Publication date: 12/04/15
Self-analysis of the lesson
to form a holistic picture of the world
"Russia is my homeland"
Self-analysis directly educational activities.
Olga Ivanovna Grigorieva, teacher of MKDOU Kindergarten “Fairy Tale”, Educational area: “Social and communicative development”
There were 8 children present.
Direction: Moral and patriotic education of children.
The topic of the lesson is “My Motherland Russia”
Target: consolidate and generalize children's knowledge about the state symbols of Russia: flag, coat of arms, anthem. Shape elementary representations on the functional purpose of the anthem, coat of arms and flag. Introduce children to the Russian Anthem and the President of the Russian Federation.
Tasks: to introduce preschoolers to the main information about our Motherland, to give them the knowledge that future first-graders need. cultivate moral and patriotic qualities. Develop a sense of responsibility and pride for your country.
Age of children: senior group - 5-6 years.
Lesson materials: map Russian Federation, illustrations depicting state symbols, the coat of arms of the Russian Federation; stripes of three colors for all children; copies of children's birth certificates; copy of passport, anthem, presentation “My Motherland Russia”.
The lesson was held in 7 stages.
Stage 1: Organizational:
Stage 2: Acquaintance with the map of the Russian Federation.
Stage 3: Portrait of the President.
Stage 4: Capital - Moscow.
Stage 5: Russian flag.
Stage 6: Coat of arms of Russia.
Stage 7: Anthem of the Russian Federation.
Stage 1. Organizational
Didactic task: organize children, attract attention, arouse children’s interest in the lesson.
Methods: -verbal, visual.
Stage 2. Getting to know the map of the Russian Federation.
Form of organization: frontal
Verbal (conversation)
Visual using ICT
Stage III: Meeting the President of the Russian Federation.
Verbal, visual, using ICT.
Stage IV: Capital Moscow.
Methods: verbal, visual and gaming, using ICT.
Stage V: Russian flag.
Methods: verbal, visual using ICT, gaming.
Stage VI: Coat of arms of Russia.
Methods: Verbal. Visual using ICT, artistic and aesthetic (fairy tale).
Stage VII: Anthem of the Russian Federation
Methods: verbal, artistic - aesthetic (listening).
In custody:
During the lesson with the children, during the conversation, we consolidated and generalized the children’s knowledge about the state symbols of Russia: flag, coat of arms, anthem. They formed elementary ideas about the functional purpose of the anthem, coat of arms and flag. Introducing children to the Russian Anthem. The task has been achieved.
All children completed the tasks.
Thank you for your attention!
Olga Stukalova
Self-analysis of the lesson in senior group"Hero Cities"
Tasks:
Summarize and systematize children’s knowledge about the history of their country, about the defenders of the Fatherland;
Learn to honor the memory of fallen soldiers;
Introduce children to cities - heroes Moscow, Leningrad
Foster love for the Motherland.
Target:
Continue to instill in children feelings of patriotism, love for the Motherland, pride in their people who won the Great Patriotic War, respect for the defenders of the Fatherland, developing an interest in the history of their people, preserving patriotic traditions older generations. Continue to introduce children to cities - heroes Moscow, Leningrad (Saint Petersburg).
Continue to develop cognitive activity; expand knowledge about the history of our Motherland by introducing them to the basic facts and realities of the Great Patriotic War; to cultivate an irreconcilable attitude towards the enemies of peace and freedom of peoples, the desire to be the successors of the best traditions of their people, pride in their country.
Organizational activities, preparation for occupation.
Class was carried out in accordance with the outline. Abstract compiled on one's own, in accordance with the objectives of the basic general education program corresponding to the given age of children. To implement each task, techniques were selected in an interesting and entertaining way.
For every moment classes were visual aids, which stimulated and activated children to mental activity. The manuals are of sufficient size and aesthetically designed. The material was selected at a level accessible to children and corresponded to their psychological characteristics and was rational for solving set goals and objectives. The children were active, attentive, and felt comfortable. All this is confirmed by the results of our activities.
On class music was used to enhance emotional perception.
This structure classes are completely justified. Since every part classes is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. Content classes corresponded to the assigned tasks.
Activities on class characterized as joint, individual.
On class I used the following forms work: frontal, individual, group.
