Sample. Self-analysis of a lesson in kindergarten

Irina Chebanova
Self-analysis of the open lesson "Journey through Russian folk tales"

Analysis topic classes: « Journey through Russian folk tales»

Occupation matched the curriculum.

The topic is taken from the perspective plan.

Type of lessons: generalizing

The presented abstract is built in accordance with didactic and general pedagogical principles:

Continuity principle ( occupation was built on the basis of previous classes and joint actions of the educator and children)

Activity principle (supported motivation and interest)

The principle of accessibility (matching the individual characteristics of children)

The principle of psychological comfort (confidence, calmness, goodwill)

During lessons the following tasks:

Didactic: generalize ideas about fairy tales, its features and types: magic, household, fairy tales about animals;

improve the ability to recognize fairy tale by illustration, by excerpt (i.e., according to the characteristic features and actions of the heroes).

Correctional: visual perception correction "Look, find, decompose".

Educational: raise the emotional mood of children through meeting with heroes fairy tales and play activities. Cultivate interest, love for oral folk art.

During the preparation of this lessons carried out preliminary work with children:

1. Reading Russian folk tales(enrichment of children's vocabulary)

2. Consideration of illustrations for Russian folk tales.

3. Coloring pictures based on motives Russian folk tales

4. Playing fairy tales"Kolobok", "Turnip" with tabletop theatre.

5. Watching cartoons « Russian folk tales» .

6. Conducting didactic games: "Find out fairy tale by pictures» , "Whose hat?", "From what fairy tale hero» etc.

At the organizational stage, a positive attitude was created among the pupils for their inclusion in educational activities. Conducting reflection "Mood" emotionally colored occupation and allowed me to identify the mood of the children before the start lessons.

Thus, temporary representations were fixed.

For interest in the corrective exercise, I included a surprise moment with the appearance of a fox.

When developing a corrective exercise, she took visual perception as a basis, since it is through this analyzer that the bulk of information enters. She applied a differentiated approach, which made it possible to take into account the individual characteristics of each and thereby contributed to their maximum inclusion in working behavior.

At the next stage lessons through the artistic word introduced the children to the topic, stimulating interest in it. The children were asked to go to journey through Russian folk tales, they accepted the game plot with interest, tuned in to joint activities (using relaxation to develop the ability to relax and imagine, which is very difficult for our children).

The main task of the main stage lessons- Summarize children's knowledge about Russian folk tales, about the main characters of these fairy tales.

into the structure lessons tasks for the development of cognitive activity of children, creative abilities are included.

In the main part, the motive for participating in lesson was:

Slideshow combined with explanations and questions;

Health saving technology: gymnastics for the eyes smoothly turning into a physical training session combining with the theme; physical education minute « Story» was aimed at developing the ability to coordinate speech with movement.

The appearance of Baba - Yaga contributed to the preservation of the emotional mood for the further activities of children.

Playing a game with Baba Yaga "Guess a riddle" contributed to the consolidation of children's knowledge about Russian folk tales about the main characters fairy tales;

playing out fairy tales"The wolf and the seven Young goats"- contributed to the development of initiative in children and independence, relieve tightness and stiffness. So the kids are active in showing fairy tales expressed the state of the character with the help of facial expressions, voice, intonation in the image of the characteristic features of the characters. Actively participated in the preparation fairy tales.

At the final stage, the children were asked to remember in which fairy tales they visited, What the most important thing in Russian folk tales what they were interested in and remembered the most. The participation of each child was marked by praise, a positive assessment. In the end lessons children received coloring pages with heroes as a gift Russian folk tales.

Outcome lessons Reflection was held for the guys in a playful way, for themselves, to reveal the mood of the children at the end lessons.

Target classes reached, children enriched knowledge about Russian folk tales, their main characters

The use of the above methods contributed to the lessons in a comfortable emotionally colored environment. Throughout children were active interested.

Duration lessons meets the standards.

Conclusion: the tasks set, in my opinion, were completed.

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

Target: To form in children an interest in knowledge about vegetables through the integration of educational areas: knowledge, communication, socialization, artistic creativity, health.
Tasks:
- To form children's ideas about vegetables, about the place of germination and harvesting them for the winter;
- To consolidate the ability of children to describe vegetables according to characteristic features,
according to the scheme;
- Improve the ability to grammatically correct, consistently build their statements;
- Expand the active vocabulary, activate the names of vegetables in the speech of children.
- Continue to develop in children the ability to distinguish and name colors, exercise in comparing objects by color;
Encourage children to answer questions by speaking the words clearly.

