home Diagnosis and diseases A systematically active approach to dow. Activity approach in educational activities with preschoolers

A systematically active approach to dow. Activity approach in educational activities with preschoolers

A system of methodological support for teachers is being created today in every preschool educational organization.

Legal acts governing development issues preschool education in the country indicate the need for educators to continuously improve their level of qualifications and professional skills.

According to the Federal State Educational Standard for Additional Education for effective implementation educational program conditions must be created for the professional development of teachers. Based on this methodological work in our kindergarten is aimed at implementing new requirements for the organization of the educational process, mastering modern technologies, and applying new methods and techniques. One of the annual tasks is aimed at implementing a systemic activity approach as the basis of the educational process. For this purpose, a set of methodological measures has been developed, which includes:

· consultations for teachers : “Partnership between an adult and a child is the key to an interesting and successful lesson”, “Methodology for applying activity method technology - educational technology “Situation”, “System-activity approach as the basis for organizing the educational process in a preschool educational institution”, structure of classes”;

· master class “System-activity approach as the basis for organizing the educational process in preschool educational institutions”;

· survey of teachers “System-activity approach as the basis for organizing the educational process in preschool educational institutions”;

· development of notes of educational detail;

· development of an analysis map educational activities based on a system-active approach;

· “Weeks of Pedagogical Excellence”, viewing of open events;

· thematic check “Implementation system-activity approach to the educational process;.

· pedagogical council“System-activity approach as the basis for organizing the educational process in preschool educational institutions.”

The systemic and activity-based approach, which forms the basis of the Federal State Educational Standard for Education, is based on ensuring that educational activities correspond to the age of pupils and their individual characteristics, provides for a variety of individual educational trajectories and individual development of each child (including gifted children and children with disabilities), ensures the growth of creative potential , cognitive motives, enriching forms of educational cooperation and expanding the zone of proximal development.

The goal of the system-activity approach to the organization of the educational process is to educate the child’s personality as a subject of life, that is, actively participating in conscious activity. The system-activity approach to the educational process makes it possible to create conditions in which children act as active participants in educational activities, learn to independently acquire knowledge and apply it in practice. It is the knowledge and skills that a child receives not in ready-made form, but during active interaction with the outside world, that become invaluable experience for him, which determines his success in subsequent stages of education.

It provides for the development of skills:

· set a goal (for example, find out why the flowers disappeared in a forest clearing);

· solve problems (for example, how to preserve forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing;

· be responsible for the result (all these actions will help preserve the flowers if you tell your friends, parents, etc. about them).

When implementing this approach, a number of principles must be taken into account.

The system-activity approach to the development of the child and the creation of an educational environment assumes the harmonious development of all aspects of the child’s personality in different types children's activities.

Principles of implementation of the system-activity approach.

1. The principle of subjectivity in education is that every child - a participant in educational relations - is able to plan actions, build an algorithm of activity, assume, evaluate their actions and actions.

2. The principle of taking into account the leading types of activities and the laws of their change in the formation of a child’s personality. If in early childhood- these are manipulations with objects (rolls - does not roll, rings - does not ring, etc.), then in preschool age- a game. During the game, preschoolers become rescuers, builders, travelers and solve problems that arise (for example, what to build a strong house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc.).

3. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. The child learns new, still unknown things together with the teacher (for example, during the experiment he finds out why the rainbow has seven colors, why soap bubbles only round shape and so on.).

4. The principle of mandatory effectiveness of each type of activity assumes that the child must see the results of his activities, be able to apply the acquired knowledge in Everyday life(for example: a paper house did not withstand the test of water and wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and will tell my friends not to tear them).

5. The principle of high motivation for any type of activity. According to this principle, a child must have a motive to perform a particular action, he must know why he is doing it. For example, he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence not because the teacher said so, but because he needs to help out the Fairy Fairy, return the ducklings to the mother duck, build a fence so that the wolf cannot get to the bunnies.

6. The principle of mandatory reflectivity of any activity. When summing up the results of reflection, the teacher’s questions should not be aimed only at children retelling the main stages of the educational event (“Where were we?”, “What did we do?”, “Who came to visit us?”, etc.). They should be of a problematic nature, such as: “Why did we do this?”, “Is what you learned today important?”, “Why will this be useful to you in life?”, “What task was the most difficult for you? Why?”, “What should we do next time?”, “What will you tell your parents about our game today? etc. This is how the child learns to analyze what he did and what could have been done differently.

7. The principle of moral enrichment of the types of activities used as a means is the educational value of the activity (by helping someone, we cultivate kindness, responsiveness, tolerance) and social and communicative development (the ability to negotiate, working in pairs and microgroups, not to interfere with each other , do not interrupt, listen to the statements of your comrades, etc.).

8. The principle of cooperation in organization and management various types activities. The teacher must skillfully, unobtrusively organize and direct the children’s activities (“Let’s come up with a vehicle together that we can use to go to the Snow Queen”), be close to, and not “above” the children.

9. The principle of a child’s activity in the educational process lies in his purposeful active perception of the phenomena being studied, their comprehension, processing and application. In order to activate the children, the teacher asks them questions (“What do you think, Sasha, what is the best way for us to go to the Snow Queen?”, “Masha, what can you suggest so that the wolf does not get into the bunnies’ house?”, etc. .d.), notes the specific merits of each child (“Marina completed a difficult task wonderfully »).

