Didactic games for the formation of children's ideas about the shape of the subject. The game "What does my mood look like Doll fashion umbrella
DIY didactic games for preschoolers
Chernikova Natalya Valentinovna, educator of MBDOU d / s No. 24 "Polyanka" of the combined type, Kstovo, Nizhny Novgorod RegionWork description: An urgent task of preschool education is the comprehensive mental and intellectual development of children. The most active form of educational influence are didactically directed games specially organized by the educator. In the process of didactic play, the child not only acquires new knowledge, but also generalizes and reinforces it. With the aim of the comprehensive development of children of primary preschool age, the didactic manual "Know-it-all" was made. It can also be used in working with older children, if you choose games that are appropriate for age characteristics.
Description of the aid:
The didactic manual consists of a plywood case and 2 circles with pictures, which are gramophone records, freely rotating on metal rods. The length of the didactic aid must be made slightly less than the diameter of 2 plates for the purpose of convenient rotation for the protruding parts. The manual includes several paired circles with pictures collected on lexical topics.
The process of making a didactic game:
1. Take plywood. Cut out 2 parts of a rectangular shape, connect with each other with the help of loops.
2. In the upper part of the didactic manual, cut out a window in the form of a hexagon, in which one sector of the first and second circles will be visible.
3. Insert 2 metal rods at the bottom of the guide.
4. Take records.
5. Find a selection of pictures on the topics studied.
6. Divide the plates into 4, 5, 6 sectors depending on the number of pictures. Stick pictures in each sector, picking them up according to lexical topics, so that on the left plate the pictures are clockwise, and on the right - counterclockwise. Paired plates should be marked by gluing in the center a self-adhesive film circle of the same color and a rim of colored electrical tape.
7. Open the manual and insert the paired plates onto the metal rods.
8.Close the allowance cover and you can play. A picture is set in one of the windows, a pair to which is selected by scrolling another circle. In these games, one picture of the 1st circle must correspond to one picture of the 2nd circle.
Target: generalization of knowledge of children of primary preschool age.
There are many game options. It all depends on the tasks and the material covered by the children.
The guide allows you to decide tasks:
- to develop cognitive activity;
- sensory development (perception of color, shape);
- to form elementary mathematical representations;
- improve the grammatical structure of speech;
- develop fine motor skills and hand-eye coordination.
Didactic game "Who lives where?"
Tasks: to consolidate the ability to distinguish between domestic and wild animals, to name them correctly, to know the habitat, the name of the dwelling; to develop fine motor skills of the fingersGame progress: the teacher invites the children to consider the proposed picture in the 1st sector on the left side, name the animal on it. Identify a domestic or wild animal. Pick up a picture with the desired dwelling on the right side by rotating the circle. Name the dwelling correctly.
Didactic game "Who eats what?"
Tasks: to consolidate children's knowledge about the lifestyle of animals, about their nutrition;develop fine motor skills of the fingers.
Game progress: the teacher invites the children to consider the proposed picture on the left, name the animal on it. Match the food picture for this animal on the right by rotating the circle.
Didactic game "Moms and their cubs"
Tasks: exercise in correlating an adult animal and a cub, in the correct formation of the name of the cubs, using the suffixes -onok-, -enok-, -ata-, -yata-, -ok-; develop logical thinking, fine motor skills of fingers, vocabulary.Game progress: first, the child examines the image of an adult animal on the left, recognizes and correctly names it. Determines whether animals are domestic or wild. Then rotates the right circle with pictures of baby animals. Finds the right cub, stops the circle, names the cub correctly.
Didactic game "Pick up the number of objects"
Tasks: form elementary mathematical representations, exercise to correlate the number and number of objects within 5; develop fine motor skills of fingers, attention.Game progress: the teacher invites the children to consider the proposed figure on the left, name it correctly, then pick up the picture on the right, the number of objects on which corresponds to this figure.