To form the ability of children to coordinate movements with the text, to understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop fine general and fine motor skills of the hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activities of children.
Organizational activities, preparation for the lesson
The lesson was carried out in accordance with the abstract. The summary was compiled independently, in accordance with the tasks of the main general educational program, corresponding to the given age of children. For the implementation of each task, techniques were selected in an interesting and entertaining way.
At every moment of the lesson there were visual aids that stimulated and activated children for mental activity. Benefits of sufficient size, aesthetically decorated. Their placement and use was rational, thoughtful in the learning space and in the classroom.
Music was used during the lesson to enhance emotional perception.
The organizational reception "Greeting" in poetic form "was aimed at developing communicative qualities, establishing friendly relations both within the children's team and between guests and children.
The occupation is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with the test, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals "Find a vegetable", logarithmic exercise - "walking in the garden." The quick change of techniques and change of postures during the lesson made it possible to avoid the fatigue of children.
Didactic activity of the educator:
All moments of the lesson are logical and consistent, subject to one topic. Moments from the educational areas were integrated into the lesson Cognition: Consolidated the ability to describe a vegetable by characteristic features, according to the scheme; formed the ability to distinguish and name color; Communication: children participated in a general conversation, listened without interrupting their peers; activated the children's vocabulary at the expense of words - the name of vegetables, exercised in coordinating nouns, adjectives; "Socialization" independently express benevolence, empathize. Artistic creativity: Improved the ability of children to roll plasticine between their palms with direct movements, consolidated indentation techniques, developing fine motor skills of the hands., Physical culture; developed motor imagination and coordination of movements; Health: formed children's ideas about vitamins and their importance. Receptions in the lesson were of a game nature, were based on game learning situations,
The use of the "Garden Garden" model helped in an interesting game form to realize the main educational task - the formation of children's ideas about vegetables and their place of growth. My role was to learn to give detailed answers. This helped to achieve optimal results.

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

Introspection of the lesson

Introspection
classes in literary reading in the senior group "Tales of Alexander Sergeevich Pushkin" conducted by the educator of the MOU "Progymnasium No. 2 GP Terek"
For two months we were engaged in project activities on the theme “Tales of A.S. Pushkin”: we studied the biography of A.S. Pushkin, got acquainted with his fairy tales, made crafts, joint creative work of parents and children was organized to illustrate Pushkin’s fairy tales.
The result of the project activity was this lesson on the developing program "Rainbow", which had a triune goal: teaching, developing, educational.

1. Educational tasks:

Develop interest in fiction;
-expand children's knowledge about the fairy tales of A.S. Pushkin;
- develop communication skills.

2. Developmental tasks:

Learn to listen to the rhythm and melody of the text;
- help expressively, using facial expressions, gestures to participate in dramatizations;
- to form an emotional attitude to the works of the poet;
- to teach to analyze the actions of heroes, to establish connections, to make generalizations and conclusions;
-activate memory, attention, thinking;
- Develop curiosity.

3. Educational tasks:

Raise love, reverent attitude and pride in Pushkin;
- to form a careful attitude to the book;
-to consolidate the ability of children to express their knowledge and impressions in productive activities;
- develop civic feelings, cultivate morality, kindness, responsiveness and patriotism.
-cause an emotional response in the soul of each child when studying the material.

4. Equipment:

Screen, laptop, unfinished fakes "Goldfish", portrait of A.S. Pushkin, candles, projector, live fish.

5. Used technologies:
 game;
 information and communication;
 design;
 person-oriented;
 health-saving;
 Integrated learning.

All parts of the lesson were interconnected.
Moved smoothly from one part to another.
At the first stage, relying on the knowledge of children, they remembered the main facts and events from the life of A.S. Pushkin and based on them gave new ones.
The dramatization of an excerpt from the fairy tale “About Tsar Saltan”, in which the pupils of the group played, aroused great interest among the children. Here, the children demonstrated their knowledge of fairy tales, communicative qualities, artistry, and the ability to behave in front of the public.
In the next part, she integrated fiction with literacy. Here the pupils showed knowledge of letters and the ability to read the text fluently.
I moved on to the next fairy tale through the riddle about the Cockerel, which made the children think.
Throughout the lesson, she tried to activate mental activity and cognitive interest through a variety of pedagogical technologies.
She posed problematic questions, to which the children had to express their opinions, argue and draw conclusions.
She taught me to listen and hear my comrades and the teacher, as required by the developing program "Rainbow".
In my opinion, the appearance of a live talking goldfish was surprising. And with great desire and hope they ask the fish for the fulfillment of their desires.
The artistic and productive activities of children were integrated into the lesson in fiction.
Throughout the lesson, she enriched the vocabulary and developed the communication skills of children, which positively affects their development of speech in a bilingual environment.
All this was lively and interesting in a relaxed atmosphere.
Health-saving technologies were provided by the good sanitary condition of the premises, a change in the types of children's activities, a physical minute in the middle of classes, and a favorable psychological atmosphere.
I think that children received a lot of new knowledge in the course of project activities and emotional pleasure.
I set the goal of this two-month project activity to unite family members and moral education of the younger generation.
In my opinion, I have realized all the tasks and goals.