The structure of educational activities based on the system-activity approach

Educational activities based on the system-activity approach have a certain structure.

1.Introduction to the educational situation (organization of children);

2.Creating a problem situation, setting goals, motivating activities;

3. Designing a solution to a problem situation;

4. Performing actions;

5. Summing up, analysis of activities.

Introduction to an educational situation (organization of children) involves the creation of a psychological focus on play activity. The teacher uses those techniques that correspond to the situation and characteristics of this age group. For example, someone comes to visit the children, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (the Red Book, an encyclopedia, a game, a toy).

An important stage of educational activity based on a systemic activity approach is the creation of a problem situation, goal setting, and motivation for activity. To ensure that the topic of educational activity is not imposed by the teacher, he gives the children the opportunity to act in a well-known situation, and then creates a problematic situation (difficulty), which activates the students and arouses their interest in the topic. For example: “Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers and give them to your mother? But Luntik told me that he wanted to pick flowers and give them to Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Do you want to know where the flowers disappeared?"

The next stage is designing a solution to the problem situation. The teacher, with the help of introductory dialogue, helps students independently get out of a problematic situation and find ways to solve it. For example: “Where can we find out where the flowers have gone? You can ask adults. Ask me. Would you like me to introduce you to the Red Book, where these flowers are listed?” At this stage, it is important not to evaluate children’s answers, but to offer them something to choose from, based on their personal experience.

At the stage of performing actions, a new algorithm of activity is compiled based on the old one and a return to the problem situation occurs.

To solve a problem situation, didactic material is used, different shapes children's organizations. For example, a teacher organizes children’s discussion of a problem in microgroups: “What can people do to prevent flowers, animals, and birds from disappearing? What exactly can we do for this?” Pupils choose signs from those proposed by the teacher that are suitable for solving the problem in their microgroup, tell what they mean: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not destroy birds’ nests”.

This stage also includes:

· finding the place of “new” knowledge in the child’s system of ideas (for example: “We know that the flowers have disappeared because people tear them, trample them. But this cannot be done”);

· the possibility of applying “new” knowledge in everyday life (for example: “In order for Luntik to please Baba Kapa, we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature”);

· self-examination and correction of activities (for example: “Guys, do you think we have dealt with Luntik’s problem?”).

The stage of summing up and analyzing activities includes:

· fixation of movement in content (“What did we do? How did we do it? Why?”);

· clarification practical application a new meaningful step (“Is what you learned today important?”, “Why will this be useful to you in life?”);

· emotional assessment of the activity (“Did you have a desire to help Luntik? How did you feel when you learned that many plants were listed in the Red Book?”;

· reflection on group activity (“What did you manage to do together, as a team? Did everything work out for you?”);

· reflection on the child’s own activities “Who didn’t succeed?”).

System-activity approach as the basis for the implementation of the Federal State Educational Standard for Education

(Municipal budget preschool educational institution « Kindergarten combined type No. 1 “Swallow” ZMR RT, Zelenodolsk)

“It is necessary that children, if possible,

studied independently, and the teacher guided

this independent process and

gave him material"

K.D. Ushinsky.

The system-activity approach is the methodological basis of the concept of the state standard of general education of the second generation.

The Federal State Educational Standard is based on a systemic and activity-based approach, which ensures:

education and development of personality traits that meet the requirements of the information society;
development of educational content and technologies that determine the ways and means of personal and cognitive development students;
development of the student’s personality based on the assimilation of universal educational actions of cognition and mastery of the world;
confession decisive role ways of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;
taking into account the role and significance of activities and forms of communication to determine the goals and paths of education and upbringing;
diversity organizational forms and accounting individual characteristics every student (including gifted children and children with disabilities) disabilities health);
enrichment of forms of interaction with peers and adults in cognitive activity.

The task of a modern preschool educational institution is to prepare a graduate with the ability and desire to acquire knowledge that allows him to feel confident in independent life. The use of a system-activity approach in the educational process makes it possible to create the environment necessary for the formation of a modern graduate of a preschool educational institution.

Currently, the use in teaching of techniques and methods that form the ability to independently obtain new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions, and develop the skills of independence and self-development in preschoolers is becoming increasingly relevant in the educational process.

This can be achieved through a systematic, activity-based approach to teaching, the main goal of which is to teach how to learn.

The implementation of the activity method technology in practical teaching is ensured by the following system of didactic principles:

1. The principle of activity is that the child does not receive knowledge in a ready-made form, but obtains it himself.

2. The principle of continuity means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage.

3. The principle of a holistic view of the world means that the child must form a generalized, holistic view of the world (nature-society-himself).

4. The principle of psychological comfort involves the removal of stress-generating factors in the educational process, the creation of a friendly atmosphere in the preschool educational institution and in the classroom, focused on the implementation of the ideas of cooperation pedagogy.

6. The principle of variability presupposes the development of variable thinking in children, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.

7. The principle of creativity presupposes a maximum focus on creativity in the educational activities of preschoolers, their acquisition own experience creative activity. Forming the ability to independently find solutions to non-standard problems.

The holistic structure includes six successive stages:

Introduction to the situation;
Updating;
Difficulty in the situation;
Children's discovery of new knowledge (method of action);
Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills;
Comprehension (result).

Introduction to the situation

At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (the so-called “children's goal”). It is important to understand that a “children’s” goal has nothing to do with an educational (“adult”) goal.