Didactic game "Color pictures"
Tasks: consolidate knowledge of colors; the ability to correlate the subject and color; improve the grammatical structure of speech; develop fine motor skills of fingers, attention.Game progress: the teacher invites the child to consider the object in the window on the right, name it. Then, by rotation, pick up a colored rectangle on the left, corresponding to the color of the object, name the color and indicate in words the attribute of the object.
For example, a red car or a blue ball
Didactic game "What does it look like"
Tasks: consolidate knowledge of geometric shapes; exercise in the use of the words "round", "square", "triangular"; develop fine motor skills of fingers, attention.Game progress: the teacher invites the child to consider the object in the window on the right, name it. Then, by rotation, pick up a geometric figure on the left, corresponding to the shape of the object, name the geometric figure and indicate in words the attribute of the object.
For example, a round bun, a triangular pyramid
Target:
- To teach children to distinguish and name geometric shapes - a square, an oval, a circle, a rectangle and a triangle, to learn to correlate sensory standards with objects of the world around them;
- Develop the ability to analyze, compare, classify objects by shape, develop the ability to find and determine the shape of an object by touch.
"Hide from the rain"
The child is offered a card with the image of an umbrella. A geometric figure is placed under the umbrella and the child is invited to hide all the figures of the same shape under the umbrella.
"Spread It Right"
All pieces on the table are of the same color. The child is invited to arrange the figures into boxes, which show the shape of the figures. On a signal, the children lay out the figures in boxes.
"Which figure is gone?"
The teacher chooses 4 geomes. figures of different shapes and puts on the table. The driver chooses one figure, and the rest of the children must guess which figure is gone (the game becomes more complicated due to the selection of figures of different colors and sizes).
"Choose the Shape"
The child is offered a table with silhouettes of various geomes. figures of different sizes and a set of geomes. figures. Children put the corresponding figures on the table.
"Geometric Lotto"
The teacher offers the children a card with the image of multi-colored geomes. figures of different sizes and a set of geomes. figures. Children must find the figures of the corresponding color, shape, size and close them on the card.
"There lived - there was a circle"
Children are offered cards with the image of various objects. They must determine what figure the object looks like.
"What does it look like?"
Children are looking at geom. figure, determine the color and say what object of the surrounding world this figure looks like.
"Picnic for Figures"
(D / and "Funny Train")
The teacher puts a reference card with the outline of a figure - a train. Children from geom. figures are chosen the same in shape and "seated" them in the cars.
"One Passenger"
(D / and "Funny Train")
The teacher puts a card in the train - a landmark: one with the outline of the figure, the other with a color spot. The child must choose a card of a given color and shape from the set and put it in the car.
"Friends"
(D / and "Funny Train")
The teacher selects 3 reference cards from the set: 2 - with the contours of the figures and 1 - with a color spot. And he invites the child to find friends who will travel by train. The child selects the necessary cards from the set and “seats” them on the train.
"Delicious cargo"
(D / and "Funny Train")
The teacher takes a card from the general set and puts it on the trailer, comparing it with some suitable object (tomato, cucumber, candy ...) and says that today the train is carrying a “delicious load”. The child is invited to choose a suitable resemblance to the geom. figure.
"Playing with a hoop"
4-5 plots are used for the game. Toys: dolls, nesting dolls, differing in size, color, shape. The toy is placed in a hoop. Children determine the signs characteristic of the toy: color, shape, size. And they put those geom in a hoop. figures that have similar features. Outside the hoop there are figures that do not have selected features.
"Close the window in the house"
The teacher distributes geom to the children. figures of different colors. On the tables are multi-colored houses with windows of various shapes. Children need to close the window with the appropriate figure.
"Zashe jumpsuit"
The teacher distributes multi-colored overalls with "holes" to the children. On the tables are patches of different colors and shapes. Children are invited to sew up the jumpsuit, choosing the right patches.
