Anna Sy
System-activity approach in educational activities Preschool educational institution as the basis of the Federal State Educational Standard for preschool education
"Tell me and I will forget,
show me and I will remember
let me act on my own and I will learn.”
Chinese wisdom.
The system-activity approach is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. His key point is a gradual departure from informational reproductive knowledge to knowledge of action. This an approach to the organization of the learning process, in which the problem of the child’s self-determination in the educational process comes to the fore.
Activity – a system of human actions aimed at achieving a specific goal.
Activity approach- this is the organization and management of the teacher activities child when solving specially organized educational tasks of varying complexity and scope. These tasks develop not only the child’s subject, communicative and other types of competencies, but also the child himself as a person (L. G. Peterson).
System-activity approach to learn presupposes that children have a cognitive motive (desire to know, discover, learn, master).
The role of the teacher in the implementation system-activity approach is great, since it is the teacher who is key figure V educational process. Principle activities highlights the child as figure in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It's hard to overestimate the role teacher's activities, its influence on the process of formation and development of the child’s personality. It's important here All: both the rejection of the authoritarian style of communication in favor of a democratic one, and the personal qualities of the teacher, and his ability for self-development, and his professional competence.
Let's consider system-activity approach as the main form of organization of the NOD. Let's analyze the technology activity method, which is used during the GCD.
1. Creation of a problematic situation.
2. Target setting.
3. Motivation to activities.
4. Designing solutions to a problem situation.
5. Performing actions.
6. Analysis of results activities.
7. Summing up.
Creating a problematic situation. (process of involvement in activity)
1. Add or remove something to get most children interested.
2. Create a surprise moment or surprise effect (knock on the door, noise, rumble, etc.) .
3. Create intrigue ( “Wait, I’ll show you something interesting soon.” etc.)
Target setting.
1. Organize a special situation (replace all soap with pebbles, chalk with sugar cubes)
2. agree on something in advance with colleagues.
Motivation to activities.
1. During a walk in the fall.
- Guys, beautiful leaves that you will find on the plot or at the dacha, on the way to kindergarten bring them to me, I really need them for a surprise.
Children are interested: “What surprise?”
2. The teacher needs the children’s help in something specific, he addresses children: “Today guests will come to our group, I really want them to like it with us.”
Designing solutions to a problem situation.
1. Provide the opportunity to put forward various options for solving the situation in order to resolve the problem. Accept any options for children and offer to make a choice.
2. In progress activities always ask children "Why, why, are you doing this" so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand what exactly it is.
Analysis of results activities.
Don't ask the children whether they liked it or not. Ask necessary: “why did you do all this?” to understand whether the child has realized the goal.
Summarizing.
Praise not only for the result, but also for activity in progress.
Features of different organizational models educational process.
1. Elimination of the training block (but not the learning process).
2. Increasing the volume of the joint block activities of adults and children, which includes not only educational activities carried out during regime moments, but also directly educational activities
3. Changing the scope and content of the concept "directly educational activities»
Comparisons:
Training model
1. A child is an object of the formative influences of an adult (adult controls, manipulates) child, takes more active position).
2. Greater regulation educational process, use of ready-made templates (ready lesson notes) And samples.
3. Main form - training session, main activity – educational.
4. Monologue of an adult (predominance of verbal methods of work). Seating "adult opposite child"
5. Mandatory participation in educational process.
The main motive in educational process - the authority of adults (teacher, parents).
Ease of control educational process.
Joint activities of adults and children:
1. A child is a subject of interaction with adults (cooperation between an adult and a child; a child, if not equal, is equal to an adult, a child is no less active than an adult). Flexibility in the organization educational process, taking into account the needs and interests of children.
2. Organization of a nursery activities in various forms, adequate preschool age. Dialogue (communication) adult with child. Seating arrangements for adults and children "round"
3. Participation is optional. Main motive for participation(non-participation) V educational process – availability(absence) child's interest. Difficulties in exercising control educational process.
Publications on the topic:
Teacher readiness for professional activity in the context of the Federal State Educational Standard for preschool education"Teacher's readiness for professional activity in the context of the Federal State Educational Standard for Preliminary Education” “If today we teach the way we taught yesterday, we will steal.
System-activity approach in kindergarten The preschool education system at the present stage of development is undergoing serious changes associated with the updating of the regulatory framework.
Design of the basic educational program of preschool education in accordance with the Federal State Educational Standard Municipal budget preschool educational institution“General developmental kindergarten No. 29” REPORT on the seminar for.
