Analysis of nodes in fiction. Lesson Analysis

Analysis educational activity

New topic contains many new words, which enriches and activates their vocabulary. The equipment was prepared by the teacher in advance. Structure: organizational moment, repetition, new material, physical minute, consolidation, results. The stages are logically interconnected from repetition Lesson time 10 minutes. The volume and complexity are selected in accordance with age characteristics. To consolidate, a game was organized on the topic; in the game, children will better and more effectively consolidate their knowledge. Each child took part in the game to the best of his ability. The objectives of the lesson have been achieved.

Analysis of a lesson on communication and reading fiction

Type - new material. Structure: org. moment, new material, physical. a minute, consolidation, results. The stages are logically and sequentially interconnected. The work used is understandable to children.

Used the following methods and techniques: reading, showing illustrations, conversation, questions. The children actively participated in the conversation and answered questions. The objectives of the lesson have been achieved.

ANALYZING THE LESSON

Intensive development of innovative processes in social, economic, political life country poses new problems for education, both nationally and in a specific educational institution.

Analysis is the division of a phenomenon into parts, elements, followed by studying them separately, as parts of a given whole.

Pedagogical analysis- this is a management function together with direction, control, coordination, correction, aimed at studying the actual state of affairs and the validity of application in various ways, means to achieve goals, as well as an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms to transfer the system to a new qualitative state.

In my practice, there were enough analysis schemes various types activities (these are diagrams taken from the recommendations of K.Yu. Belaya, and schemes developed by our pedagogical institute etc.), everything would be fine, but our kindergarten works according to O.M. Dyachenko’s (L.A. Venger’s) “DEVELOPMENT” program and many schemes for analyzing classes are not suitable for us. As a methodologist, I was faced with the problem of how best to develop a developmental activity and analyze it from all sides.

After thinking, reading methodological literature and establishing contact with teachers of the IGPI named after. P.P. Ershova, we have developed a memo for educators on setting goals for developmental activities (Appendix No. 1).

I had to think the same way and develop a reference scheme for analyzing and designing lessons (Appendix No. 2).

Based on these schemes, it is easier for me to analyze, as a leader and teacher, to do self-analysis.

At the end of the school year, I invite my teachers to propose their own open events for the next academic year, and then analyze and make a graph open events. And in the annual plan I reflect the plan for visiting groups and the schedule for monitoring educational educational work and open viewings.

For me, as a methodologist, the most important thing when attending a class is to see the creative spark in the work of a teacher with children, that is, how a teacher will creatively and unordinarily lead children into the world of knowledge, what path he will use, what methods, forms, techniques and innovations he will use in this lesson.

EDUCATIONAL ASPECT:

Specification of norms and level of knowledge acquisition for each child

A clear definition of the level of formation of any skills and abilities

Addressing specific gaps in the knowledge and skills of a particular child

EDUCATIONAL ASPECT:

Ensure the child's progress in activities that contribute to the formation of experience creative activity, socially significant qualities personality (hard work, independence, initiative), moral qualities(sympathy, empathy, humane attitude)

Provide situations aimed at developing skills in cognitive activity and social experience.

SETTING GOALS FOR DEVELOPMENTAL ACTIVITIES.

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

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

DEVELOPMENTAL GOALS:

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

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

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

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

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

6. Goals focused on the development of children’s communicative skills (culture): to promote the development of children’s ability to communicate, to ensure the development of monologue and dialogic speech in children.

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

7.9. Observation and analysis of the organization

physical education group activities

Complex morning exercises

General developmental exercises

1-2 weeks of practice

Sharik I.P: legs slightly apart, hands behind your back. Bend your arms, hand into a fist, closer to your mouth and inflate the balloon. Spread your arms to the sides, straighten up - cheated. Look hands up - flew away, return to I.P. Where are I.P.’s knees? sitting, legs apart, hands resting behind. Lean forward, palms on the deer, look at the deer, straighten up. Say “here” Ball I.P. legs slightly apart, arms down. Slightly bend and straighten your legs - soft balls. 8-10 bouncing – balls bouncing, alternating with walking 3 times

3-4 weeks of practice - With a handkerchief

Poduy I.P. legs slightly apart, headscarf lowered. Handkerchief in front of your chest, blow on it, strong wind. Lower, say “no wind” Let’s hide I.P. legs apart, handkerchief down. Bend forward, handkerchief in front of the face - hide. Lower the handkerchief, straighten up, sit down, stand up I.P. legs slightly apart, handkerchief on the floor. Sit on a handkerchief, in front of him, behind him, near him. Stand up, say “sit down”

