the classroom.

Our pupils start each educational event with pleasure with a greeting, due to which a positive atmosphere in the group is created, a mood for educational activities. For this we use the methods "Circle of Greetings" , "Smile, smile!" , "Wishes" and etc.

A smooth transition to the immediate content of the lesson occurs at the stage of determining the goals of the lesson. For our pupils, this is a very important moment, since setting goals allows each child to understand what results he can achieve by the end of the lesson and focus on those activities that lead to the planned results. Using active methods "Guess!" , "Putanka" the stage of goal-setting, which is quite difficult for preschoolers, passes easily and naturally.

Clarification of the existing expectations and fears of the success of their own activities among pupils helps us, to mark children with low self-esteem for the subsequent individual work... In doing so, we use the methods "Waiting tree" , "Film strip" , "Backpack and briefcase" and etc.

We work on the topic in different ways. It depends on the implemented educational area, a specific occupation, its goals and objectives. The active methods used at this stage allow us to keep the attention of children, to activate their mental activity, to involve them in teamwork for the practical development of the studied material.

In the process of correctional and educational activities, we take into account the psychophysical and individual characteristics of our pupils and do not forget about the restorative power of relaxation, physical minutes. Change of mental work with a fun warm-up (physical minute) allows you to relieve psychological stress and recharge with energy and positive emotions to continue learning.

Proactive methods we use during the debriefing phase such as "Film strip" , "Circle" allow all participants once again, as it were, to pass through themselves all that has passed in the lesson. Our children gain awareness of their actions, a clear understanding of how the invested efforts contributed to personal achievements and success in the classroom. This strengthens the motivation and self-confidence of the guys.

Difficulties always arise in the process of introducing something new. For us, it is difficult to select active teaching methods for each stage of the lesson, since there are very few ready-made methods developed for preschool children. Considering that each method must correspond to the goals of the stage, the goals of the entire lesson and the topic of the lesson, we often develop our own author's active methods or adapt the existing AMO for the goals, objectives of the lesson and the characteristics of our pupils.

Our experience shows that when interacting with families of pupils, AMO technology is good helper in organizing and holding events. By organizing various events for parents (parenting meetings, consultations, living rooms), we use this technology with the aim of activating parents, involving them in the process of accompanying the child.

When conducting integrated classes, AMO technology is an irreplaceable didactic tool. These methods make it possible to develop the thinking of preschoolers, contribute to their involvement in solving problems in accordance with age-related capabilities, develop practical skills and abilities, and encourage them to practice and mental activity.

With the help of AMO technology, we effectively correct shortcomings and form a psychological basis for the full development of the child's personality. When organizing integrated and systematic education, children learn forms of communication, master educational and social skills. This gives children relative independence and the greatest possible independence in the world around them.

Thus, the use of AMO technology by the teachers of the group creates optimal conditions for the successful preparation of preschoolers for school education.

Literature:

  1. Dmitry Medvedev. Text of the President's Message Russian Federation (extract), 12.11.2009
  2. Pakhomova N.Yu. What is project-based learning? From experience the method. work. Digest of the "Methodist" magazine. / Comp. Pakhomov. Sci. Ed. EM. Nikishin. - M .: AMK and PRO, 2004.
  3. Polat E.S. New pedagogical and information Technology in the education system. - M., 1999.

The use of active teaching methods in the educational process of a preschool educational institution

Currently, the system has undergone significant changes. Normative legal documents federal level, such as the Law on Education dated 01.01.01 "On Education in the Russian Federation", Order of the Ministry of Education and Science of the Russian Federation dated 01.01.01 N 1155 "On Approval of the Federal State Educational Standard for Preschool Education" the work of preschool institutions. The requirements for the educational process have also changed in the direction of innovation. Communicating new knowledge to children in the process of familiarizing themselves with the life around them, finding out the degree of understanding and memorization of this information by children requires special, completely new approaches to the organization of educational activities in preschool.