"Open the lock"
The teacher distributes keys of various shapes to the children and asks them to open the locks lying on the table. You have to be careful, because the key will fit the lock with a hole of the corresponding color and shape.
"Find a glass"
There are vases on the tables. The teacher says that a piece of glass has broken off from the vase and invites the children to find a piece of glass of the appropriate shape and color.
"Wonderful bag"
The teacher brings a "wonderful" bag.
I'm a wonderful bag
You guys, I'm a friend.
I really want to know
How do you like to play?
The teacher makes riddles: "If you guess, you will find out what is in the bag."
I have no corners
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel.
Who am I, friends? (A circle)
He has known me for a long time
Every angle in it is right.
All four sides
Equal length.
I'm glad to present it to you
And his name is ... (Square)
Three corners, three sides
May be of different lengths.
If you hit the corners
Then you jump up on your own. (Triangle)
Children examine what is in the bag. Taking out the figure, determine its shape, color. Then they close their eyes, and the adult hides the figure in a bag. Each child determines the shape of the figure by touch, calls it.
Didactic games with Gyenes blocks:
- Find all shapes like this one (by shape);
- Find a figure not like this one (by shape).
Informational resources:
1. Z.A. Mikhailova, E.N. Ioffe "Mathematics from 3 to 7", St. Petersburg, Childhood-Press, 2001
2. Z.A. Mikhailova, I.N. Cheplashkina, "Mathematics is interesting", St. Petersburg, Detstvo-Press, 2004.
3. D. Alhaus, E. Doom "Color, form, quantity", Moscow, Enlightenment, 1984
4. B.P. Nikitin "Steps of creativity or educational games", Moscow, Enlightenment, 1991
The participants of the game take turns saying what time of the year, natural phenomenon, weather is similar to their current mood. It’s better for an adult to start comparisons: “My mood is like a white fluffy cloud in a calm blue sky, and yours?” The exercise is carried out in a circle. The adult generalizes: what is the mood of the whole group today: sad, cheerful, funny, angry, etc. When interpreting the answers of the children, it should be taken into account that bad weather, cold, rain, gloomy sky, aggressive elements indicate emotional distress.
Stage. Reflective.
Compliments exercise.
Sitting in a circle, everyone joins hands, then, looking into the eyes of a neighbor, they say a few kind words to him, you can praise him for something. The recipient of the compliment nods his head and says, “Thank you, I really appreciate it!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle. The psychologist draws the children's attention to the fact that eye contact is important in this game.
This concludes our lesson, goodbye!
Lesson 26. Tails.
Goals
- The development of the emotional sphere of children,
- Development of visual attention, logical thinking, visual memory,
- Development of verbal and non-verbal communication skills,
- Development of the small muscles of the hand,
5. Development of the arbitrariness of mental processes.
materials
A screen for a fairy tale, characters from a fairy tale, colored pencils, worksheets for children, a poem by S.Ya. Marshak “About boys and girls”, a ring.
Stage. Organizational.
Greetings. Exercise "Our Helpers"
Psychologist: “Let's say hello, for this we rub our palm on the palm of a neighbor on the left. Then we will say hello with knees, shoulders, backs, feet, foreheads ... "
Stage. Motivational.
Introductory conversation
Today at the lesson we will get to know each other better and see that each of us is special. Well, let me take a look at you. Everyone has eyes, does everyone have two eyes? Everyone has a nose, everyone has a mouth, teeth, two pens, no one has three? Ahhh, kids, you're all the same.
The psychologist maintains an expressive pause at the word “same”, giving the children the opportunity to recover and be indignant. When they were indignant: “We are different,” the psychologist says: “But where are you different? Here are the legs, here are the arms, here are the ears, etc. Ah, the hair is different? Is the character different? Okay, you convinced me, let's see how you differ from each other. Children, together with a psychologist, list how they differ from each other: character, appearance, habits, thoughts, inner world.
After the children shared their impressions that each of them is special, the preschoolers go to the forest school. They remember what fairy tale they listened to in the last lesson.