Methods:
1. Verbal (questions for children, clarification, encouragement);
2. Visual demonstration (image of photographs cities of Moscow and Leningrad, map "Roads of Life",letter from the front).
3. Practical (folded letters "triangle", mapping "Roads of Life");
5. Control methods (analysis of completed tasks was carried out in the form of drawing up a map "Roads of Life")
Methods include a system of techniques that are combined to solve learning problems. Techniques (explanations, instructions, demonstration, commands, play techniques, artistic expression, encouragement, helping the child, analysis, introductory conversation) are aimed at optimizing the individual development of each child.
I believe that the form of organizing the direct educational activities of children that I chose was quite effective and dynamic. I tried comply with the norms of pedagogical ethics and tact. I believe that the tasks set in direct educational activities were completed!
GCD has achieved its goal!
The moral and patriotic education of the younger generation is one of the most pressing tasks of our time.
IN modern society There are many problems that have come to a head, which are called nothing other than “echoes of the 90s,” when parents had no time to think much about morality, spirituality, or patriotism. It was necessary to survive, and the children were left alone with their “friends” - the TV and the computer, from which they received only a lot of information that was incomprehensible to them. They grew up watching around them a life based entirely on material values. There was a tendency towards a deterioration in the spiritual, moral and patriotic state of the population.
Already at preschool age, children model the behavior of the parents and adults around them. Russian legislation of the early 90s practically did not reflect the need for spiritual and moral education in society.
Today, in light of recent events - the 2014 Olympics, events in Ukraine, a patriotic upsurge was felt in Russia. Recently, much attention has been paid to moral patriotic education and the state within the country. At a meeting on September 12, 2012, with representatives of the public on issues of patriotic education of youth, V.V. Putin said: « We must build our future on a strong foundation. And such a foundation is patriotism. No matter how long we discuss what could be the foundation, a solid moral foundation for our country, we still can’t come up with anything else. This is respect for our history and traditions, the spiritual values of our peoples, our thousand-year-old culture and the unique experience of the coexistence of hundreds of peoples and languages on the territory of Russia. This is responsibility for your country and its future.”
But the gap created as a result of the eradication of moral values in the family still exists. And as a teacher, I am obliged to correct the attitude towards patriotism in both children and their parents. Fertile ground for this is the attitude towards the small Motherland. At one time, I. Ehrenburg wrote: “In order for patriotism to be strong and unshakable, it must come from love for one’s small homeland - one’s hometown, one’s native nature, the village, the region.”
Based on the above, I set myself the goal: Moral and patriotic education of older children before school age through familiarization with the values of the small Motherland
Working on the general education program of the MKDOU “Rodnichok”, the variable part of which is “Local history as a means of introducing preschoolers to the values of the small Motherland, as a means of moral and patriotic education”, I considered it necessary to achieve the goal to use some calculations of partial programs: “Seven Flowers”, authors: V. I. Ashikov, S. G. Ashikova; “Our home is nature” by N. A. Ryzhova; “Young ecologist”, author: S. N. Nikolaeva; “Introducing children to the origins of Russian folk culture”, authors: O. L. Knyazeva, M. D. Makhaneva, “My native home. Program of moral and patriotic education of preschool children." N. A. Araropova-Piskareva.
To achieve the goal, I decided on tasks:
To form in children a feeling of love for native land, his small homeland;
Expand and deepen children’s knowledge about their village, district, region, region, its history;
Develop moral and patriotic qualities, pride, humanism, the desire to preserve and increase the wealth of the native land, cultivate respect for people’s work;
Develop a caring attitude towards nature and all living things;
Shape artistic and aesthetic perception;
Involve parents in the educational process of studying their small homeland.
The love of a preschool child for the Motherland begins with the attitude towards the closest people - father, mother, grandfather, grandmother, with love for his home, for the street on which he lives, for kindergarten, village Sukhomlinsky says: “It is impossible to awaken the feeling of the Motherland without perceiving and experiencing the world around us. Let the memories of a small corner of his childhood remain in the baby’s heart for the rest of his life. Let the image of the great Motherland be associated with this corner.”
The priority direction of the MKDOU program provides me as a teacher with the following scheme:
Taking into account this scheme, I placed the main emphasis on two areas: the village and the region, work on which ultimately made it possible to achieve the set goals and objectives.
