Speech therapy portal / Dysgraphia / Technological map of lesson notes in the dow. Technological map of the lesson. preparation of lessons on the Federal State Educational Standards. Technological map of GCD “Vegetables and fruits”

Technological map of lesson notes in the dow. Technological map of the lesson. preparation of lessons on the Federal State Educational Standards. Technological map of GCD “Vegetables and fruits”

25.02.2024

Radaikina Oksana Aleksandrovna
Educational institution: MADO "Child Development Center - Kindergarten No. 2" Saransk
Brief job description:
Publication date: 2017-05-03 Technological map of GCD “Vegetables and fruits” Radaikina Oksana Aleksandrovna MADO "Child Development Center - Kindergarten No. 2" Saransk Organization of educational activities in the second junior group

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Technological map of GCD “Vegetables and fruits”

Subject: "Vegetables and fruits".

Age group: second youngest.

Target: development of cognitive initiative of younger preschool children in the process of social-communicative, speech, physical activity.

Tasks:

Training tasks:

promote the development of grammatical structure of speech;
develop dialogic speech as a method of communication in younger preschoolers;
form ideas about vegetables and fruits.

Developmental tasks:

develop the ability to use speech to express your thoughts and desires;
develop and maintain children’s interest in jointly with adults and independently examining vegetables and fruits;
develop cognitive interest in the process of visual activity;
develop the ability to distinguish, name vegetables and fruits by appearance and shape;
develop children's creative activity in the process of creating a product of visual activity;
develop mental processes - figurative thinking, imagination (speech development).

Educational tasks:

cultivate a love for artistic creativity, nature and the surrounding world.

Integration of areas: Speech, physical, social-communicative, artistic-aesthetic

Planned result:

During this lesson, children develop a stable cognitive interest in the process of organizing speech and physical activity.

Children can independently carry out game situations, look for answers to questions and make simple conclusions.

Children know how to use speech to express their thoughts and desires.

Children know how to empathize and come to the aid of each other, and are friendly to others.

Form: cognitive activity.

Basic Concepts: carrots, cabbage, onion, tomato, potato, apple, pear, peach.

Equipment and materials:

Demo:

Dispensing: outline image of fruits and vegetables on paper, brushes, gouache, napkins.

Stages of activity, classes	Children's actions	Teacher's actions	Necessary equipment	Time per stage	Result
1. Introductory - organizational, motivational - incentive Problem situation, motivation for activity	The guys come into the group and see on the table there is a basket in which there are vegetables and fruits they look in, take it out and call They focus their attention, get used to the game situation, consider and show interest in the character. Answer questions.	Introduces the character into a game (story situation). Provides ample time to get to know the character. Individual appeal to each child according to his knowledge. Emotionally includes in action, involves in listening. Guys, let's see what's in this basket. Well done. Encourages children to speak up. Everything was named correctly	(apple, peach, tomato, onion, potato, cabbage, carrot, pear) and a letter from Bunny	3 minutes	Children's interest in upcoming activities.
2.Basic Developmental, cognitive, intellectual, practical, search activities	They solve riddles. They play actively. Review the submitted materials. Show verbal activity and interest in ongoing actions. They observe the teacher’s actions and perform actions according to the model. They play actively.	Uses visual aids. Attracts to discussion, poses riddles that stimulate the thinking process and activate knowledge about vegetables and fruits. Shows respect and encourages children to speak up. Stimulates curiosity and interest in activities. Encourages children to make correct guesses. Conducts a physical session: Gray bunny sitting And he wiggles his ears Like this, like this And he wiggles his ears. It's cold for the bunny to sit I need to warm my little paws Like this, like this We need to warm our little paws. It's cold for the bunny to stand Bunny needs to jump Like this, like this Bunny needs to jump. Organizes physical activities. Shows the sequence of actions. Encourages children to engage in playful activities. Game “What will we make soup from?” Formulates a problem and offers a solution. Involves into joint cognitive and speech activities. Observes children while performing tasks. Asks questions that stimulate thinking processes. Encouraging children to engage in joint activities. Organizes and involves children in joint play activities, shows the sequence of actions. Encourages children to engage in joint play activities.	Illustrations of vegetables and fruits. dummies, illustrations of vegetables and fruits.	8 minutes	Activation of children's speech and thought processes during the period of solving riddles. Consolidating knowledge about the characteristics of vegetables and fruits. Active involvement in joint activities and games with adults and children.
3. Final, reflexive - corrective Monitoring and evaluation of performance results, reflection, summing up	Show interest and engage in productive activities. Get acquainted with materials for productive activities. Master the sequence of actions. Demonstrate the result of productive activity. Clean up after themselves after artistic activities.	Organizes and involves children in productive activities. Provides sufficient time to review materials for productive activities. Shows the sequence of actions. Encouragement for visual activities. Encourages children to clean up after themselves after art activities.	Paper, brushes, gouache, napkins.	5 minutes	Ability to work according to a model, follow the sequence of actions. Getting pleasure from joint activities with an adult. Organization of an exhibition of creative works (vegetables, fruits) for children in the group and for parents