Outdoor games

The bun is rolling

Goal: develop large muscles of the body, relieve the load on the spine. Create a feeling of satisfaction from the movements performed

Shaggy dog

Goal: to teach children to listen to text and quickly respond to signals

Walk through the stream

Goal: to develop a sense of balance, dexterity, and eye in children

Sunshine and rain

Goal: to develop in children the ability to run in all directions, without bumping into each other, and to quickly respond to a signal

Analysis of morning exercises

Gymnastics is carried out in the gym, after each group there is ventilation, and at the end the room and equipment are wet cleaned, which corresponds to hygienic conditions.

Gymnastics begins with warm-up exercises, ORU correspond to the age dosage, exercises are performed first for the neck, for the limbs, then for the torso. The main types of movements are used: walking, running, jumping, duration and intensity corresponds age standards. The end of the gymnastics is smooth, performing exercises to restore breathing. Children perform movements in an organized and active manner. The teacher gives clear, accessible instructions and commands. Monitors correct execution and posture. No musical accompaniment is used. Carrying out morning exercises for teachers complies with hygienic conditions and age standards, taking into account individual characteristics.

Municipal preschool educational institution

Child development center – kindergarten “Korablik”

Samoa analysis

classes on familiarization with fiction

and speech development

Senior group

Educator:

Mazepa Svetlana Alexandrovna

Udomlya

Characteristics of the group.

There are 23 people in my group, of which 13 are girls and 10 are boys. 10 children attended the lesson, according to the terms of the competition.

The level of learning ability of children in this subgroup is quite high, and the skills necessary for successful work in classes are formed as follows:

High level of training: 100% – 4 people

Average level of training: 89% – 3 people

78% – 3 people

Low level: no

Subgroups of children are not constant, they change.

Characteristics of the project.

This block lesson is about getting acquainted with Russian folk tale"Geese-Swans" first. I included reading the fairy tale in the preliminary work, since the volume of the fairy tale is large in content, thereby saving time for the children’s creative task.

Purpose of the lesson: to continue acquaintance with the Russian folk tale “Geese and Swans”. Strengthen children's ability to answer questions about the content of a fairy tale. Develop imagination; inventing new episodes of a fairy tale. Development of the ability to indicate one’s attitude towards the characters of a fairy tale using symbolic means.

I introduced into my lesson: game motivation - the arrival of the Storyteller, a problematic situation at the end of the lesson - “What would the geese be like if they lived not with Baba Yaga, but with Masha and Vanya?” The lesson ended with poetic lines, allowing children to more clearly comprehend the content, because Poems make it easier to remember the material, and also activate the attention of children, who perfectly absorb information by ear.

Brief structural summary of the lesson: to better assimilate the program material, I thought about planting the children, inviting them to an impromptu meadow of flowers, and also used technical means: musical works Pyotr Ilyich Tchaikovsky's "Snowdrop" (modern arrangement using bird voices).

The structure of the lesson included several blocks of tasks, namely:

entering a fairy tale,

creative task children,

result of the lesson.

The following methods were used in the lesson:

Verbalmethods(this is the perceptual aspect) were used repeatedly:

when creating game motivation “Visiting the Storyteller”,

inventing new episodes of a fairy tale,

analysis of completed work.

Visual methods were used in the next moment. Showing an illustration from a fairy tale (book-theater “Geese and Swans”)

This method was aimed at children who perceive information more visually.

Practical methods(perceptual aspect). Completing a creative task - creating rugs for Baba Yaga's hut, and for Masha and Vanya's house.

To relieve the children’s fatigue, I conducted a short physical education session: a plastic sketch of “Butterflies.”

Control methods. Since the lesson was conducted with a subgroup of children, and their number was small, it was appropriate and possible to conduct a frontal assessment of the children’s knowledge and skills. Individual assistance provided only to children in need. Stimulation methods were also used during the lesson; the results were summed up after each part of the lesson in the form of approval and praise.

The duration of the lesson is 24 minutes, which corresponds to San Ping standards.

Analyzing the lesson, we can say that the assigned tasks

were successfully completed.

I believe that the lesson is structured logically, and the stages of the lesson are interconnected.