Local history is the study of elements of historical, cultural, ethnographic and natural aspects.
Focusing on the concept of local history, she classified the work according to the identified aspects: ethnographic, natural, historical and cultural.
To implement the first direction - the history of the emergence of the village, I developed an educational technology “Introducing children of senior preschool age to the history of the emergence of the village of Lebedevka and its main branches of production”, consisting of two blocks, each of which has an expected result, a list of methodological techniques for achieving it and information material. (Appendix No. 1)
Excerpt from Educational Technology:
Iblock:"The history of the village"
Expected result:
Familiar with the surroundings of the village, its streets
Location relative to bodies of water, roads, nearby cities (Novosibirsk, Berdsk, Iskitim)
Familiar with the history of the village, the reasons for its formation
Know the location of social objects and their modification over time
They know how to draw up a map of a village; a layout of the village of Lebedevka has been drawn up.
IIblock:"Branches of Production".
Expected result:
Know the names of the professions of fellow villagers working in agricultural production
Focus on the main industries
Have an idea of the technological chain (from chicken to adult chicken), an idea of the production results of the poultry industry (eggs, meat, sausage)
They know about the changes that have occurred in the keeping of cattle and the products of this production (milk, sour cream, butter, etc.)
Familiar with the main vegetable and grain crops grown on the fields of the state farm
They know about improving working conditions (from manual to mechanized).
When implementing the first block of educational technology, the children really enjoyed creating a model of the village of Lebedevka. With great desire they found out the location of the streets, compared them with photographs taken from space, and placed these streets on a model of the village. The whole group was involved in the process of creating the layout; each child wanted to quickly put their own street on the layout.
Parents also helped a lot in creating the layout by purposefully starting to spend more time outside, walking with their children around their native village. Through joint efforts, it was possible to ensure that the children were able not only to navigate their native village well, but also to love the place where they were born and admire the beauty of their native land.
Sights were identified from excursions, they were brought to the model and their history began to be studied. To do this, they organized a trip to the village library. Librarian Valentina Yakovlevna Kufeld showed a presentation: “How the village of Lebedevka came into being,” showed a book about the village. Lebedevka, printouts from newspaper articles. The children learned a lot about their native village with great interest.
The children were greatly impressed by the trip to the local history museum in Iskitim. I tried to explain to the children that the local history museum is the custodian of authentic monuments;
Material and spiritual culture of our village, district, region;
Introduce children to the life of our ancestors;
To cultivate a sense of pride in one’s land, love for it, and the desire to preserve and enhance its history.
This opportunity to touch history left a mark on the soul of every child.
During the implementation of the second block of educational technology, the children really liked the experiments in the field of plant growing: germination of grains at positive and negative temperatures; experiment in the garden. They decided to conduct an experiment with children to observe how plants cope in drought conditions. Conditions were created when children watered the ridges abundantly, some moderately, and one did not water at all. The results were compared at harvest. As a result, it became clear to the children what could happen to the grain and vegetable harvest on state farm fields. At the same time, inspection skills are not only reinforced, but also a caring attitude towards plants is cultivated. For clarity, during the summer excursions were conducted to state farm fields with wheat, peas, and corn. Measurements and observations of plants were carried out.
Human labor is an integral part of human life. My parents, who work on the farm, helped me introduce the children to the main branches of the Lebedevskaya agricultural company. This is how the meeting between preschoolers and Mogilnaya Lyudmila Alekseevna and Anton Aleksandrovich Chupin took place. For the first time, children learned about the technological chain (from chicken to adult chicken) and gained an understanding of the production results of the poultry industry (eggs, meat, sausage). The children were left with very vivid impressions of the meeting.
One of the most interesting was the meeting with the Hero of Socialist Labor Valentina Efimovna Dedyaeva, she spoke about the path to the formation of the village of Lebedevka, about improving working conditions (from manual to mechanized), and shared her rich life experience.
After meeting with parents and veterans, there was a desire to go on an excursion to the poultry farm. Thanks to the management of the agricultural company for allowing us to visit the production, and to the parents who organized this trip for us. Children were able to see the conditions of keeping birds, collecting and sorting eggs. The children were pleasantly surprised how big the poultry farm is and how many people work on it.