Stage. Practical.
Fairy tale "Tails".
Psychologist: “At the beginning of the lesson, I will tell and show you the continuation of our fairy tale ...”
Different animals studied at the Forest School: Squirrel, Hare, Wolf Cub, Fox Cub, Bear Cub, Mouse, Raccoon, Kitty and other animals and birds. The animals helped each other, because each did something better than the other: the Teddy bear was the strongest, so when it was necessary to lift or move something, they called him for help. Fox was the best at logic puzzles, and he helped others cope with mathematics. The squirrel was the best at wiping the board. All the animals were friendly, and although they had disputes, a truce quickly ensued. Each student tried to understand and accept the other as he is. By winter, some animals changed their coats. The squirrel also changed and could not stop admiring her new outfit, and especially her fluffy tail. At recess, the animals were playing leapfrog, and the Hare accidentally stepped on Squirrel's tail. There was a loud scream. The squirrel began to cry, and the Hare apologized in a trembling voice:
I accidentally, forgive me, please.
No, I won't! - Belochka answered with resentment.
But why? - the Hare was frightened.
Because you did it on purpose! Yes Yes. You... envy me. After all, you don’t have such a beautiful fluffy ponytail!
It's not true - shouted the Hare. - I'm not jealous, and I really like my ponytail.
But Squirrel and I have a better tail than you, Hare. Admit it! Fox intervened.
The hare does not need a long tail, - the Bear cub tried to convince everyone.
And you. Teddy bear, the tail also failed, - Squirrel and Fox shouted in one voice.
A real controversy ensued.
All animals protected only their tails. They shouted, trying to convince each other. But the bell rang for the lesson ... And the Teacher-Hedgehog entered. Looking at the students, Hedgehog noticed that there was some kind of conflict.
What happened? - asked the Teacher. - What are you angry about and why did you move to other people's places?
I will not sit with the Hare, because he has a small tail, - said the Squirrel.
And I will not sit with the Wolf cub, because he offends my tail, - said the Bear cub.
So the tails quarreled you? - Ezh was surprised.
We are not friends with tailless! - shouted the Fox.
Ah, so, it means that from today the “tailed” and “tailless” study in the class? - slowly continued Hedgehog. - But only you wrong shared.
Why? - the animals were indignant.
You had to divide into large and small, into predators and herbivores, do not forget about the color of the coat, eyes and other differences. - The hedgehog carefully looked into each student's eyes. He saw there both shame, and resentment, and sadness. - And how many friends will you have after such a division? You will be alone. All the animals were silent.
The school day continued. There were lessons, changes. But the Squirrel was no longer playing with the Hare, and the Bear cub was no longer helping the “tailed ones”.
There were ridicule and insulting nicknames. Home tailed and tailless students went different ways.
The wolf cub left the school after all. He walked slowly, enjoying the sun, the warm wind, the smell of plants, flowers...
Halfway through the road, he heard a strange sound. Similar to barking dogs. The sound was approaching very quickly, and Wolf Cub saw the angry dogs. With all his might, he took off running. The dogs were rapidly approaching him. Their hot breath was already felt and the clang of teeth was heard. But the house is very close! The cub made the final push. He's saved! The wolf cub was still sitting with his eyes closed and heard how uninvited guests were moving away from his house. "Am I alive? thought Wolf. - Head, paws intact. What about the tail? Where is the tail? How can I be tailless? Sobbing, Wolf Cub was horrified to imagine how friends at school would laugh at him. "How to be? Who can I be friends with now? And with whom will I sit at a desk tomorrow? - with these thoughts, the Wolf cub fell asleep ...
At this point, you need to interrupt the fairy tale and give the children the opportunity to guess how it could end. No comments or ratings. And after the students express their opinion, the fairy tale can be continued.
Morning has come. The wolf cub was slowly approaching the school.