The educational process of a preschool educational institution should proceed from the interests of children, the prospects for their development, and recognize their right to choose. One of the indicators of the transformations taking place in preschool education is the transition to active teaching methods. The introduction of active teaching methods is one of the the most important directions improving the educational process of the preschool educational institution.

To do this, it is necessary to overcome the educational and disciplinary approach to the child, which is customary for our education system, to create conditions for children to engage in active educational activities. The relevance of the choice of modern educational technologies, due to the fact that, unlike traditional ones, they give children the joy of independent search and discovery, ensure the development of their cognitive and creative activity... The emergence of methods active learning connected with the desire of teachers to activate students and contribute to its increase. There are four types of activity: thinking, speech, action and emotional and personal perception of information. The degree of activation of children is considered depending on which and how many of the four types of student activity are manifested in the lesson. For example, in a conversation or discussion, thinking and speech are used, in a practical lesson - thinking, speech and action, and sometimes emotional and personal perception, in - all types of activity, on excursions - emotional and personal perception. To improve the effectiveness of educational activities, it is necessary to choose such organizational forms activities that would combine all types of activity.

Active teaching methods include problem situations, learning through activities, business games, dramatization, theatricalization, which are traditionally used by teachers in the educational process of preschool educational institutions. And also such creative games as "Dialogue", "Brainstorming", the method of analogies and associations. Modern methods such as projects, Computer techologies, method of heuristic questions, game design, simulation training, organizational - business games(ODI), organizational and mental games (OMI), adapted to preschool age, are currently being actively introduced into work with preschoolers.

Active learning is such an organization and conduct of the educational process, which is aimed at the full activation of the cognitive activity of children through integrated use both pedagogical and organizational means. The activation of training can go both through improving the forms and methods of teaching, and through improving the organization and management of the educational process as a whole.

The success of the implementation of active teaching methods in the educational process of a preschool institution is impossible without mastering and using. One of the methods "Application" allows you to make educational activities in a preschool educational institution more attractive, interesting and modern. Computer technologies enrich the emotional, creative and intellectual development of preschoolers, update the forms of working with them, are one of the methods of active learning for preschoolers, as it expands the possibilities of studying material in a playful way, allows analysis and corrections during the activity itself, and provides interesting modern visibility. When teaching by means of multimedia, two leading modalities of perception and processing of information are simultaneously involved in the child being taught: visual and sound.

Psychological research shows that verbal information is better absorbed when accompanied by visual display. Such blended learning contributes to more effective assimilation and memorization of the material and is more useful. Thus, multimodal learning increases the cognitive interest of children, activates their mental processes, such as memory, attention, thinking, promotes perception, understanding and better memorization. The teachers of our kindergarten actively use computer technologies in their work with children. Likewise, in preschool, and at municipal level between the kindergartens of the district, contests of multimedia projects and presentations for classes in which teachers successfully participate are often held. Thus, in the preschool educational institution, special multimedia tests have been developed, created and functionally used in working with children, game tasks, multimedia aids in the form of video albums, slide shows, multimedia magazines, multifunctional simulators.

Additional effects, colorful design, musical accompaniment and entertaining information helps to keep the interest of children in the learning environment thus created.

In kindergarten, other methods of activation are also used:

didactic game, game and problem situations, heuristic and problem conversations, discussions, role-playing games

The brainstorming method adapted to preschool age has proven itself well in working with children. The method is quite old, but effective, although not often used in working with preschoolers and more popular in working with teachers.

When working with children, it is especially important to observe it. correct organization... To do this, you first need to set the children to creative work... Therefore, we first conduct an intellectual warm-up, perhaps with creative tasks. Warm-up duration -2 min. It is better to warm up in a circle, it turns out quickly and dynamically. Then - the introduction to the problem situation. The next stage is the formulation of the problem. The problem should be urgent, vital for preschoolers, and correspond to their age characteristics. Children, as a result of a certain environment or situation previously created by the teacher, must understand that a problem has arisen that needs to be solved. The duration of this stage is 3-5 minutes. Then the stage of generating ideas - 5-8 minutes. Children are invited to offer the most diverse, even fantastic, ideas (analogies, comparisons, fantastic images) to solve the problem. Experience shows that children are less critical in evaluating the ideas put forward than adults. The most important thing is to maintain a friendly atmosphere in the group during this time.