A trip was also organized to the village of Mayak to a farm where cattle are kept in order to introduce children to another branch of production - livestock farming. The children were very impressed by this trip; some children saw cows for the first time. They saw the conditions in which cattle were kept and how they were cared for.
Ultimately, as educational technology was implemented, the intended results were achieved. At the end school year in the senior group, I conducted pedagogical observations of children to establish the level of knowledge of the history of the village, in the following positions: (Appendix No. 2)
1. Able to name the surroundings of the village, its streets
2. able to navigate relative to bodies of water, roads, nearby cities (Novosibirsk, Berdsk, Iskitim)
3. are able to describe the history of the village, the reasons for its formation
4. are able to indicate the location of social objects and describe their modification over time
Working in the second direction, first of all, I compiled forward planning(Appendix No. 4).
Introducing children to the crafts of Siberia, she took into account the age characteristics of preschool children, and did this in an accessible, understandable and interesting form for them.
I used the following forms of working with children:
· Conversations;
· Classes based on the integration method;
· Examination of authentic folk art products, illustrations, albums, postcards, tables;
· Exhibitions in a mini-gallery of decorative and applied arts;
· Exhibitions of children's works in arts and crafts in kindergarten;
· Watching videos;
· Excursions;
·Use of silhouette modeling
· Experimenting with various art materials;
· Folklore holidays, gatherings.
· Memorizing rhymes, chants, jokes, fables, nursery rhymes, poems;
· Writing fairy tales. Stories, stories about your work;
· Use of physical exercises;
· Creation of books on decorative and applied arts.
I tried to enrich children’s ideas about beauty and how to achieve it using the example of folk art and the art of their native land.
She introduced the children to such types of Siberian crafts as Horde painting, Ural-Siberian painting, and working with birch bark.
The uniqueness of the Horde painting is that it contains elements of the main ornaments of Russia. And we added our own characteristic features inherent to our region. Because lungwort flowers, lingonberries, blueberries, rose hips are memorable from childhood. Magpies, squirrels, moose and log houses - these elements are found only in Horde painting.
Another distinctive feature of Horde painting is the introduction of the end of the brush and the application of the brush to the “heel”, which was not immediately successful for children.
In addition to the game method, in order to assimilate the features of Horde painting, children were offered didactic material for most folk crafts in the form of puzzles and mosaics, I also actively used Lull circles (development of creative thinking in preschoolers based on TRIZ). All circles were made according to Russian folk crafts.
The children learned to hold the brush vertically and let it go to the heel. They know how to use one or another color in painting, depending on the plot of the chosen composition, the time of year, the characteristic color of birds or animals of Siberia. They have well-developed technical skills in familiarizing themselves with Horde painting and imagination.
The work with Ural-Siberian painting turned out to be very interesting, since its visual motifs are very diverse, these include floral patterns and images of birds and animals. The children enjoyed working with Ural-Siberian painting.
After the preliminary size of the motif and composition, an underpainting was prescribed, which denotes the main spots of flowers, buds, leaves, then they were modeled with whitewash, dipping the brush into paint of the desired color and rotating it around its axis, in one movement the underpainting turned into a berry or petal. The painting ended with the application of notes and herbs, which broke up the clear contours of the forms and increased the ornamentality of the motifs, connecting them with each other and with the background.
I managed to ensure that the children learned to hold the brush vertically, pick up two colors on the brush and make underpainting to depict flowers, leaves, etc.
She developed the creative abilities of children on the basis of familiarization with Russian folk culture “Ural-Siberian painting”.
I would especially like to note the work with birch bark. The children were delighted after working with her. During the work, she introduced the children to several types of artistic processing of birch bark: weaving, painting, carving, embossing, embossing, scratching, painting, burning.
The children showed interest in birch bark products and tried to understand the language of art. They proposed their own ideas and embodied them in applications, crafts, and drawings. They developed an aesthetic taste in working with birch bark.
Our parents provided us with great help in preparing birch bark for crafts. Gradually, not only children but also their parents became involved in the process of creating crafts. During collaboration We managed to organize an exhibition “Gifts of Russian Birch” of handicrafts made by children and their parents.