Come to us! - Called a friend Fox. I lowered my eyes. The wolf cub sat down with the "tailless" beasts. There was silence in the class. "What about Wolf? Why is he acting so strange? - thought the students. "Did something happen to him?"
In complete silence, the Wolf cub told everything that had happened to him, shared his experiences and thoughts. The tailed and tailless beasts imagined these events with horror, and then rushed to hug their friend.
Are you alive! Alive! And you are with us! And everything else doesn't matter.
Is it really only such a misfortune that can prove to you that the most important thing in the world? the teacher asked the students.
We want all the students in the Forest School to play together again, study together, helping each other and supporting each other in difficult times, - Fox answered, and all the guys completely agreed with him.
I think it's up to you to make that wish come true! The Master smiled and said solemnly:
So be it!
“It's good that we are all so different, that there is something to learn from each other,” the animals thought, playing together and accepting everyone as they are.
2. Finger gymnastics(See Appendix 2)
Complex 2. Exercise "Massage of the ears", "Cross movements", "Shaking the head", "Horizontal figure eight", "Symmetrical drawings", "Bear swaying", "Twisting pose".
3. Exercise "Boys and Girls"(See Appendix 1)
Didactic material: S. Marshak's poem "About Boys and Girls", colored pencils, a form with a task.
The psychologist reads a poem to the children:
What are boys made of?
From snails, shells
And green frogs.
That's what boys are made of!
What are girls made of?
From sweets and cakes
And all kinds of sweets.
That's what girls are made of!
The psychologist invites children to dream up and draw girls and boys in the form of sweets, various toys, all kinds of objects.
After the drawings are completed, the psychologist examines them together with the guys, notes the best of them and the merits of each work.
Boys and girls give each other their work.
4. Exercise "Draw it!".(See Appendix 1)
Draw the missing details to the students of the Forest School.
Game "Five Names"
Two players, a boy and a girl (representatives of two teams), stand in front of two lines. On a signal, they must go forward (first one, then the other), taking five steps, and for each step without the slightest mistake, hesitation (without breaking the rhythm) say some name (boys - the names of girls, girls - the names of boys). At first glance, this is a simple task, in fact, it is not so easy to complete. The winner is the one who copes with this task or manages to name more names.
You can name five other words (by topic: animals, plants, household items, etc.). There are many such words, and not everyone will be able to pick up 5 words and pronounce them one after another without delay in the rhythm of the step.
6. Exercise "Houses".(See Appendix 1)
Remember all the animals, and who hid in which house. Then close the left side of the leaflet with your palm and connect each animal with its house on the right side.
7. Exercise "Graphic dictation".(See Appendix 1)
Draw a pattern by cells.
Stage. Reflective.
Lesson outline outline
Topic: "What looks like what."
Age of pupils: 6-8 years old.
Lesson type: learning new material.
Purpose of the lesson: development of verbal functions of divergent (creative) thinking
Lesson objectives-
Educational (educational, mastering various types of subject activities):
Contribute to the development of the skill of involvement in the process of finding solutions to the problems of unconscious layers of experience
Developing (formation of abilities To independent construction of new ways of action (self-development) :
improve the associative mechanisms of thinking
contribute to the removal of reciprocity in the work of the cerebral hemispheres
promote the development of imaginative thinking and imagination
Educational (development of personal qualities) :
To promote the development of communication skills, the ability to listen to the interlocutor
Equipment and technical training aids
Dictionary : imagination, creativity.
Materials and equipment used by the teacher: ball, 2 sets of pictures
Planned results:
Metasubject:
gain knowledge about the concept of association;
mastering the logical actions of analysis, generalization, classification, construction of reasoning and reference to known concepts
application of acquired knowledge in changed conditions.
Communicative:
Work in a group, in pairs, listen to the interlocutor, possession of a dialogic form of speech, negotiate and come to a common decision.
Regulatory:
Choose actions in accordance with the task, develop independence.