The next stage is the selection of ideas. It is important for the teacher at this stage to find a rational kernel in each idea and bring out a solution to the problem. At the end, the stage of reflection, 2-3 min. As a result, it takes 25-27 minutes to solve the problem put forward by the children. You can use a surprise moment or a moment of moral or material choice at the end of the session. Thus, children will understand the importance of the work done, its effectiveness and completeness, they will feel confident in their ability to solve various problems. This method activates children's thinking, develops creativity, and gives each child the opportunity to realize himself without fear of the evaluation of others. As a result, children become freer and more liberated and in Everyday life DOW, and in the classroom.

Heuristic conversation used in work with children is a kind of brainstorming. Refers to methods of psychological activation creative thinking, for solving inventive problems.

It is based on the techniques of using analogies and associations. For the successful use of analogies in solving creative problems or problems, it is better to specially train older preschool children in these methods at psychological trainings... Methods of personal, direct and fantastic analogy are more accessible to children.

A personal analogy suggests that you imagine yourself as the object with which the problem is connected, and try to reason about "your" feelings and ways of solving the problem as your own. For example, imagine that you are a carpet in a group, a curtain on a window, a broken doll or a broken tree, an ant whose anthill was ruined by the guys, etc. Or, "What would you do if you were a chick that fell out of the nest?" ... This method is often referred to as the "empathy method". "Show the gait of a man walking on hot sand, whose leg hurts," etc.

Direct analogy - the search for solutions is carried out among similar similar problems. For example, looking for similarities: "How are an ax and a hammer, an airplane and a bird alike."

A fantastic analogy suggests introducing into an inventive problem or problem fantastic means or characters that do what is required. Thus, the solution to the problem is carried out as in a fairy tale, with the help of a fairy tale, for example, a magic wand: "If I were a magician, then ...", "If I had a flower - seven-flower, then ..."; by using fairytale character: goldfish, fairy godmother, etc.

Preschoolers develop the ability for imagination and imaginative thinking, the resulting emotions are activated.

To include parents in the educational process of preschoolers, we effectively use a method that is, in fact, close to the method of cooperative learning, but adapted to work with preschoolers. Cooperative learning is a small group learning technology. Parents and child are a small group. Parents, on the instructions of the educator, carry out a specific part of the work with the child, on the topic of the lesson. Then, as part of the educational process in the classroom, the children, working together, unite their efforts to solve a common problem, in the form of an exchange of knowledge gained at home. As a result, the goal of the lesson is achieved. Thus, children develop positive interdependence, communication skills, the ability to cooperate in a group, and the effects of competition and support are manifested.

Indispensable in the modern educational process of the preschool educational institution and the method of projects.

As a result of project training, pupils:

    independently or with the help of parents willingly acquire knowledge from various sources; learn to use the acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in micro groups.

Children learn to observe, experiment, analyze, generalize and compare.

Thus, practice shows that active teaching methods in the educational process of preschool educational institutions support the cognitive interest of children, activate thinking, increase the effectiveness of teaching, and ensure consistently high results of teaching and upbringing.

Bibliography:

Davydov developmental education. M.: Intor, 1996, Farm training: Didactics and methods. Textbook for students of higher educational institutions. M .: Publishing Center "Academy", 2007. White activity in the preschool educational institution. Toolkit. M .: Creative Center "Sphere", 2004.


Preview:

Active teaching methods at a preschool educational institution

Remember how in your school years you liked to play with friends in the yard or during breaks, and how saddened was the need to read boring gray textbooks and memorize long abstruse phrases invented by adults? Let's open a little secret - today nothing has changed, and children just want to play and do not like to be engaged in incomprehensible and uninteresting things imposed on them by adults. Children do not like to sit still and silently on long uninteresting lessons, memorize a huge mass of information and then try to retell it for some unknown reason.