System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standard for preschool education Tell me and I will forget, show me and I will remember, let me act on my own and I will learn. Chinese wisdom Goal: improvement of theoretical.
Monitoring from the perspective of the Federal State Educational Standard of preschool education Monitoring from the perspective of the Federal State Educational Standard for preschool education Slide In connection with the release of the Federal State Educational Standard for Preschool.
“The content of the Program should ensure the development of the personality, motivation and abilities of children in various types of activities...” (clause 2.6 of the Federal State Educational Standard for Education).* “Subject to the requirements for the conditions for the implementation of the Program, these targets assume the development of school age prerequisites for educational activities at the stage of completing their preschool education” (clause 4.7 of the Federal State Educational Standard for Education). Fgos up to
Federal State Educational Standards for Educational Education aim teachers to abandon the concept of the leading role of an adult in favor of environmental pedagogy, which presupposes the concept of “ active child» and on the child’s contribution to his education; to provide the child with the opportunity to choose the content of his activities. According to the Federal State Educational Standard, all types of children's activities are of equal importance - not only play, but also communication with adults and peers, research activity, various types of creativity, etc., as can be seen from the target guidelines, according to which a child should have different qualities: Initiative and independence in different types activities. The ability to choose your own occupation. Show curiosity. Ability to Accept own decisions. But, without motivation from an adult, the preschooler will not be active, motives will not arise, and the child will not be ready to set goals. And, therefore, the prerequisites for educational activities will not be formed.
What is motivation? This is the motivation of children’s behavior (through their needs, personal motives, goals of interest to them, value orientations, etc., which guides children and organizes them, and also gives the activity meaning and significance for the child himself. This is where any interaction between the child begins and adults. Without motivation from an adult, a preschooler will not be active, motives will not arise, and the child will not be ready to set goals.
TYPES OF MOTIVATION 1) Game motivation - “Help the toy.” the child achieves the learning goal by solving problems with toys. With this motivation, the child acts as a helper and protector. 1. You say that the toy needs help, and only children can help it. 2. You ask the children if they agree to help the toy and what needs to be done for this. 3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children. 4. During work, each child should have his own character - a ward (a cut-out, toy, drawn character to whom he provides assistance). 5. The same toy evaluates the child’s work and always praises the child. 6. After finishing work, it is advisable for the children to play with their charges.
2) Helping an adult – “Help me.” The motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. 1. You tell the children that you are going to make something and ask the children to help you. 2. Wondering how they can help you. 3. Each child is given a feasible task. 4. At the end, emphasize that the result was achieved through joint efforts, that everyone came to it together.
3) Motivation - “Teach Me” is based on the child’s desire to feel knowledgeable and capable. 1. You tell the children that you are going to do some activity and ask the children to teach you about it. 2. You ask if they are willing to help you. 3. Each child is given the opportunity to teach you something. 4. At the end of the game, each child is given an assessment of his actions and must be praised.
4) Motivation - “creating objects with your own hands for yourself” is based on the child’s internal interest. This motivation encourages children to create objects and crafts for their own use or for their loved ones. 1. You show the children some craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives. 2. Next, show everyone how to make this item. 3. The completed craft is given to the child. If a child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways to solve problems.
5) An effective remedy increasing motivation for activity is the use of ICT. Using a computer allows you to activate involuntary attention, increase interest in learning, and expand the ability to work with visual material, which helps achieve your goals.
When motivating children, you should follow the following principles: - you cannot impose your vision on solving a problem on a child (maybe the child will have his own way of solving the problem); - be sure to ask the child for permission to work with him common cause; - be sure to praise the child’s actions for the results obtained; - acting together with your child, you introduce him to your plans and ways to achieve them. Each activity should contain something that will cause surprise, amazement, delight, that children will remember for a long time. We must remember the saying “Knowledge begins with wonder.”
There are several approaches to motivating children that are typical for older preschool age: 1. Motives for children’s interest in the world of adults, through which you can influence the child, for example, dad made a birdhouse out of wood, and we will make it out of paper. 2. Game motives, for example, a game of traveling through stations with tasks. But here there must be a result of the activity for the child, something he will strive for. 3. Motives for establishing and maintaining positive relationships with adults and children. I can't solve the problem, who can help me? 4. Motives of pride and self-affirmation. Well done, you did well, now help your neighbor do his task.
5. Cognitive and competitive motives. Who can sort the cards into groups correctly the fastest? 6. The desire to win, to be first. Typical tasks here are: “Who is the fastest... Who can guess? ", etc. 7. Moral motives. There are few flowers on our site, but there are seeds, what do you propose to do with them? 8. Among moral motives, everything bigger place in senior preschool age social motives begin to occupy the mind. In winter, the birds are cold and hungry, how can we help them?