With the support of our parents, we managed to decorate the folklore room with antique-style shops, household utensils and Russian folk clothing.
Visiting the folklore room with the children, I explained the purpose of certain objects, emphasized the beauty and skill of human hands, showed historical continuity with modern analogues (for example: a torch - a kerosene lamp - an electric lamp; a roller - a cast iron coal-burning iron - an electric iron), introduced with the dependence of the use of objects on the way of life of people, as well as on the place of their residence (in wooded areas, wooden utensils were mainly used, and in places rich in clay - earthenware), introduced children to the origins of Russian folk art. Types of folk art make it possible to bring children to a deep understanding of the meaning of folklore works and the originality of folk crafts, the connection of folk art in its various manifestations with everyday life.
In the course of continuous direct activities, routine moments, she introduced children to natural aspects; on walks and excursions, she tried to expand the children’s knowledge about the flora and fauna of Siberia, and to cultivate a caring attitude towards nature. So that the children could understand the greatness of their native land, I introduced them to the natural resources of the Novosibirsk region. My children know that there are a lot of minerals in the region. Oil and natural gas fields have been discovered in the Northern region. High-quality coal is mined in the Iskitimsky, Cherepanovsky and Toguchinsky districts. The north of the region is rich in peat. The region has large reserves of bricks and ceramic products (BCM). In its eastern part, building stone, granites, limestones, raw materials for cement production and white marble are mined.
I would like to note that children know that there are a lot of forests in the NSO. The northern part of the region is occupied by dense dark coniferous forests and vast areas of impassable swamps. It is characterized by Siberian spruce, Siberian pine, and Siberian fir. Lighter pine forests stretch along the Ob. To the south of the taiga, small-leaved forests of birch and aspen begin. The fauna of forests is very diverse. Birds nest in the crowns of trees and bushes. Common forest inhabitants are: elk, squirrel, sable, chipmunk. In the north of the region you can find reindeer, bear, and wolverine.
The steppes occupy only the extreme southwest of our region - the northern part of the Kulunda Plain. Fauna of the steppes: rodents.
The main sown areas of the NSO are occupied by grains and leguminous crops. A small part is allocated to potatoes and vegetables.
Rivers and lakes are the wealth of our region; the Ob carries its waters from South to North across the entire territory of the region. The largest lakes: Chany, Ubinskoye, Karachi. There are so many lakes that our region can be called “the country of blue lakes.” As we studied natural resources, we tried to supplement the local history room with new exhibits.
When studying the relief, forests of the NSO, and reservoirs, the children and I designed a model of the NSO, displaying forests and water resources on it.
I tried to introduce children to the origins of folk culture through familiarization with the way of life, household items, traditions, and holidays. Now, with the return of national memory to us, we want to know more and more about Russian culture, about how our ancestors lived, what they dressed in, how they celebrated holidays, what customs and traditions they observed, what they ate and drank. In our search for modern pedagogical techniques, we, unfortunately, forget about folk traditions, about their educational value. But children have always been the most active participants in rituals. In all traditional preparations, children helped adults; they had their own troubles and secret worries. Our kindergarten also has its own traditions and holidays, such as “Autumn”, “Day of the Elderly”, “Mother’s Day”, “ New Year", "Maslenitsa", "Defender of the Fatherland Day", "March 8", "April Fool's Day".
She also introduced the children to folk holidays. Since ancient times, our favorite holiday “Maslenitsa” has come to us - it’s a farewell to winter and a welcome to spring. On Maslenitsa it is customary to play folk games, dance in circles, bake pancakes and burn an effigy. Children always have a lot of impressions after such a holiday. Through conversations, she introduced children to the Easter holiday. During drawing classes, children painted with great interest Easter eggs. Then I became interested in whether there were any traditions in the children’s families. To do this, I conducted a survey with the parents, which showed what traditions exist in the family. Introducing children to the culture, language, traditions, and rituals of the Russian people strengthens the connection between generations, develops a sense of belonging and respect for the Russian people , history of the Siberian region.
In addition to traditional forms of working with parents ( parent meetings, consultations) used in my practice:
Questions and answers evenings;
Joint events (exhibitions, competitions, parent seminars and interviews on a dialogic basis, open demonstrations of the educational process);
Excursions with children;
Individual work with children at home (keeping a notebook emotional development child).