To do this, the teacher, as a rule, includes children in a conversation that is necessarily personally significant for them, connected with their personal experience.

The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all previous stages will be connected.

The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”

With the first question (“Do you want?”), the teacher shows the child’s freedom of choice of activities. It is no coincidence that the next question is: “Can you?” All children usually answer this question: “Yes! We can do it!” By asking questions in this sequence, the teacher purposefully develops in children faith in their own strengths.

At the stage of introduction to the situation, a methodologically sound mechanism of motivation (“need” - “want” - “can”) is fully included. And at the same time, meaningful integration is carried out educational areas and the formation of the most important integrative personality qualities.

Update

This stage can be called preparatory to the next stages, at which children must “discover” new knowledge for themselves. Here, in the process of didactic play, the teacher organizes children’s objective activities, in which mental operations (analysis, synthesis, comparison, generalization, classification, etc.) are purposefully updated, as well as the children’s knowledge and experience necessary for them to independently construct a new way of action. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.

Besides training mental operations and updating the experience of children, the teacher pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to rules and patterns, find and correct one’s mistakes, etc.

The actualization stage, like all other stages, must be permeated with educational tasks, the formation in children of primary value ideas about what is good and what is bad (for example, you can’t fight, offend little ones, it’s not good to tell lies, you need to share, you need to respect adults, etc.). d.).

Difficulty in the situation

This stage is key, since it contains, as in a “seed,” the main components of the structure of reflexive self-organization, which make it possible to determine the right way to overcome the difficulty. Within the framework of the selected plot, a situation is simulated in which children are faced with difficulties in individual activities.

The teacher, using the question system “Could you?” - “Why couldn’t they?” helps children gain experience in identifying difficulties and identifying their causes.

Since the difficulty is personally significant for each child (it interferes with the achievement of his “childish” goal), the child has an internal need to overcome it, that is, now cognitive motivation. Thus, conditions are created for the development of curiosity, activity, and cognitive interest in children.

In early preschool age, this stage ends with the words of an adult: “That means we need to find out.”, and in older groups with the question: “What do you need to know now?” It is at this moment that children acquire the primary experience of consciously setting an educational (“adult”) goal for themselves, while the goal is articulated by them in external speech.

Thus, strictly following the stages of technology, the teacher leads children to the point that they themselves want to learn “something.” Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) named the cause of the difficulty.

Children's discovery of new knowledge (method of action)

At this stage, the teacher involves children in the process of independently solving problematic issues, searching for and discovering new knowledge.

Using the question “What should you do if you don’t know something?” The teacher encourages children to choose a way to overcome the difficulty.

In early preschool age, the main ways to overcome difficulties are the methods “I’ll figure it out myself,” “I’ll ask someone who knows.” An adult encourages children to ask questions and teaches them to formulate them correctly.

In older preschool age, another way to overcome the difficulty is added: “I’ll figure it out myself, and then test myself according to the model.” Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the children’s independent construction of new knowledge (method of action), which is recorded by the children in speech and signs. Children develop such an important integrative quality as “the ability to solve age-appropriate intellectual and personal tasks (problems).” Children begin to comprehend their actions and their results, and gradually realize the way through which new knowledge is acquired.

Thus, children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.

Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills

At this stage, the teacher offers situations in which new knowledge (the constructed method) is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, apply the rule, plan their activities (for example, in older preschool age questions like: “What will you do now? How will you complete the task?”). In senior and preparatory groups individual tasks can be completed in workbooks (for example, when playing “School”).

Children develop their ability to independently apply acquired knowledge and methods of action to solve new tasks (problems), and transform methods of solving problems (problems). Particular attention at this stage is paid to developing the ability to control the way they perform their actions and the actions of their peers.

Comprehension (result)

This stage is a necessary element in the structure of reflexive self-organization, as it allows one to gain experience in performing such important universal actions as recording the achievement of a goal and determining the conditions that made it possible to achieve this goal.

Using the question system “Where were you?” - "What did you do?" - “Who did they help?” The teacher helps the children comprehend their activities and record the achievement of the “children’s” goal.

Next, using the question “Why did you succeed?” The teacher leads the children to the fact that they have achieved the “children’s” goal due to the fact that they have learned something new and learned something. Thus, he brings together “children’s” and educational (“adult”) goals and creates a situation of success: “You succeeded. because you have learned (learned).” IN junior groups The teacher spells out the conditions for achieving the “children’s” goal himself, and in older groups, children are already able to independently determine and voice the conditions for achieving the goal. Considering the importance of emotions in the life of a preschooler, Special attention Here we should pay attention to creating conditions for each child to receive joy and satisfaction from a job well done.

The system-activity approach to education is not a set of educational technologies or methodological techniques. This is a kind of philosophy of education, a methodological basis on which various systems developmental education. The main idea of the activity approach is connected not with the activity itself, but with activity as a means of formation and development of the child’s subjectivity.