. .

Technological map of GCD for visual arts

with children of the preparatory school group “Zimushka-winter” (6-7 years old)

Teacher Makarova L.V. MKDOU "Snezhinka" Vostochny village

Didactic rationale for the lesson Final lesson in visual arts in accordance with the main educational program. The theme of the week is “Hello, Zimushka-winter!”, according to the thematic plan. Educational field: artistic-aesthetic, social-communicative, speech.

Didactic purpose of the lesson

Creating an image of winter based on existing knowledge (using non-traditional techniques).

Tasks

Educational:

o Summarize children’s ideas about typical winter phenomena in living and inanimate nature, introduce children to the African winter;

o to develop children’s ability to reflect their impressions in a drawing, using unconventional techniques - painting with salt and painting with cotton swabs or a brush.

Educational:

o develop a sense of composition, creative imagination, speech.

Educational:

o cultivate aesthetic taste, the desire to reflect one’s impressions in drawings, and the desire to help friends.

Teaching methods and techniques: gaming, problem, verbal, informational.

Form: frontal

Means of education

Music by P.I. Tchaikovsky, presentation, white gouache, album sheets tinted in blue, black, purple, PVA glue, salt, brushes, cotton swabs, wet wipes, plastic plates, cups, trays and oilcloths for each child.

Literature:

G.S. Shvaiko Lessons on fine arts activities in kindergarten. Program, notes. M.: VLADOS, 2006.

Educational program of the MKDOU kindergarten of the combined type “Snowflake”.

Technological map of GCD "Zimushka-winter"

Stages, time		Activities of a teacher	Children's activities	Forms of organization	Facilities	Focus on achieving targets
Organizational and motivational stage 1-2 min	There's a knock on the door. -They asked you to give a letter.	Stands, reads the letter, finds an object in the envelope. (flash drive) - What is this? What is it for? shows a presentation about Africa. -How is our winter different from winter in Africa?	They stand near the teacher, listen, recognize the flash drive. viewing the presentation. They talk about our winter, participate in the conversation,	Frontal	Letter, presentation.	The child shows his curiosity and asks questions. The child has good oral language skills.
Celepole stage ganiya. 1-2 min	"Like a story should we tell the children of Africa about our winter? We don’t know how to write yet.” The solution is to draw our winter and send a letter to Africa.	Creates a problematic situation asks children how to write a letter and help children in Africa.	-How can we write a letter to Africa if we don’t know how to write yet? We decided to draw winter and send it by letter.	Frontal		Children show their own initiative and are able to express their thoughts.
Discussion stage nia general plan of action. 1-3 min.	Discussion of options for depicting winter. Let the children know that you can depict winter using salt and glue..	Discusses image options with the children, asks what unusual materials can be used to depict winter.. Invites some children to recall the technique of working with salt and glue, and then choose the necessary material. -Who can remind you of the sequence of drawing?	They take part in the discussion and decide to depict winter using salt and glue. They remember the familiar technique and prepare the necessary material. -Draw trees and bushes with glue and sprinkle with salt.	Frontal	.Paper, paints, brush, salt, glue ,V. sticks, brush, napkins, gouache.	The child has a developed imagination and is capable of making his own decisions, relying on his knowledge and skills.
Self-employed figure ness 17-20 min	Completing the task. Creating images of winter based on existing knowledge and skills.	Organizes practical work, provides the necessary assistance and emotional support.	Do practical work. Interact with other children.	Frontal	.Paper for each child, brushes, paints, stamps.	The child shows independence, the child has developed fine motor skills. Interacts with peers. The child has a certain amount of practical skills and abilities in productive activities.