The logical structure of the lesson made it possible to conduct it without going beyond the time allotted for completing the task.

I think that the game motivation aroused the interest of the children and the activity was quite high. However, two children worked at their own pace, and completed the creative task a little later due to slowness, due to their individual capabilities. Although this does not indicate that they have less skills and knowledge.

The children pleased me that the kindness of the child’s soul was reflected in their own writings. Every character was positive.

But, however, the children surprised me by the fact that creative stories were less meaningful than they could have been. A survey of children after the lesson revealed that the children liked the lesson and would like to continue it.

Target: consolidate children's knowledge about literary genres books; make you want to read books; learn to handle books carefully

Tasks:

1. Developmental

Develop intonation, image and creative perception

Develop the ability to participate in group conversations

Develop the ability to write dialogue

2. Educational

Teach children to convey the image of heroes using emotions and intonations

Strengthen children's knowledge about literary genres of books

3. Educational

Help create an emotional mood

develop the ability to sympathize, empathize, rejoice, communicate

Create conditions for self-realization

To actualize the problem of the need for careful handling of books

Encourage children to read fiction

Vocabulary work: encyclopedia, genre, library

Preliminary work:

• Conversation about book genres;
• Introduction to proverbs, stories, riddles, poems, fairy tales, nursery rhymes;
• Conversation about careful attitude to books;

Analysis of goals and objectives.

The lesson was held in preparatory group. The lesson consisted of three interconnected stages, during which children gradually completed various actions. This structure is completely justified, since each stage of the lesson is aimed at solving certain problems and offers a choice of methods and techniques. Goals and objectives correspond to the targets of the Federal State Educational Standard for Education. To achieve the goal, an educational environment has been created; goals and objectives correspond to age capabilities. There is a connection between goals and objectives and the topic educational activities. The objectives were formulated specifically and corresponded to the level of development of the group.

Analysis of the organization of organized educational activities.

During the lesson, a person-oriented model of activity was used. The children showed knowledge of the software material. Questions of a problem-search nature predominated. The following methods were used to activate children:

1. Verbal

2. Visual - demonstration

4. Gaming

and techniques: play, instructions, showing, artistic word, encouragement, conversation.

All the children spoke freely to each other. I adhered to the adult position - “near” or “aside.”

At the beginning of the lesson, I used techniques to evoke in children the internal need to be included in the activity; the children were asked to help the boy find his book, thus the children were included in the activity. This technique corresponds to the age and individual characteristics of children. Conditions were created for children to consciously accept a “childish” goal. (The fairy invited the children to her magical land"Library"). The “children's” goal corresponded to individual characteristics, the specifics of personal motives, the emotional sphere, and the cognitive interest of the children in the group. In preparation for the lesson, demonstration and handout materials were selected and produced, taking into account the age characteristics and interests of the children. The placement of children in space is thought out. When working with children, I used conversation, riddles to test intelligence, and games - all this contributed to the effectiveness of the lesson, mental activity and development of children’s speech. All elements of the lesson are logically united by a common theme.

Analysis of educational activities.

I tried to arouse children’s interest in the activity and diversify the material and tasks. The amount of information was sufficient. Used a combination of self-assessment methods. During educational activities we combined various shapes works:

Group;

Individual.

During the lesson the following integration was observed educational areas « cognitive development", "socio-communicative development", "speech development", " physical development”, which were implemented in accordance with the age capabilities and characteristics of the children.

The material for the educational situation was selected at a level accessible to children and corresponded to their psychological and age characteristics and was rational for solving set goals and objectives. The children were active, attentive, and felt comfortable. During the lesson, the dialogic style of communication prevailed. The level of complexity of the tasks corresponded to the children’s capabilities; the individual characteristics of children were taken into account when selecting content, forms of support and stimulation of creative activity. Throughout the educational situation, consistency was maintained storyline, the presence of a logical connection between the stages, the preservation of targets, motivation and a meaningful attitude towards the activity at each stage. All this is confirmed by the results of our activities.

I believe that the form of organization of the lesson I chose was quite effective and dynamic. The style of communication was predominantly democratic. I tried to be a partner, an assistant for the children, and to observe the norms of pedagogical ethics and tact. She tried to construct her statements competently and easily for children to understand, encouraged children to show initiative and independence, and encouraged children’s individual achievements.