“A bad teacher presents the truth, a good teacher teaches you to find it” A. Disterverg

Literature:

A. G. Asmolov. System-activity approach to the development of new generation standards.
Abdillina L.E., Peterson L.G., Formation of prerequisites for universal educational activities in preschoolers // Preschool Education Management. - 2013. - No. 2
A.A. Leontyev. Technology of developmental education: some considerations // “School 2000.” Concepts. Programs. Technologies. Vol. 2. - M., 1998.
Selevko G.K. Modern educational technologies: Textbook.-M.: Public education.-1998.- p.60-65
Federal State Educational Standard for Preschool Education 2013
L.G. Peterson, Yu.V. Agapov, M.A. Kubysheva, V.A. Peterson. System and structure educational activities in the context of modern methodology. M., 2006.
Catalog “Preschool education. Everything about preschool education: methods, articles, advice to parents, educational games, manuals, materials, fairy tales" - http:\\www.shcool.edu.ru

System-activity approach as the basis for the implementation of the Federal State Educational Standard for Education

« It is necessary that children, if possible, learn independently, and the teacher supervises this independent process and provides material for it.” K.D. Ushinsky.

The system-activity approach is the methodological basis of the concept of the state standard of general education of the second generation.

The Federal State Educational Standard is based on a system-activity approach, which ensures:

education and development of personality traits that meet the requirements of the information society;
development of educational content and technologies that determine the ways and means of personal and cognitive development of students;
development of the student’s personality based on the assimilation of universal educational actions of cognition and mastery of the world;
recognition of the decisive role of ways of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;
taking into account the role and significance of activities and forms of communication to determine the goals and paths of education and upbringing;
a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities);
enrichment of forms of interaction with peers and adults in cognitive activity.

The task of a modern preschool educational institution isprepare a graduate with the ability and desire to acquire knowledge that will allow him to feel confident in an independent life. The use of a system-activity approach in the educational process makes it possible to create the environment necessary for the formation of a modern graduate of a preschool educational institution.

This can be achieved by a system-activity approach to teaching, the main goal of which is to teach how to learn.

The implementation of the activity method technology in practical teaching is ensured by the followingsystem of didactic principles:

1. Operating principlelies in the fact that a child does not receive knowledge in a ready-made form, but obtains it himself.

2. Continuity principlemeans such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage.

3. The principle of a holistic view of the worldmeans that the child must form a generalized, holistic idea of the world (nature-society-himself).

4 . The principle of psychological comfortinvolves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere in the preschool educational institution and in the classroom, focused on the implementation of the ideas of cooperative pedagogy.

6. The principle of variabilityinvolves the development of variable thinking in children, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.

7 . The principle of creativitypresupposes a maximum focus on creativity in the educational activities of preschoolers, their acquisition of their own experience of creative activity. Forming the ability to independently find solutions to non-standard problems.

The holistic structure includes six successive stages:

Introduction to the situation;
Updating;
Difficulty in the situation;
Children's discovery of new knowledge (method of action);
Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills;
Comprehension (result).

Introduction to the situation

To do this, the teacher, as a rule, includes children in a conversation that is necessarily personally significant for them, connected with their personal experience.

The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all previous stages will be connected.

The key phrases for completing the stage are the questions:“Do you want to?”, “Can you?”

At the stage of introduction to the situation, a methodologically sound mechanism of motivation (“need” - “want” - “can”) is fully included. And at the same time, meaningful integration of educational areas and the formation of the most important integrative qualities of the individual are carried out.

Update

In addition to training mental operations and updating children’s experience, the teacher pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to rules and patterns, find and correct one’s mistakes, etc.

Difficulty in the situation

Teacher using a question system“Were you able to?” - “Why couldn’t they?”helps children gain experience in identifying difficulties and identifying their causes.

In early preschool age, this stage ends with the words of an adult:“So we need to find out...” and in older groups with the question:“What do you need to know now?” It is at this moment that children acquire primary experience conscious poses in front of oneselfeducational (“adult”) purpose,at the same time, the goal is articulated by them in external speech.

Thus, strictly following the stages of technology, the teacher leads children to the fact thatthey want to find out “something” themselves.Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) named the reason for the difficulty.

Children's discovery of new knowledge (method of action)

At this stage, the teacher involves children in the process of independently solving problematic issues, searching for and discovering new knowledge.

Using a question“What should you do if you don’t know something?”The teacher encourages children to choose a way to overcome the difficulty.

In early preschool age, the main ways to overcome difficulties are ways“I’ll figure it out myself,” “I’ll ask someone who knows.”An adult encourages children to ask questions and teaches them to formulate them correctly.

In older preschool age, another way to overcome the difficulty is added:“I’ll come up with it myself, and then I’ll test myself using the model.”Using problematic methods (leading dialogue, stimulating dialogue), the teacher organizes the children’s independent construction of new knowledge (method of action), which is recorded by the children in speech and signs. Children develop such an important integrative quality as “the ability to solve age-appropriate intellectual and personal tasks (problems).” Children begin to comprehend their actions and their results, and gradually realize the way through which new knowledge is acquired.

Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills

At this stage, the teacher offers situations in which new knowledge (the constructed method) is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, apply the rule, and plan their activities (for example, in older preschool age questions like:“What will you do now? How will you complete the task?").In the senior and preparatory groups, individual tasks can be completed in workbooks (for example, when playing “school”).

Comprehension (result)

Using the question system “Where were?" - "What did you do?"- “Who did you help?” The teacher helps children comprehend their activities and record the achievement of the “children’s” goal.

Further using the question“Why did you succeed?”The teacher leads the children to the fact that they have achieved the “children’s” goal due to the fact that they have learned something new and learned something. Thus, he brings together “children’s” and educational (“adult”) goals and creates a situation of success:“You succeeded... because you learned (learned)..."In younger groups, the teacher spells out the conditions for achieving the “children’s” goal himself, and in older groups, children are already able to independently determine and voice the conditions for achieving the goal. Considering the importance of emotions in the life of a preschooler, special attention should be paid to creating conditions for each child to receive joy and satisfaction from a job well done.