As a result of work, the child develops a positive attitude towards the world around him, other people and himself, the need and willingness to show compassion and experience joy, an active attitude towards work, responsibility for his affairs and actions. In the course of joint work, we managed to create a sense of pride in the Russian people.
The teaching staff, with the established tradition of mutual participation in self-education at MKDOU, helped in collecting methodological literature and electronic material. I, in turn, conducted a consultation on “Folk Crafts of Siberia”. I offered the compiled card index of games of the peoples of Siberia to my colleagues for work.
At the end of the school year in preparatory group, I conducted pedagogical observations of children to establish the level of knowledge of their native land - the Novosibirsk region in the following positions: (Appendix No. 5)
1. are able to name the features of the NSO relief;
2. are able to list the forests, reservoirs of the NSO, and their inhabitants;
3. are able to list the main industries of Siberia;
4. are able to name the holidays and customs of the Russian people.
Pedagogical observation was developed based on the methods of N.E. Veraksa “Monitoring the child’s achievement of the planned results of mastering the program”, N.V. Vereshchagina “Monitoring results child development" Based on the processed results, positive dynamics can be seen in all positions.
I think my work on this topic has been successful. I came to the conclusion that instilling patriotic feelings in preschoolers is a complex and lengthy process.
Work on this topic made it possible to achieve the following results: it was possible to form a feeling of love for one’s native land, one’s small homeland; expand and deepen children’s knowledge about their village, district, region, region, and its history; to form a caring attitude towards nature and all living things.
I think that in the children of my group I was able to generate the first shoots of patriotism, which in the future will turn into a great love for their Motherland.
Author: Zavyalova Anastasia Vladimirovna
Position: teacher of the first category
Place of work: MKDOU kindergarten "Rodnichok"
Location: Lebedevka village, Iskitimsky district, Novosibirsk region
Maria Protopopova
Self-analysis of the lesson “Big and Small Motherland”
Introspection
classes
Performed: Protopopova M.V.
View classes: educational and cognitive.
Age group: older.
Subject: « Big and small Motherland»
View classes, his structure:
1. In children of this age visually imaginative thinking, so everything class are held in game form. Target classes:
Development of spiritual, moral, patriotic qualities of a child’s personality.
Formation of cultural competence in the process of comprehensive implementation of the federal standard of educational content through national, regional and local components.
Effective application of knowledge, skills and abilities in life.
2. Objectives:
Raising a child's love and affection for his family, home, kindergarten, street, city.
Formation of a caring attitude towards nature and all living things.
Fostering a sense of respect for one’s nation, understanding one’s own national characteristics; formation of self-esteem, sense of responsibility, pride in one’s people.
Instill respect for the traditions and customs of one’s Homeland small and large.
4. Time classes used rationally (there are theoretical and practical parts, a theoretical part classes comprises organizational moment, questions and conversations on the main topic, practical part of play activity, where children drew a city landmark and put together a picture from geometric shapes. The time is appropriately distributed for the theoretical part, physical exercises, and practical part. During classes used a visual demonstration method (showing a presentation on a chosen topic, verbal method (talking with children, reading poems, sayings and proverbs, story, explanation, explanation on slides, practical (drawing using the technique "Crumpled drawing"). The children's activities succinctly transition into one another. Organization techniques classes for emotional interest during classes used: question-and-answer game, slide presentation, proverbs and sayings, citizen rules “A real citizen will not ....”, surprise moment.
5. Effectively used visual equipment and involved the work of basic system analyzers (auditory, visual) to improve efficiency and effectiveness.
6. I believe that goals the lessons were implemented. Not in vain class Information and computer technologies were used, since one of the main means of expanding children's ideas are presentations, slide shows, and multimedia photo albums. This is clarity, allowing the teacher to build an explanation based on classes logically, scientifically, using video clips. With this organization of material, three types of memory are included children: visual, auditory, motor. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. You can also go into more detail on issues that cause difficulties.
The use of ICT makes it possible to overcome the intellectual passivity of children in classes, makes it possible to increase the effectiveness of the educational activities of preschool teachers.
Publications on the topic:
Lesson summary "Small Motherland Lagan" Goal: To introduce children to the concept of “Small Motherland”. Arouse interest in learning the history of the Motherland, arouse pride in your city, a desire to do something.