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

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

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

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

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

ACTIVE LEARNING METHODS- methods that stimulate the cognitive activity of students. They are mainly based on a dialogue, which presupposes a free exchange of views on ways to resolve a particular problem. A.m.o. characterized by a high level of student activity. The possibilities of various teaching methods in the sense of enhancing educational and educational-production activities are different, they depend on the nature and content of the corresponding method, the ways of using them, and the teacher's skill. Each method is made active by the one who uses it.

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

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

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

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

AM start educational event


Methods such as My Flower, Portrait Gallery, Say hello, Measure each other, or Flying Names can effectively and dynamically help you start a lesson, set the right rhythm, maintain a working mood and a good classroom atmosphere.

An example of AM starting an educational event

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

Say hello to your elbows method

Target - Meeting each other, greeting, getting to know each other
The size is the whole class.
Time - 10 minutes
Preparation : Chairs and tables should be set aside to allow students to walk freely around the room.

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

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

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

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

AM clarifying goals, expectations and concerns


Methods such as Shopping List, Waiting Tree, Knowledge Acquisition License, Colored Sheets can effectively clarify expectations and concerns and set learning goals.

Example AM ​​clarifying goals, expectations and concerns

To clarify the educational goals of students, their expectations and concerns, you can use, for example, in the first lesson at the beginning school year next method:

Method "Fruit garden"

Target - For the teacher (class teacher), the results of applying the method will make it possible to better understand the class and each student, the teacher (class teacher) will be able to use the received materials in the preparation and conduct of lessons ( extracurricular activities) to provide a student-centered approach to students.

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

The size is the whole class.
Time - 20 minutes
Preparation : Templates of apples and lemons prepared in advance from colored paper, felt-tip pens, poster, scotch tape.

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

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

Students are encouraged to write down their expectations on apples, and fears on lemons. Those who wrote down go to the appropriate trees and use duct tape to attach the fruit to the branches. After all the students attach their fruits to the trees, the teacher will voice them. After voicing expectations and concerns, it is possible to organize a discussion and systematization of the formulated goals, wishes and concerns. During the discussion, it is possible to clarify the recorded expectations and concerns. At the end of the method, the teacher summarizes the clarification of expectations and concerns.

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

AM presentation of educational material


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

An example of an AM presentation of educational material

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

Method "Info-guessing"

Objectives of the method : presentation of new material, structuring of the material, revitalization of students' attention.
Groups : All participants.
Time : Depends on the amount of new material and the structure of the lesson.
Material : prepared sheet of whatman paper, colored markers.

Carrying out :
The teacher names the subject of his message. There is a sheet of Whatman paper or a flip-chat notebook attached to the wall, the title of the topic is indicated in its center. The rest of the paper space is divided into sectors, numbered, but not yet filled. Starting from sector 1, the teacher writes in the sector the name of the topic section, which he will now start talking about during the message. Students are encouraged to consider what aspects of the topic may be discussed further in the presentation. Then the teacher reveals the topic, and the most significant points of the first section fit into the sector.(you can write themes and key points with markers of different colors).They are added to the poster as the message progresses. Having finished the presentation of the material on the first section of the topic, the teacher writes in the second sector the name of the second section of the topic, and so on.

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

At the end of the presentation, the teacher asks the question if they have really covered all the expected sections, and if there are any unmentioned aspects of the topic left. After the presentation, it is possible to conduct a short discussion on the topic and, if students have questions, the teacher gives answers to them.

This method of presenting the material helps students follow the teacher's arguments and see the aspect of the topic that is relevant at the moment of the story. A clear separation of the general flow of information contributes to better perception. "White spots" are stimulating - many participants will begin to ponder what the next, not yet identified sections of the topic will be like.