The system-activity approach to education is not at all a set of educational technologies or methodological techniques. This is a kind of philosophy of education, a methodological basis on which various systems of developmental education are built. The main idea of the activity approach is connected not with the activity itself, but with activity as a means of formation and development of the child’s subjectivity.

“A bad teacher presents the truth, a good teacher teaches you to find it” A. Disterverg

teacher Yashina O.A

“A person will achieve results only by doing something himself...”
(Alexander Pyatigorsky)

In the context of the transition of preschool educational institutions to work according to the Federal State Educational Standard, the teacher is given the task of organizing educational work in accordance with the new standards. The implementation of these tasks is fully facilitated by the system-activity approach.

In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.

The activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the educational process comes to the fore.

The goal of the activity approach is to develop the child’s personality as a subject of life activity.

To be a subject is to be the master of your activity:

- set goals,

- to solve problems,

- be responsible for the results.

The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove the contradictions within Russian psychological science between the systemic approach, which was developed in the studies of the classics of our national science, and the activity approach, which has always been systemic. The system-activity approach is an attempt to combine these approaches. What does “activity” mean? To say “activity” is to indicate the following points.

Activity is always a purposeful system aimed at results. The concept of a system-activity approach indicates that a result can only be achieved if there is feedback.

We all remember the old parable about how a wise man came to the poor and said: “I see you are hungry. Come on, I’ll give you fish to satisfy your hunger.” But the Proverb says: you don’t need to give fish, you need to teach how to catch it. The new generation standard is the standard that helps teach how to learn, teach how to “catch fish,” and thereby master universal educational actions, without which nothing can happen.

It is in action that knowledge is generated.

The main goal of the systemic-activity approach to teaching is to teach not knowledge, but work.

To do this, the teacher asks a number of questions:

- what material to select and how to subject it to didactic processing;

— what methods and means of teaching to choose;

- how to organize your own activities and the activities of your children;

— how to ensure that the interaction of all these components leads to a certain system of knowledge and value orientations.

Structure from the standpoint of the system-activity approach is as follows:

- the teacher creates a problematic situation;

- the child accepts the problematic situation;

— identify the problem together;

— the teacher manages search activities;

- the child carries out an independent search;

- the discussion of the results.

Main pedagogical task:

The activity approach involves:

children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);
students performing certain actions to acquire missing knowledge;
identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
developing in schoolchildren the ability to control their actions - both after their completion and during their course;
inclusion of learning content in the context of solving specific life problems.

Speaking about the system-activity approach in education, one cannot separate this concept from educational process. Only in conditions of an activity approach, and not a flow of information and moral teachings, does a person act as an individual. By interacting with the world, a person learns to build himself, evaluate himself and self-analyze his actions. Therefore, cognitive-research activities, project activities, play activities, collective creative activities - these are all things that are aimed at practical communication, that have motivational conditionality and involve creating in children an attitude of independence, freedom of choice and preparing their lives - this is systemic - an active approach, which undoubtedly does not bear fruit immediately, but leads to achievements.

A natural play environment in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving

Slide 1 – title

System-activity approach as the basis for organizing the educational process at the stage of implementation of the Federal State Educational Standard for preschool education

"The only path leading to knowledge is

B. Shaw

Slide 2

In the context of new social transformations in Russia, education is becoming the most important resource for the socio-economic, political and cultural development of the country. The new normal is life in constantly changing conditions, which requires the ability to solve constantly emerging new, non-standard problems. “A developing society,” it is emphasized in the “Concept for the Modernization of Russian Education,” “needs modern, educated, moral, enterprising people who can independently make decisions, predicting them possible consequences, characterized by mobility... capable of cooperation... having a sense of responsibility for the fate of the country, its socio-economic prosperity".

Slide 3.

Preschool education has not been left out either. The preschool education system has moved to a new stage: evidence of this is the introduction of a fundamentally new document - the Federal State Educational Standard for Preschool Education. GEF DO is a change in the educational paradigm (goal). Instead of transferring the sum of knowledge, the development of the student’s personality is based on mastering methods of activity. Confucius also said: “If you want to feed a man once, give him a fish. If you want him to be well-fed all his life, give him a fishing rod.”

Slide 4.

Therefore, we can safely say: the Federal State Educational Standard for preschool education is a standard that helps you learn to “catch fish.” The standard is based on a system-activity approach, conceptually based on ensuring that the educational activities of pupils correspond to their age and individual characteristics, representing the diversity of individual educational trajectories and individual development of each pupil (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enriching forms of educational cooperation and expanding the zone of proximal development.

Back in 1988 a group of domestic scientists (Vitaly Aleksandrovich Slastenin, Evgeniy Nikolaevich Shiyanov and others) argued: “The activity approach focuses not only on the assimilation of knowledge, but also on the methods of this assimilation, on patterns and methods of thinking and activity, on the development of the cognitive powers and creative potential of the child. This approach is opposed verbal methods and the forms of transferring ready-made information, the passivity of teaching students and, finally, the uselessness of the knowledge, skills and abilities themselves, which are not implemented in activities."

Slide 5.

If the priority of society and the education system is to prepare young people entering life in a new capacity, then the result of education, along with the general literacy of the graduate, is measured by the success of solving such problems as developing and testing hypotheses, the ability to work in project mode, initiative in decision making, etc. .P. These abilities become one of the significant expected results of preschool education, noted in the targets at the stage of completion of preschool education.