Reflexive-result

tive stage

5 minutes.

Analysis of works. Children evaluate their work. The letter is being prepared for sending.

Analysis of practical work. Discussion of the most successful and interesting ones. .Notes each child that he drew something interesting. Listens to children's answers when discussing their work.

Offers to create an album and send it to the children of Africa.

They talk about their completed work, what worked best for them, and what the idea was. Preparing a letter for sending

Frontal

Ready-made children's works.

The child recognizes himself as a participant in the creative process. Basic self-esteem skills are formed.

Beschasnova Anastasia
Technological map of the lesson. Preparation of a lesson on the Federal State Educational Standard

(Sample flow chart)

[Technological map of the lesson] compilation according to the Federal State Educational Standard

So, what is a technological lesson map? I'll say it in my own words. You can’t do without it at an open lesson, presentation, or master class. This is a summary of the actions and words of almost everyone who participates in this event. In my case, we will talk about working in a preschool educational institution. Based on this compilation, be sure to contact a specialist in the methodological work of your preschool educational institution

1)Theme:….

2) Integration of Educational Areas:….

Social and communicative development

Artistic and aesthetic development

Speech development

Cognitive development

Physical development

3) Goal:….

(this is the end result) Ending "ee"

Creation of conditions, formation, education, strengthening

4)Tasks:…. (TH)

Educational:

We write what we will teach. TEACH - don't write.

To promote, to form skills, to create conditions

Educational:

We write that we will secure it. clarify

Educational:

We write what mental, aesthetic, moral and volitional qualities will develop.

5) Targets:….

(We write what the child will achieve by the end of the lesson, what he will learn, what he will learn new)

6) Means of implementation:... Multimedia, visual, verbal, artistic.

7)Equipment and materials:..

(we write what the teacher gave to each child in class)

8) Vocabulary work:….

(What unpronounceable words were used, unpronounceable sounds, hissing.)

9) Progress of the lesson:.

You can make a table indicating each word of the teacher, an approximate answer of the preschooler. Or simply write a summary dialogue, where the entire speech according to the intended summary (script) is also indicated.

If you decide to write a lesson script in a table, then there are certain nuances of its compilation. Upon completion of the work done, another item is indicated at the very bottom.

Table with 3 columns:

1) Introductory part: Motivational and incentive stage of activity

2) Main part: Organizational and search stage of activity(process of drawing, sculpting.) (visual gymnastics, finger

3) Final part:

Reflexive-corrective stage of activity

gymnastics, physical education nootka)

(at this stage the whole group is working: “Olenka, what did you do today?”,

"Petya and you?"

"What have we learned?"

10) List of used literature:….

1) Main sources: 1,2,3,4).

Publications on the topic:

Technological map of the lesson “Journey to the natural world” Technological map (construct) Topic: “Journey to the world of nature” Age group: preparatory group for school. GCD form: presentation.

Goal: to provide conditions for the development of speech activity during the discussion of the cartoon and speech games on the topic “Wild and Domestic Birds.”

Technological map of direct educational activities for the implementation of the Federal State Educational Standard up to “Vegetables in the garden” Topic: “Vegetables in the garden” Explanatory note Every person has the opportunity to take care of their health. Medicine offers a variety.

Technological map according to the Federal State Educational Standard “Five Keys” Savina Tatyana Ivanovna, teacher of secondary group No. 1 of the Municipal government preschool educational institution “Kindergarten 11”.