This structure of the lesson is completely justified. Since each stage of the lesson is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. Children could independently choose the material and method of action when solving the task.

I believe that the objectives set in the lesson were completed. The activity achieved its goal.

Task plan for thematic examination

Date: 10/15/2012 - 10/18/2012

Purpose of control: To determine the effectiveness of MBDOU work in introducing preschoolers to fiction.

Reference

based on the results of thematic control

“Introducing preschoolers to fiction”
In accordance with the annual work plan of compensatory kindergarten No. 37 “Rodnichok” for the 2012–2013 academic year and on the basis of Order No., from 10/15/2012 to 10/18/2012, thematic control was carried out in age groups on the topic “Introducing preschoolers to fiction.”

The purpose of the control: to determine the effectiveness of the MBDOU in introducing preschool children to fiction.

Control program:

• 
  planning work with children;
• 
  creation of conditions;
• 
  ZUN children;
• 
  ZUN of educators;
• 
  working with parents.

• 
  observation and analysis of educational activities directly;
• 
  observation and analysis of unregulated activities: joint activities of the teacher and children (observation, conversations, reading fiction, looking at illustrations); independent activity of children;
• 
  analysis of planning educational work with preschoolers;
• 
  analysis of the subject-developmental environment, conditions for organizing children's activities aimed at introducing the child to books;
• 
  analysis of forms of pedagogical education and interaction with parents to introduce preschoolers to fiction.

During the control it was established:

Familiarization of preschoolers with fiction is carried out on the basis of long-term and calendar planning. IN long-term plans it is planned to become familiar with works of art in accordance with the program of education and training of children “From birth to school” by N.E. Verax and Regional program preschool education Shaekhova R.K.

Analysis of calendar planning showed that educators understand the importance of children's fiction in comprehensive development child. In this regard, teachers plan direct educational activities in the educational area “Reading fiction”, “reading for the soul” before bed, artistic speech activity with children in organizing various routine moments. Poems and riddles are used during observations on a walk. Readings of various works of art are organized followed by conversation, dramatization of fairy tales, short stories. In younger groups, nursery rhymes and funny songs help create a positive emotional mood during cultural and hygienic procedures, eating, going to bed, and getting dressed for a walk.

You should pay attention to planning individual work with children in this area. In addition, it is necessary to think through and plan different shapes working with preschoolers to introduce them to reading fiction.

The study of a subject-developmental environment conducive to children’s familiarization with fiction showed that all groups are equipped with Book centers that comply with the “law of age correspondence” and the “law of age perspective.” The centers have a rich book fund of various genres (fairy tales, poems, short stories, encyclopedias), and there are works by the same author from different publishing houses. There are portraits of children's writers, materials about their work, but little material about illustrators. In addition to books, the centers have various thematic folders and albums, illustrations for works, didactic games, equipment for a “hospital for books.” But minor shortcomings were identified in the design of the centers of the Book. In the middle, senior and Tatar groups, the place for organizing the viewing of books was poorly chosen. In the first junior, preparatory and Tatar groups few books of different formats. However, after consultation, the Book Center in kindergarten", all violations were eliminated and replenished with new books and aesthetic equipment. In addition, children’s drawings based on their favorite works and didactic games “Heroes of Fairy Tales” appeared in the Book centers.

An analysis of the directly viewed educational activities in the educational area “Reading fiction” showed that educators have the skills expressive reading, organizing a conversation on a read work, can convey to children the meaning and ideological content works. Teachers of the senior and preparatory school groups (Chupakhina O.V., Natalina L.V.) use demonstration of fragments animated films; Salimova R.R. - puppet show.

During the reading process, teachers interpreted words that children did not understand and showed pictures in books. The use of demonstration material and examination of illustrations for works contributed to the formation in children of independent examination of books, as well as a love and interest in fiction.

The educational activity directly observed in the preparatory group for school (teacher L.V. Natalina) showed that children not only know many works, but can also name and recognize the authors of these works, they know and name various genres(fairy tale, story, poetry).

It is also worth noting that children know how to listen carefully to works and are active in verbal dialogue.

Speech skills of children 2 junior group also meet the program requirements. Children know how to listen to the teacher, understand his speech, and react emotionally to the teacher’s promptings to perform imitative actions characteristic of a particular character in a fairy tale or nursery rhyme. Many children already use complex sentences in their speech when answering the teacher’s questions.