Slide 6.

To understand what a system-activity approach is in the educational activities of a preschool institution, it is necessary to understand what an activity is and why the activity approach to the organization of educational activities occupies a leading place in working with preschoolers. The main idea of DP is connected not with the activity itself, but with activity as a means of formation and development of the child’s personality. Those. as a result of the use of forms, techniques and methods of educational work, what is born is not a robot trained and programmed to clearly perform certain actions and activities, but a Man who is able to choose, evaluate, program and design those types of activities that are adequate to his nature and satisfy his needs in self-development, self-realization.

Slide 7.The goal of the system-activity approach is to educate the child’s personality as a subject of life, that is, actively participating in conscious activity. It provides for the development of skills:

Set a goal - for example, find out why the flowers disappeared in a forest clearing.

to solve problems - how to preserve forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing.

be responsible for the result - all these actions will help preserve flowers if you tell friends, parents, etc. about them.

The psychological and pedagogical conditions for the formation of human subjectivity are freedom of action, the ability to choose, responsibility for the consequences of one’s actions and deeds, which is only possible when the child is involved in active activities.

Slide 8.When implementing a systems-activity approach, the following principles must be taken into account:

the principle of subjectivity of education: every child is a participant in educational relations - capable of planning, building, assuming ( someone offers to plant flowers, someone to create signs, etc..), can evaluate his actions and actions ( if I plant flowers, they may not be accepted, since I will not be able to go to the forest every day to water them. It is better to place prohibition signs in the forest)

the principle of accounting for leading activities and the laws of their change: takes into account the nature and laws of changing types of leading activity in the formation of a child’s personality as the basis for periodization child development(if in early childhood this is manipulation with objects (rolls - does not roll, rings - does not ring, etc.), then in preschool age it is a game. Children in the game become rescuers, builders, travelers, etc., who we have to solve emerging problems (What to build a strong house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc..)

The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. That is, together with an adult, the child learns something new, still unknown - by conducting joint experiments, the child learns why the rainbow has seven colors, why soap bubbles are only round, etc.

Of particular importance is the position formulated by L. S. Vygotsky:

“...by examining what a child can accomplish independently, we examine the development of yesterday; by examining what a child is able to accomplish in collaboration, we determine the development of tomorrow.”

the principle of mandatory effectiveness of each type of activity: the child must see the results of his activities, be able to apply the acquired knowledge in everyday life (the paper house did not withstand the tests of water and wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and I will tell my friends not to tore).

the principle of high motivation for any type of activity: the child must have a motive for performing this or that action, he must know why he is doing it: he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence - not because the teacher said so, but because he needs to help out the Fairy Fairy tales, or return the ducklings to the mother duck, or build a fence so that the wolf cannot get into the yard of the bunnies.

the principle of mandatory reflectivity of all activities: When summing up, reflecting, the teacher’s questions should not be aimed only at children retelling the main stages of the educational event: “Where were we?”, “What did we do?”, “Who came to visit us?” etc. Questions should be of a problematic nature, such as “What allowed us to help the bunny?”, “Why did we do this?”, “Is what you learned today important?”, “Why is this useful to you in life?”, “What task?” what was the most difficult thing for you? Why?”, “Which task did you like best? Why?”, “What will we need to do next time?”, “What will you tell your parents about our game today?” etc.

The child learns to analyze what he did and what could have been done differently,

the principle of moral enrichment of activities used as a means – this is the educational value of the activity, by providing help to someone, we cultivate kindness, responsiveness, tolerance, this is social and communicative development - the ability to negotiate, working in pairs and micro groups, not to interfere with each other, not to interrupt, to be able to listen to the statements of comrades, etc. .

the principle of cooperation in organizing and managing various activities: the teacher skillfully, unobtrusively, organizes and directs the children’s activities (“Let’s come up with a vehicle together that we can use to go to the Snow Queen,” “Let’s check whether a house built from paper, etc. will be durable. How will we do this?”) , is not “above the children”, but nearby, because as Lev Semenovich Vygotsky said- What a child can do today in cooperation and under guidance, tomorrow he can do independently.

The principle of child activity in the educational process, which consists in the child’s purposeful active perception of the phenomena being studied, their comprehension, processing and application.

In order to activate the children, the teacher can ask questions: “What do you think, Sasha, what is the best way for us to get to the other side,” “Masha, what can you suggest so that the wolf does not get into the yard of the bunnies?” etc. Notice the specific merits of each child: “Dima, you came up with a great idea on how we can get to the other side,” “Marina did a wonderful job completing a difficult task...” etc.

Slide 9. Each teacher must become an innovator, find his own methodology that meets his personal qualities. Therefore, along with the traditional question “What to teach?”, the teacher must understand “How to teach?” or, more precisely, “How to teach in a way that triggers children’s own questions:

What do we know?

What do we want to know?

What should I do to find out?

Slide 10. Structure of educational activities

Introduction to a game situation - creating a problem situation - goal setting - motivation for activity (need-want-can) - designing a solution to a problem situation - performing actions - analyzing the result of the activity - summing up

Let's take a closer look at each part of the educational activity:

1. Introduction to the game situation (organization of children)

Creating a psychological orientation towards gaming activities. The teacher chooses those techniques that correspond to the situation and characteristics of this group of children. (Someone comes to visit; the phone rings; the teacher, in a mysterious voice, starts talking to someone; an audio recording of bird voices, the sound of the forest is played, something is brought into the group - something new: Red Book, encyclopedia, game, toy) (video) ( There's a knock on the door. Guys, look who came to us! This is Luntik. Let's say hello to him, offer him a chair, because he is our guest.)