Occupation "Journey Kolobok» held with a subgroup of children of middle preschool age.

Target This lesson is aimed at developing the communicative function of speech and consolidating children's knowledge of Russian folk tales using fairy tale therapy.

Content selectioncarried out taking into account the GEF.

The lesson is built taking into account the principle of integration of educational areas: communication, cognition, socialization.

The plot of the lesson is built in the form of a game situation "Kolobok's Journey".

When planning the lesson, the principle was taken into account availability of content for pupils: games, game exercises, didactic tasks are selected taking into account age characteristics groups of children and their individual abilities.

Scientific presentationwas implemented on the basis of the TRIZ technology adapted to preschool age by Svetlana Ivanova Gin and the methodology of Larisa Borisovna Fesyukova “Fairy tale education”

In preliminary workgames were used - dramatizations based on Russian folk tales, viewing presentations, didactic games based on Russian folk tales, cognitive games that contributed to search activity, the development of speech, and creative imagination.

At the organizational stagea positive attitude was created among the pupils for their inclusion in educational activities. The pupils were offered to go on a journey through Russian folk tales, the children accepted the game plot with interest, tuned in to joint activities.

The main task of the main stageclasses - to expand children's knowledge about Russian folk tales, about the main characters of these tales, to teach them to retell fairy tales.

The structure of the lesson includes games, exercises, tasks for the development of speech and cognitive activity of children, creative abilities, for the expansion and activation of the vocabulary, coherent speech.

The didactic game "Vegetables and Fruits" contributed to the formation of the ability to answer questions in full sentences, the expansion and activation of the children's vocabulary.

The didactic game "Hedgehog" is aimed at developing mental activity, logic, hand motor skills

Conducting didactic games "Name the fairy tale", "Guess the riddle", contributed to the consolidation of children's knowledge about Russian folk tales, about the main characters of fairy tales.

The physical minute "Behind the glass doors" was aimed at developing the ability to coordinate speech with movement and at developing the intonational expressiveness of speech.

At the final stageThe children were asked to remember what games they played while traveling through the fairy tale, what tasks they performed, what they were interested in and remembered the most. The participation of each child was marked by praise, a positive assessment. At the end of the lesson, the children received a gift……………….

The actual course of the lesson // matched the scheduled time. Throughout the lesson/ / the children were active, enjoyed the proposed games and exercises.

The aim of the lesson has been achievedthe children fixed the names of the Russian folk tale, its main characters, learned to recognize the tale from the riddle and models. The use of gaming techniques contributed to the lesson in a comfortable emotionally colored environment.

The cycle is designed for a year, there is one lesson per month. A lesson of this type allows you to continue working on the development of coherent speech in preschoolers

Tasks: develop the skills of compiling observation programs for aspect analysis of the lesson; to promote the development of reflective skills, the ability to analyze, make adjustments to their own activities.

Lesson 1. Methods of working with a book in an institution of preschool education (theoretical seminar).

1. Methods of familiarization with works in the classroom (methodological report).

2. Techniques for shaping the perception of works (practical recommendations on the use of effective techniques).

3. Methods of memorizing poems (memo).

4. Forms of work with the book outside of classes (message from work experience).

5. Review of methodological literature on introducing preschoolers to fiction and folklore "These books will help you in your work."

6. Exhibition-commentary of fiction "Children's Reading Circle".

7. Homework: drawing up a map of the analysis of the lesson on familiarization with fiction and folklore.

Lesson 2. Analysis and introspection of the modern occupation in the institution of preschool education. Classes on familiarization with fiction as an object of analysis (business game).

1. Introductory part "Analysis, introspection, reflection - this is ..." (blitz questionnaire). Meaning, forms of analysis and introspection of classes (motivation of the topic of the seminar by the deputy head).