Technological map of extracurricular activities in 2nd grade “Our Helpers” Technological map of extracurricular activities for the course “Lessons of Doctor of Health” Teacher: Alexandrova Anastasia Anatolyevna MBOU.

Technological map of the lesson “Analysis of the story by V. A. Oseeva “Just an old lady” Goal: Creating conditions for developing children's interest in fiction. Objectives: 1. Educational: Continue to contribute.

Technological map of the lesson “Which is better: paper or fabric?” Children's age, educational field: 3-4 years; Priority: cognitive development; in integration: social-communicative, speech.

Technological maps for preparing dishes in kindergartens (preschool educational institutions) in Moscow according to the new SanPiN 2013: 2.4.1.3049-13, chemical composition and nutritional value of dishes, permitted dishes.

In this section you will find new collection of recipes(reference book, recipe book), which contains technological maps (recipes) for preparing 178 dishes for kindergarten(DOW).

In preparing the collection, the official publication was used: Catering in preschool educational institutions: Guidelines for the city of Moscow. Developed by: Kon I.Ya. (State Research Institute of Nutrition of the Russian Academy of Medical Sciences); Mosov A.V. (Department of Rospotrebnadzor for the city of Moscow, Research Institute of Hygiene and Health Protection of Children and Adolescents of the State Institution of the Scientific Center for Health Protection of the Russian Academy of Medical Sciences); Tobis V.I., (Moscow Foundation for Promoting the Sanitary and Epidemiological Welfare of the Population); Tsapenko M.M. (Moscow Department of Education) and others.

Standards for storing foodstuffs, semi-finished products (nested dishes) gross and net per 100 grams of weight of the finished dish have been published. The recommended yield of the dish is indicated for feeding both toddlers (1-3 years old) - nurseries, and children 3-7 years old. The nutritional value and chemical composition of each dish is given, including the content of proteins (proteins, polypeptides), fats (triglycerides, lipids), carbohydrates (saccharides), calorie content (kcal), vitamin content: B1 (thiamine), B2 (riboflavin), C (ascorbic acid), minerals (microelements, micronutrients): Ca (calcium), Fe (iron). The type of processing is indicated and a complete technological map (technology, recipe) for preparing the dish is provided.

You can view these culinary recipes both on our website and in the program, the demo version of which you can download for free on our website and install on your computer. This program contains all the technological maps published here, as well as a menu plan for 8-10, 12, 24 hours of keeping a child in a preschool educational institution and much more.

The recipes for the dishes here are given per 100 grams net of the finished dish. For your convenience, the program recalculates these masses for a specific dish yield, for example, when a dish yields 200 grams, the weight of the products is multiplied by 2. The program contains reports on the chemical composition of both the prospective (planned) menu and the actual one for any period. There is also a menu-requirement, accumulation sheets and other documentation on organizing meals for preschoolers and accounting for products in the warehouse.

Dishes included in the diet can consist not only of simple products, but also of semi-finished products (previously prepared dishes), for example, baked goods are made from dough, and soup is cooked in broth. In this case, the recipes contain a link to the recipe for the enclosed dish. All our computer programs in the series calculate the complete tab, including all nested dishes (of any depth of nesting), resulting in the composition and weight of elementary products.

Nutritional value and chemical composition of used food are listed in the product guide.

All recipes presented on this site, you can save and automatically enter it into any program in the Nutrition series so as not to enter it manually.

Cheat sheet for the teacher: “How to prepare and conduct GCD, create a technological map?”

Compiled by: Anufrieva Irina Viktorovna, senior teacher of the Children's Preschool Educational Institution "Kindergarten "Bell"
r.p. Dukhovnitskoye, Saratov region

This methodological development may be useful for educators and preschool education specialists.

I. Definition of the topic and leading concepts
1. Clearly define and formulate the topic (come up with an appropriate name).
2. Determine the place of the topic in the curriculum.
3. Determine the leading concepts on which this GCD is based (integration, types of activities, type, form).

II. Defining goals and objectives
Determine the target setting of the GCD for yourself and for your children, understand why this GCD is needed at all. Identify the teaching, developing and educating functions of the GCD (trinity of tasks).