Personal:
The development of goodwill, respect for each other.
results
Criteria for evaluation
Metasubject
communicative
Learning situation:entry, actualization of cognitive and analytical activities based on the personal experience of students through dialogue
willingness to listen to the interlocutor and conduct a dialogue;
the ability to express one's opinion and argue one's point of view;
Actively joins in the dialogue, listens with interest to the teacher, supports the dialogue, putting forward his own versions and giving arguments
cognitive
Learning situation:gaining new knowledge
application of personal experience in determining the basic concept (association)
arbitrary conscious verbal utterance
mastering the logical actions of analysis, generalization, classification, construction of reasoning and reference to known concepts;
Regulatory
Learning situation:
formation of skills to evaluate learning activities in accordance with the task;
formation of skills to act constructively even in a situation of failure;
Adequately assesses their actions, in case of failure, makes an attempt to understand the reason for failure.
Learning situation:reflection
mastering the initial forms of cognitive and personal reflection;
Adequately evaluates his achievements, accurately positioning himself on the "mountain of knowledge", the task is of interest
Personal
meaning formation
Learning situation:reflective-evaluative nature
motivation at work on the result;
Regularly shows interest in tasks in which a certain result is predicted
self-determination
Learning situation:gaining new knowledge
acceptance and development of the social role of the student;
development of goodwill, respect for each other.
Actively involved in educational and cognitive activities, adequately evaluates their educational results, understands the importance of personal contribution to achieve them
value
orientation
Learning situation:gaining new knowledge
formation of a holistic view of the world in its diversity
Perceives the world around as an integral system. Can carry out micro- and macroanalysis of objects (consider it as a separate system and show its role in the system of a higher level of hierarchy)
Stages of work
Stage content
(activity of the teacher)
Children activities
Entry
Greetings
Topic introduction
Motivation
Planning, goal setting
Goals for students:
Tune in to work as part of the lesson (organizationally and emotionally)
Goals and objectives for the teacher:
Create a favorable psychological atmosphere in the classroom;
Involve all pupils in the work
Establishing interaction between all subjects in the lesson;
Work organization methods:
contact game.
Problematic issues
association game
Form of organization of work: frontal, individual.
Greeting, creating an emotional mood for work, strong motivation
Greets pupils. Offers a greeting ritual.
Greeting Method
Participants will have to greet each other, but not just like that, but fantasizing at the same time.
To begin with, they imagine that they are meeting a close friend or girlfriend whom they have not seen for a long time.
The next thing the teacher asks is to imagine the participants that they are aliens. How do you think they greet each other?
Asks participants to imagine that they are in a foreign country - maybe India or Japan.
Asks participants to pretend they are penguins
Now the participants imagine that they have met their very good, close friend or girlfriend, whom they have not seen for several months.
Now tell me, besides greeting each other, what did you do? What is your quality, property you had to apply here?
What do you think the topic of today's lesson is?
Do you want to learn to think outside the box, unusually? Find unexpected solutions to problems?
Why do you think this is necessary?
Participants walk around the room - silently, not talking to anyone. Participants greet each other like this if they are very good friends. (30 seconds)
Participants greet everyone they know. (30 seconds)
greet each other in accordance with a predetermined manner, showing ingenuity and imagination.
Participants answer the question
Reach out to the concepts of imagination and fantasy
Answer
Students answer questions and listen to each other's answers.
Basic.
Assessment of student knowledge
Reporting new information (input)
Formation and development of skill
Goal for students:
Improve associative thinking, verbal abilities,
Develop imaginative thinking, imagination
Goal for the teacher:
Introduce students to the concepts of association;
Improve associative mechanisms of thinking
Contribute to the removal of reciprocity in the work of the cerebral hemispheres
Promote the development of imaginative thinking and imagination
Methods of organizing work: the use of problematic questions and tasks, training exercises.
Forms of organization of work: individual, frontal.
They can quite easily reproduce their associations when performing exercises;
Use original images.