2. Main part: work in small groups:

• development of a lesson analysis map to familiarize preschoolers with fiction;
• viewing classes with children;
• self-analysis of the teacher who conducted the lesson;
• questions to the teacher and answers to the questions of colleagues with the necessary explanation;
• lesson analysis;
• presentation of the findings of the groups;
• assessment of the work of the expert group;
• the choice of the optimal variant of the analysis of classes to familiarize preschoolers with fiction and folklore.

3. Final part:

• reflection "Continue the sentence";
• summing up the results of the work of the deputy head.

4. Homework: compiling abstracts of classes on familiarization with fiction and folklore.

Lesson 3. Acquaintance of preschoolers with fiction (round table).

1. Dialogue to analyze the work done:

• reveal the purpose of the work on familiarization with fiction and folklore in the institution of preschool education;
• name the features of the perception of literary works, characteristic of children of younger, middle and older preschool age;
• what is the preparation of the teacher of preschool education for reading, telling works of art;
• disclose the content of the criteria when choosing books for reading and storytelling for preschoolers;
• give a description of the methods and techniques of introducing children to fiction;
• prove the need for "poetic" education of children;
• Highlight the main differences in the methodology of memorizing poems in the younger and older preschool age.

2. Presentation of abstracts to familiarize preschoolers with fiction and folklore.

3. Solution of test tasks.

Determine at what age (younger, middle, older) the following methods of memorizing poems, their expressive reading are used:

a) gaming;

b) reading by roles;

c) an example of expressive reading;

d) explanation and indication;

e) assessment of children's reading;

e) characteristics of the characters;

g) multiple reading (5-6 times);

h) setting for memorization.

REMINDERS FOR WORKING WITH THE BOOK FOR EDUCATORS

The structure of the lesson on familiarizing preschool children with fiction

1. The introductory part - preparing children for the perception of the work (showing the cover, pictures, reminding a similar plot, a short introductory conversation, using small genres of folklore, recalling familiar works of this author, showing subject visualization, staging elements, creating game situations, posing a problematic question, explaining incomprehensible words).

2. The main part is reading a work of art, talking with children about the content, using various techniques that make it easier for children to understand it (looking at illustrations, re-reading, etc.), exercises in expressive speech transmission.

Post-reading conversation using questions aimed at:

- understanding the main meaning of the work;

- reproduction of the content of the work.

Questions:

- associated with the image of the hero;

- allow you to find out the emotional attitude of children to the hero, to understand his mood and emotional state;

- pay attention to the motive of the act, appearance, portrait of the hero, to the comparison of the heroes, their behavior, character with the phenomena of reality familiar to children;

- allow you to introduce preschoolers into the situation that has developed in the work, to make them participants in events;

- encourage to remember who wrote the work;

- pay attention to speech means and features of the genre.

3. The final part is a return directly to the text (re-reading the work, if it is small, or the episodes that the children liked the most).

Types of classes for familiarization with fiction:

1) familiarization of children with one literary work;

2) combining the narration of works of one literary genre on the same topic;

3) combining works of different genres by one theme: a story, a poem, a fable, a nursery rhyme, etc.;

4) lesson with a children's book (senior preschool age): it is necessary for each child to have it.

The structure of the lesson on memorizing poems

1. Brief introductory talk. Preparation of preschoolers for the perception of the poem; appeal to the emotional figurative memory of children, showing objects, toys, pictures that are close to the theme of the poem.

2. Expressive reading of the poem by the teacher and its repetition. In the older group, before re-reading, children are warned that the poem will need to be memorized.

3. An explanatory conversation about the poem itself, the form of its reading.

4. Reading a poem by a preschool teacher.

5. Reading a poem to children. The poem is memorized in its entirety. Children repeat it individually, and not in chorus (usually this is entrusted to those who quickly remember). The lesson ends with the most striking performance.

Literature:

1.Golitsyna, N.S. Piggy bank of pedagogical ideas. Work with personnel / N.S. Golitsyn. - M.: Scriptorium 2003, 2006.

2. Sokhin, F.A. The development of speech of preschool children: a guide for the educator of children. garden; ed. F. Sokhin. - 2nd ed., corrected. - M.: Enlightenment, 1979.

3. Timofeeva, N.V. Lesson in kindergarten: modern criteria, analysis schemes, lesson notes / ed.-ed.: N.V. Timofeeva, Yu.V. Zotov. - 2nd ed. - Volgograd: Teacher, 2012.

T. Domantsevich