2. Creating a problem situation, setting goals, motivating activities(need-want-can)

To prevent the topic of the lesson from being imposed by the teacher, it is necessary to let the child act in a well-known situation, and then create a difficulty that, by activating the student’s thought processes, will arouse interest in the topic of the lesson. The child will be interested in identifying the causes of the difficulty. (Video) (Luntik loves to walk in the forest. Guys, do you like to walk in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers and give them to your mother? But Luntik told me what he wanted pick flowers to give to Baba Kapa for the holiday, but only grass grows in the clearing. Where have all the flowers disappeared? Can we help Luntik? Do you want to know where the flowers disappeared?)

3. Designing a solution to a problem situation. Finding a way out of a difficulty in a game situation.

The teacher, with the help of introductory dialogue, helps children independently get out of a difficult situation. (Where can we find out? You can ask adults. Ask me. Would you like me to introduce you to the book where these flowers are listed?)

4.Performing actions . (Drawing up a new algorithm based on the old one, fixing it in speech and returning to the game situation)

Working on solving a problem using didactic material (Work in microgroups: discussion of the problem: what can people do to prevent flowers, animals, birds from disappearing? What exactly can we do for this? Children choose signs from those proposed by the teacher that are suitable for solving the problem in their microgroup, tell what they mean these signs: “Do not pick flowers”, “Do not trample flowers”, “Do not take baby animals home”, “Do not shoot animals”, “Do not destroy birds’ nests”, “Do not shoot birds with a slingshot”)

Finding the place of the “new” in the child’s system of ideas (We know that the flowers have disappeared because people tear them, trample them. But this cannot be done.)

The ability to use “new” things in everyday life (To make Luntik please Baba Kapa, we will draw a whole meadow of flowers. And we will place signs on our ecological path. Let everyone know how to treat nature)

Self-test and correction (Guys, do you think we have dealt with Luntik’s problem?)

5. Summary of the lesson. Analysis of the work done.

Fixation of movement by content. Did you like it? What have we done? How did we do it? For what? (For example: “Do you think we were able to help Luntik, found the answer to his question?” “Where did we find the answer?” “What task was the most difficult for you? Why?” “Which task did you like best? Why?” , “What will you tell your parents about our game today?”

Finding out the practical application of a new meaningful step. “Is what you learned today important?”, “Why is this useful to you in life?”, (we can place signs on ecological trail, introduce the rules of behavior in the forest to friends, parents, neighbors)

Emotional assessment of activity: Did you have a desire to help Luntik? How did you feel when you found out that many plants were listed in the Red Book? (we really wanted to help Luntik, and it’s a shame that many flowers, birds, and animals are disappearing)

Reflection on group activities. What did you manage to accomplish together in teams? Did everything work out for you? (Together we selected prohibition signs, decided how to preserve animals, birds and plants)

Reflection on the child’s own activities. Who didn’t succeed? What exactly? Why?) (I didn’t get the lily of the valley, I’ll try to draw it in the evening) (Video)

Forms of working with children.

Experimental research activities. Research and search activity is the natural state of a child, since he is determined to master the world around him and wants to know it.

During the experimental research activities a preschooler learns to observe, think, compare, answer questions, draw conclusions, establish a cause-and-effect relationship: why an iron ball sinks and a wooden one does not; what will happen if you pour earth into a glass of water, etc.

Slide 13. Travel games - the child takes a walk into the world of things, objects, manipulates them, gets acquainted with their properties, resolves a problematic game situation during such a conditional journey (for example, what kind of watch is best to give to Dunno so that he is not late for school ? (sand, solar, mechanical or electronic), gaining the necessary experience.

Slide 14.Simulation games. Modeling involves replacing some objects with others (real - conditional). Soft modules can turn into a steamship, a car, an airplane, household appliances, furniture, etc., pencil - can become a magic or conductor's wand. Modeling also includes games using model circuits. “What first, what then?”, “Where did the bread on the table come from?” and so on.

Slide 15. Artistic creativity, productive activity, where the child learns by mixing paints to get a new color, solving the problematic question “How to draw a purple eggplant if we only have three colors: red, blue, yellow?”, “Doll Masha loves flowers . How to congratulate the doll Masha on her birthday in winter, because the flowers have not yet bloomed?” (you can draw a whole meadow of flowers for her), etc.

Slide 16. Methods of the system-activity approach.

One of the main methods of the system-activity approach is solving situational problems (educational situation).

The specificity of the situational task is that it has a pronounced practice-oriented nature. Therefore, on the one hand, in solving it, the child uses his existing knowledge, skills and abilities, and on the other hand, by performing search and practical actions, he independently discovers new knowledge and acquires new skills.

The core of the task becomes the problematic question. For example: why do you think the flowers in the meadow disappeared? Guys, look how dirty the water is in the puddle. How do we know if a puddle is deep or not? Let's try to find out whether the snow on our site is clean or dirty, what do we need to do for this?

The project method is also effective.