III. Planning training material
1. Select literature on the topic. Select from the available material only that which serves to solve the given problems in the simplest way.
2. Seriously think through the motivation and problem situation.
3. Select interesting game tasks, the purpose of which is:
learning new material,
reproduction,
creative approach to the task.
4. Arrange game tasks in accordance with the principle “from simple to complex.”

IV. Thinking over the “highlight” of GCD
Each GCD should contain something that will cause surprise, amazement, delight, in a word, something that children will remember. It is important to take into account the age of the children, a technique that is suitable for the average, but not suitable for the early or preparatory group.
It could be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

V. Grouping of selected material
To do this, think about the sequence in which work with the selected material will be organized, and how the types of activities will be changed.
The main thing when grouping is the ability to find a form of organizing a lesson that will cause increased activity in children, and not a passive perception of something new.

VI. Planning for monitoring children's activities
Consider:
what to control
how to control
how to use the control results.
Do not forget: The more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties, and to show preschoolers the teacher’s genuine interest in their work.

VII. Equipment preparation
Make a list of necessary educational and visual aids, devices, technical means, ICT. Check if everything works.

After the teacher has carried out the GCD, it is necessary to carry out introspection since adequate, complete reflection helps the teacher to understand his own feelings, look at his work impartially and take into account mistakes when preparing for subsequent GCDs.

Technological map as a new form of writing GCD
A GCD technological map is a description of the educational process in the form of a step-by-step, step-by-step sequence of actions indicating approximate means, tasks and expected results.
Why do you need a technological map? During daily work, it is unrealistic to draw up a technological map of an activity, but when participating in professional competitions, the ability to construct a technological map plays a very important role. The benefit of this skill is obvious, because... The teacher has to comprehend his own teaching activities, its effectiveness, actively use professional terminology, evaluate certain points from a new perspective - all this is of great importance for the professional growth of the teacher.
Also, when a teacher presents an open lesson, a technological map should be constructed.

When preparing a GCD, as a rule, we draw up a script (outline), but it does not always show the structure and interconnection of the components. Most often, there is no practical understanding of one’s activities from the point of view of setting goals and achieving them by the most rational means; a clear result of all activities and each of its stages is not visible. All this happens when drawing up a technological map.

Development of a technological map.
The technological map must include all elements of educational activities and preparation for them. (I propose to consider an example of technological punishment)
The abstract as such may be included in the technological map, but this is not necessary.

I present to you as a sample "Technological map of GCD" Bystrova A. G., teacher, I qualification category, 13 years of experience, MBDOU No. 33, Angarsk, Irkutsk region.

The technological map presented to you does not contain a summary.

Summary of GCD for the formation of a holistic picture of the world
Topic: “Journey to the country of Electriandia”
Educational areas: cognitive - speech and communicative-personal.
Integration of activities: cognitive - research, communicative, gaming.
Lexical topic:"Electrical devices"
Program content:
*Systematize and update knowledge on the topic: “Electrical devices.”
*Expand children’s understanding of the rules for handling electrical appliances.
* Stimulate cognitive activity and the desire for search activity.
*Develop operations of mental activity.
*Activate and systematize the dictionary on the topic: “Electrical appliances.”
*Practise agreeing nouns with numerals.
*Reinforce the pronunciation of the sound [M].
*Reinforce the ability to answer in complete sentences.
*Activate dialogic and monologue forms of speech.
*Develop skills for safe behavior near electrical installations.
*Develop children's communication skills, develop the ability to work in pairs, and cultivate the ability to respect the interlocutor.
Material: projector, computer, screen, pictures of electrical appliances, flashlight with batteries, batteries and diodes according to the number of children, wire with knots, hoop, sets of cut pictures for working in pairs, handouts for each child: pictures with silhouettes of electrical appliances, pencils, envelopes with visual cues for tasks, cards with numbers 3 and 5, picture diagrams with rules for using electricity, presentation: 3 videos, the game “The fourth is the odd one out,” a poster on TB.

Download Algorithm for preparing GCD, creating a technological map

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