Principles of implementation of the system-activity approach: The principle of subjectivity of education. The principle of taking into account leading types of activities and the laws of their change in the formation of a child’s personality. The principle of overcoming the zone of proximal development and organizing joint activities of children and adults in it. The principle of mandatory effectiveness of each type of activity. The principle of high motivation for any type of activity. The principle of mandatory reflectivity of any activity. The principle of moral enrichment of activities used as a means. The principle of cooperation in organizing and managing various types of activities. The principle of child activity in the educational process.
Educational activities based on a 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.
Creating a problematic situation, setting a goal, motivating them to act To ensure that the topic of OD is not imposed by the teacher, he gives 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.
Execution of 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. This stage also includes: Finding the place of “new” knowledge in the child’s system of ideas; Possibility of applying “new” knowledge in Everyday life; Self-test and correction of activities;
Stage of summing up and analyzing activities: Fixing the movement in content (What did we do? How did we do it? Why?); Performance practical application a new meaningful step (Is what you learned today important? Why will it be useful to you in life?); Emotional assessment of the activity (Did you have a desire to help...? How did you feel when you found out...?); Reflection on group activities (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? What exactly? Why do you think?).
A system of methodological support for teachers is being created today in every preschool educational organization.
Regulatory and legal acts regulating the development of 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 using activity method technology- educational technology“Situation”, “System-activity approach as the basis for organizing the educational process in preschool educational institutions”, 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 a map for analyzing 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 systematic-activity 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 students, their individual characteristics, provides for a variety of individual educational trajectories and individual development of each child (including gifted children and children with disabilities limited opportunities health), ensures the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of 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 child development and the creation of an educational environment presupposes the harmonious development of all aspects of the child’s personality in different types of 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- this is manipulation with objects (rolls - does not roll, rings - does not ring, etc.), then in preschool age it is 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 won’t tear them and I’ll 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 organizing and managing various types of 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 invite them to choose something, rely 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 and different forms of organizing children are used. 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?”);
· finding out the practical application of 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?”).
2. Target setting
3. Motivation for activity
4. Designing solutions to a problem situation
Putting forward various options for what to do to resolve the problem. Do not evaluate children’s answers, accept any, do not offer to do or not do something, but offer to do something to choose from. Rely on children's personal experience when choosing assistants or consultants. During the activity, the teacher always asks the children: “Why, why are you doing this?” so that the child comprehends each step. If a child does something wrong, give him the opportunity to understand for himself what exactly, you can send a smarter child to help
5. Taking Actions
6. Performance analysis
Don’t ask your children whether they liked it or not. You need to ask: “Why did you do all this?” to understand whether the child realized the goal
7. Summing up
Find someone to praise for something (not only for the result, but also for the activity in the process)
Comparative analysis of the traditional learning process and the activity approach
|
Traditional learning process |
Educational activities with an activity-based approach |
|
|
Side of thinking involved |
Reproducing side of thinking (reproductive) |
Creative side of thinking (productive) |
|
Activities of a teacher |
Transformation of knowledge and truths in ready-made form from the teacher to the child |
Teaches thinking by creating and resolving problem situations, organizing research and search activities of children aimed at discovering new things in the process of solving problems |
|
Child activity |
Perception and memorization of knowledge in finished form as the ultimate truth |
Acquires a searching, research character in the process of solving problems, discovering new knowledge and methods of action |
The child takes an active position in the lesson: he is sometimes listening, sometimes observing, sometimes acting;
During educational activities, the spirit of discovery prevails;
Changes in staging and movement are required;
The next type of activity should begin with a general statement of the problem;
Do not accept children’s answers without justifying their opinion and do not leave a single answer unattended;
Refuse the judicial role: when a child speaks, he addresses the children, not the teacher;
Teach children to see the possibility of versatility in completing tasks; - The child’s statistical position should not exceed 50% of the time of the entire lesson;
In the process of managing children's activities, only a democratic style of communication is acceptable;
It is necessary to maintain a sense of success in children.
Methods and forms used in the activity approach:
dialogue, project, game motivation, goal setting, creating a situation of choice, reflective pedagogical support, creating a situation of success, ensuring self-realization of children
Forms of self-realization for preschoolers :
Personal exhibitions of children's works;
Presentations;
Game projects ( prerequisite self-realization of a child is his participation in the project and the product of children's activities);
Collections.
So, the golden rules of the activity approach:
Give your child the joy of creativity, awareness of the author's voice;