The project method differs from other methods of organizing the pedagogical process in preschool educational institutions as follows:

- practical application by children of their existing knowledge and skills;

- non-rigid formulation of tasks, their variability, increasing the independence and creativity of preschoolers;

- interest in activities that bring public results, personal interest in it.

The position of the teacher in project activities: from a translator of ready-made knowledge to initiating the activation of the search activity of students, to a joint search for a solution to the problem posed or discovered by them. (Are there square-shaped soap bubbles? Is a minute a lot or a little?” etc.

Slide 17.To make the child comfortable and interesting; In order for him to be able to easily engage in any activity - be it a game, design or artistic creativity - an appropriate developmental environment is necessary.

Everything that surrounds the child should be aimed at his development. In the kindergarten, experimental activity areas are equipped in all groups. Everything in them is accessible to children. A child of any age can engage in one activity or another: sift cereals through a sieve, determining why one cereal sifted and the other (the larger one) did not; separate the beans from the peas, comparing them by size, shape, and using them to make an appliqué; fashion something out of wet wipes; build castles from wet sand; compare how rubber and metal balls behave on water. Schemes have been developed - algorithms for conducting experiments (How to make dirty water in a glass clean? What will settle faster in water: sand, clay or earth? How to make a solution for soap bubbles yourself, etc.)

The art area also has model workshops schemes that promote the development of thinking: how to get orange, purple, brown, green paints, having paints of only four colors? First, the child, by experimenting, gets a given color, then he can consolidate his knowledge using color arithmetic: to get an orange circle, you need to get a red one add yellow to the circle, etc.

Schematic tasks have also been thought out: how to get a chicken, ostrich, flamingo, hare, etc. from two circles.

The teachers selected subject pictures to reinforce the genres of painting: make a landscape, a still life, a portrait (in a portrait you can convey the mood of a person by inserting various cards.

In the corner of nature there are cards with an algorithm for caring for certain plants. Subject pictures for drawing up an algorithm: a seed is a plant, where the child fills in the missing steps by picking up cards.

In the play area there are soft modules and play screens that the child can use in accordance with the planned plot. Also, the well-known game “Dress the Doll”, where children select clothes for the doll in accordance with the given season and weather conditions.

In the educational corner there are various games - labyrinths, object pictures for creating a logical chain “How did the bread come to the table”, “How did the shirt grow in the field?”, “How did the plate appear on the table?” etc.

The system-activity approach helps children discover new knowledge themselves, build it into a system, and apply it in practice; develops the ability to reflect. Children learn to apply algorithms and try to get out of difficult situations on their own (video or photo)

Slide 18.The teacher’s task is to make learning motivated, to teach the child to independently set a goal and find ways and means to achieve it; help the child develop the skills of control and self-control, assessment and self-esteem. Of course, not all educators immediately, after the approval of the Federal State Educational Standard for Preschool Education, restructured themselves and left traditional classes. A lot of methodological work was carried out. First of all, a survey of teachers was conducted: “Am I ready to work according to new standards?” After analyzing the questionnaires, we saw that teachers are wary of innovations; found out exactly where teachers have difficulties. First of all, the ability to support the initiative and individuality of children, and not work according to a certain plan, without deviating from it; fear of failure when applying new approaches to educational activities. The methodological service of the preschool institution outlined a work plan to overcome the identified difficulties. First of all, a teaching hour was held “Do I know the Federal State Educational Standard for Preschool Education?”, where, in the form of a business game, teachers tried to systematize knowledge about new principles and approaches to the educational process. A business game was also held here. Common mistakes teachers”, where teachers looked at themselves from the outside and came to the conclusion that the methods previously used in working with children are already outdated and look ridiculous.

Slide 19.It was decided to continue work in this direction and in the current academic year. One of the annual tasks for the 2014-2015 school year. year sounds like this: “To promote the development of mental operations of preschoolers through the implementation of a system-activity approach to teaching and upbringing.” As part of the implementation of this task, the following activities were carried out: consultations for educators “Designing the educational process in the light of modern requirements”, “Organizing forms of partner research activities in the game.” The senior teacher and deputy for educational and methodological work prepared a seminar “System-activity approach in educational activities with preschoolers,” where teachers became acquainted with the principles of constructing educational situations using a systemic-activity approach. A workshop-seminar “Use of problem-search situations in the formation of elementary mathematical representations" The annual plan included collective reviews of the joint activities of the teacher and children using a systemic activity approach. Educators, preparing for open events, delved deeper into this problem, studied a model for constructing activities with children. We prepared thoroughly for the open screening: first of all, we chose the topic of the educational situation with each teacher, determined what problem the children would have to solve, how to construct the practical part of the educational situation, and how to conduct reflection.

In order, in accordance with the annual task, to replenish the developmental environment that promotes the implementation of a systemic activity approach both in joint activities with children and in independent activities, it was decided to hold an “Auction of Pedagogical Ideas.” The teachers were told in advance what time the “auction” would take place so that they would come prepared with ideas. During the “auction”, teachers presented their ideas for replenishing the developmental environment. The rest of the teachers, using the six hats method, analyzed this idea: what is good about it, what is bad, what can be changed. Then they decided whether they accepted the idea or not. This is how various cards-schemes, algorithms, didactic games, which were mentioned earlier.

By criticizing, stimulate the child’s activity;

Be not “ABOVE”, but “NEAR”.

Diagnostics and diseases. Medicines from A to Z

A systematically active approach to dow. Activity approach in educational activities with preschoolers