Life in a constantly changing environment requires a specialist to be able to solve regularly emerging new, non-standard problems. Increased professional pedagogical mobility is a sign of today's times. New tasks and directions for the development of education also determine special requirements for the personality and professional competence of teachers.


Improving the professional competence of teachers is based on enhancing their cognitive activity. This contributes to the manifestation of their independence, "pushes" to a creative search, develops the ability to analyze, make decisions in various problem situations. All neoplasms are subsequently used in work with children. And, of course, modern pedagogy gives priority to teaching active methods.




The task of active teaching methods is to ensure the development and self-development of the student's personality based on the identification of his individual characteristics and abilities, and a special place is occupied by the development of theoretical thinking, which involves understanding the internal contradictions of the studied models.


The theoretical and practical foundations of the problem of using active teaching methods are presented in the works of: L. S. Vygotsky, A. A. Verbitsky, V. V. Davydov. Among the starting points of the theory of active teaching methods was the concept of the “subject content of activity”, developed by Academician A. N. Leontiev, in which cognition is an activity aimed at mastering the subject world.


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


V preschool age play is a habitual form of activity, therefore it is most effective to use it in the educational process. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, to show initiative and independence, to freely realize their abilities and educational needs, is optimal for achieving these goals.


Game methods provide a search for solutions in dynamic unstable conditions, they allow you to work out and compare several possible options. Emotional attitude, proper motivation and gambling remove the impact of artificiality. Pedagogy of cooperation, joint search for the best solutions allow you to work out and systematically improve best options collective action. From the dominance of the universal slogan “SIS - sit and listen” to the active one: “BIT - think and do! "


Active teaching methods include: - problem situations, - learning through activities, - group and pair work, - business games, - dramatization, theatricalization, -creative game"Dialogue" - "Brainstorming", "Round table", discussion, - method of projects, - methods of surprise, admiration, confidence, success, - method of heuristic questions, - game design and others.


The project method is one of the teaching methods that contributes to the development of independent thinking, helping the child to build confidence in their own abilities. It provides for such a learning system when children acquire knowledge and master skills in the process of performing a system of planned practical assignments... This is learning through activity




It is advisable to apply the method of heuristic questions to collect additional information in conditions problem situation... Heuristic questions serve as an additional incentive, form new strategies and tactics for solving creative challenge... It is no coincidence that in teaching practice they are also called leading questions, since a question successfully posed by the teacher leads the child to the idea of ​​a solution, a correct answer.




Modeling is a teaching method aimed at developing imaginative thinking, as well as abstract thinking; assuming the study of objects of knowledge on their substitutes - real or ideal models; building models of real-life objects and phenomena, in particular educational systems... In this case, a model is understood as a system of objects or signs that reproduce some essential properties of the original system, the prototype of the model.




The research method is a teaching method aimed at mastering by students all stages of problem-search activity, the development of research skills, analytical and creativity... All stages of problem-search activity are carried out by the child, modeling the research process and obtaining a subjectively new result.


Active teaching methods have their own distinctive features: -group form of organizing the work of participants in the educational process; -use of an activity-based approach to learning; -practical orientation of the activities of the participants in the educational process; - playful and creative learning; -interactiveness of the educational process; -inclusion in the work of a variety of communications, dialogue and polylogue; -use of knowledge and experience of students; -activation in the learning process of all senses; -reflection of the learning process by its participants.


AMOs are distinguished by unconventional technology educational process: -activate thinking, and this activity remains for a long time, forcing, due to the educational situation, to independently make creative in content, emotionally colored and motivationally justified decisions;


Develop partnerships; - increase the effectiveness of training not by increasing the volume of transmitted information, but by the depth and speed of its processing; - provide consistently high results of training and education with minimal efforts of students


The transition to active teaching methods begins with the use of interactivity in the educational process. With the help of active teaching methods, you can develop the ability to work in a team, carry out joint project and research activities, defend your positions, justify your own opinion and be tolerant of others, take responsibility for yourself and the team.


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