Thus, observations of preschool children during classes, analysis of their speech activity and the correct use of lexical and grammatical structures, individual conversations with children indicate that, in general, the speech of children in preschool groups corresponds to the norm, with the exception of its phonetic side. This result is an indicator of the system of work with preschoolers.

In order to improve the quality of work on speech development The child should pay attention to the following requirements:

In all groups, pay attention not only to enriching the active and passive vocabulary of children, constructing grammatically correct statements, but also to the development of figurative speech in preschoolers. Children must learn to use epithets, metaphors and other means of artistic speech expressiveness in their speech. This can be helped by reading children's fiction, didactic games, and live communication between an adult and a child.

An analysis of conversations with children showed that many children do not know the names of writers and poets whose works they read in kindergarten. To do this, you need to think about interesting shapes working with children and parents. For example, design thematic exhibitions or holding evenings dedicated to the work of writers, getting acquainted with their biographies, celebrating the name of a work, holding intellectual marathons, designing layouts based on favorite fairy tales, encouraging the creation and enrichment of family children's libraries, visiting a children's library.

An analysis of work with parents indicates that work to introduce preschoolers to reading fiction is limited only to such forms of work as the design of folders and visual information, preparation for a thematic drawing competition based on works and a reading competition.

Conclusion: the work of the kindergarten in introducing preschoolers to fiction is effective.

1. 
   Plan individual work with children in the Book Center.

1. 
   Diversify the forms of work with children to familiarize preschoolers with fiction.

1. 
   Conduct entertainment “We are friends with books.”

1. 
   Intensify and diversify interaction with parents to develop preschoolers’ interest in reading books.

1. 
   Prepare booklets and recommendations for parents on organizing family reading.

Head of the kindergarten_________ Krasnova R.V.

Senior teacher ____________ Biryuchevskaya O.A.

Educator ___________ Chupakhina O.V.

Analysis map

directly educational activities in the educational field

"Reading fiction"

Teacher _____________

Analysis map of visual information for parents within

thematic control

“Introducing preschoolers to fiction”

Card for checking the plan of educational work within the framework of

thematic control

“Introducing preschoolers to fiction”

Questionnaire for parents

“Cultivating a child’s interest and love for books”

1. Do you have a children's library at home? (Not really.)

2. What works do you have in your children's library? (fairy tales, poems, educational encyclopedias, etc.) / Underline whatever applicable/

3. Do you often buy books for your child? (Often, rarely.)

4. What guides you when buying a book for a child? (check one box.)

I'm looking through the contents

I take into account the age of the child,

I choose a book based on illustrations,

I buy it by accident.

5. How often do you read books to your child?

Daily,

Two to three times a week

Once a month,

I don't read at all.

6. On whose initiative do you read books?

At the child's request,

On your own initiative.

7. Do you talk with your child about what you read? (Yes, no, sometimes.)

8. Does your child tell you about works of art whom he met in kindergarten? (Yes, no, sometimes.)

9. Do you subscribe to children's magazines? Which? ______________________________________________

10. What, in your opinion, is the role of books in a child’s development? (write) ____________________________

______________________________________________________________________________________________

Thank you for your cooperation!

Sample self-analysis of a lesson at a preschool educational institution

To develop children’s ability to coordinate movements with text, understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop small general and fine motor skills hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activity children.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the main general education program, corresponding given age children. To implement each task, techniques were selected in an interesting and entertaining form.
At each moment the classes were visual aids, which stimulated and activated children to mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.
Music was used during the lesson to enhance emotional perception.
The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities, establishing friendly relationships both within children's group, so between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out problematic situation with a hare - going to the garden, working with dough, developing fine motor skills of the hands - sitting on chairs, searching activity - standing, working with cereals “Find a vegetable”, logorhythmic exercise - “walking to the garden”. A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in the children.
Didactic activities of the teacher:
All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors; Communication: children participated in general conversation listened without interrupting their peers; activated children's vocabulary through words - name vegetables, practiced agreeing nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills., Physical Culture; developed motor imagination and coordination of movements; Health: formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature, based on game-based learning situations,
Using the “Vegetable Garden” model helped in interesting game form to realize the main educational task - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.

At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them acquire new experience, activate independence and maintain a positive emotional attitude.
The creation of search, problem situations intensified the mental and speech activity of children,
The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.
The outcome of the lesson was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.