Integrated pedagogical event “Big and Small Motherland” (school preparatory group) Integrated pedagogical event Topic: “Big and Small Motherland” School preparatory group Type of lesson: integrated.
Lesson summary for the senior group “Big and Small Motherland” Lesson notes for the senior group on speech development. "Big and Small Motherland." Author of the development: Rikun Elena Yuryevna, teacher at the MBDOU.
Lesson summary “My Small Motherland” LESSON SUMMARY “MY SMALL HOMELAND”.
Lesson summary “Togliatti is my small homeland” Summary of the lesson “Tolyatti - my small homeland” (in a group with children with disabilities of type 8 of primary school age) Purpose: to introduce children to symbolism.
Lesson summary for 2nd grade “My Small Motherland” Lesson notes for 2nd grade “My Small Motherland.” The purpose of the lesson: to develop students’ interest in studying the history of the city of Valuyki, its people.
Telling children about their native land, city, about their own home, I gave the idea that this is our small Motherland. But home is not.
Self-analysis of the extracurricular activity “We are patriots”
Extracurricular activity"We are patriots" was held in the form class hour within the framework of the concept of civic and patriotic development in the direction of “Education of moral feelings and ethical consciousness” of pupils (in the system educational activities my educational work plan) 3rd grade.
This form of conducting classes helps to reveal the personal qualities of children, promotes the creation of an atmosphere of mutual understanding, creativity, and the manifestation of emotionality. The content of the lesson is based on the life experience of students, on the characteristic features of primary school age, where one of the leading activities is communication.
Choosing a class topic is very important because Today this feeling is being seriously tested. The Fatherland has changed, its past is being revised, the present is disturbing and the future is seriously alarming with its uncertainty. The feeling of patriotism is multifaceted in its content: it is love for one’s native places, pride in one’s people, a feeling of inseparability with others, and a desire to preserve and increase the wealth of one’s country.
Target: expand knowledge about the historical past of our country;
When planning and conducting this class hour, I set myself the following tasks:
Tasks:
1. Consolidate knowledge about the state symbols of the Russian Federation;
2. Develop the ability to obtain information from various sources in accordance with a given topic, set goals and achieve them;
3. Foster feelings of patriotism and love for the Motherland.
To achieve the goal, the following lesson logic was built:
Organizational start of the lesson. The main goal was the psychological preparation of students for communication in class
At the second stage, the task was set to “Disclose the topic of the class hour by the children themselves.” At this stage, I used a proverb. Its subsequent discussion helped the children determine the topic of the class hour. This point can also be identified as an interdisciplinary connection.
At the third stage the task was set
consolidate knowledge about the state symbols of the Russian Federation
Develop the ability to obtain information from different sources in accordance with a given topic
To foster feelings of patriotism and love for the Motherland.
To achieve these tasks, I used the presentation “Symbols of the Russian Federation”, the video “Memory”, the students worked in groups to search for information about their hometown, and introduced the children to it.
At the fourth stage the task:
Self-analysis of your emotional state and your activities. Where did the guys answer the question “Where can they use the knowledge they have acquired?”
Throughout the lesson, to enhance cognitive activity, we used different shapes works: frontal, group, steam room; methods: verbal (conversation, concepts), visual (video, presentation), practical problem-search, reflection. They contributed to the development of children's communication skills, joint activities, and the manifestation of their personal qualities. During the class hour, computer hardware, handouts, and visual aids were used. The following technologies were used: person-oriented, activity-based approach,
The main focus of the lesson was on real-life examples. Proverbs and family pedigree were heard here, which gave the lesson an emotional mood and specificity.
The psychological atmosphere was trusting, emotional, and friendly. The guys worked with pleasure.
During the class hour, the methodological principle was observed - communication.
I think that the goal of the class hour has been achieved, but I think that this work needs to be continued because Only a systematic approach gives results.
The preparation and selection of material was carried out taking into account the interests of the children; I took into account the capabilities of the class.
Thus, comparing desired result with reality, I conclude that the goals set, the selection of content, the choice of forms, methods, techniques and forms of teaching worked for a real result, which showed that all aspects of the purpose of the class hour were realized.