Criteria for determining the level of attention and cognitive activity of pupils, their interest in the material being studied:
Interest in work;
Methods of motivating the educational activity of pupils:
change of activities, the use of various pedagogical technologies, the creation of conditions for the personal self-realization of pupils through the opportunity to express their own opinion on the issues under discussion.
The concept of "association" is introduced as an image-word that arose on the original
Exercise “Running associations”
“Now we will throw a ball to each other, while naming any noun. For example, I throw the ball to Nikolai, calling the word "carousel". Nikolay quickly calls out any word that comes to his mind about the “carousel” and sends the ball back. The next one will say his association in response to the word thrown to him. Let's try to do it quickly, without thinking for a long time.
Despite its apparent simplicity, the exercise often causes difficulties for the participants. This can be expressed in messages that nothing comes to mind, in long pauses, even irritation. Some participants try to overcome the resulting tension by reacting with pre-prepared words. The teacher during the exercise does not focus on this. The main goal of the presenter is to create an atmosphere conducive to the spontaneous generation of associations.
When the exercise is completed, you can ask the participants what difficulties they encountered during its implementation, what they paid attention to during the work.
Exercise "Unusual inventions"
The teacher demonstrates images of unusual objects (Appendix 1), the task of the participants is to answer the question from the picture:
What's this?
What is needed?
Exercise “Incredible Stories”.
This exercise is adapted from Norma Leben's playing card storytelling technique.
The teacher puts a set of pictures down in front of the group and says that each of the participants, when it is his turn, can open two pictures. It is explained that the group will have to make up a story using the image in the pictures.
The teacher begins the story and sets the tone for the development of the plot. As the plot develops, the pictures are arranged in a spiral, unwinding from the center clockwise. The teacher needs to ensure that destructive, inhumane ideas are not involved in the plot.
intermediate reflection
Did you like the resulting story? What worked, what didn't?
listen
Participants do the exercise
Perform the exercise, can help each other with difficulties, offering their own answers
Do the exercise, make up a story
Answer questions, analyze the result and their contribution to the common cause
Consolidation of educational material.
Goal for students:
Determine the primary level of skill development;
Learn to express your thoughts and feelings verbally
Goal for the teacher:
Using techniques to help increase the motivation of pupils to consolidate new material.
Methods of organizing work:
A training exercise of a communicative nature.
Forms of organization of work: steam room.
Criteria for achieving the goals and objectives of this stage of the lesson:
Successful completion of the exercise;
Satisfaction with the work done.
Methods of motivating the learning activity of students:
changing activities, creating conditions for the personal self-realization of pupils through the opportunity to express their own opinion on the issues under discussion.
Exercise “My associations” “Focus on your neighbor on the right (left). Remember all his good manifestations during our work, everything he said, did. Now decide which of the descriptions of nature, weather, seasons that you met in literature or invented by you corresponds to your impressions of this person. When everyone is ready, each of us, in turn, will tell his neighbor the description that has arisen in his mind.
This exercise allows each participant to receive personally oriented feedback, at the same time, the nature of the task is aimed at the development of associative mechanisms.
Split into pairs at random
Perform an exercise
Summing up the lessons. Reflection. DZ discussion.
Goal for students:
During the reflection, determine
the level of their own achievements and difficulties on the topic under study, to build their individual development trajectory on the topic under study.
Goal for the teacher:
- sum up the lesson by constructing a trajectory for further work on mastering a new topic for each student;
Creating a favorable psychological climate in the team
Reflection according to the "Sharing" method
How did you feel during the lesson?
Did you enjoy the activity? Was it helpful and why?
Farewell ritual.
The teacher asks to stand in a circle and hold hands. He says that everyone did a great job and offers to thank each other.
Participants take turns talking about the lesson, their well-being
Participants stand in a circle, join hands, take turns saying thank you to others.
Annex 1
A game like "What does it look like"?
Exercise number 48.
A game like "Fill in.
Exercise number 49.
Game like "Guess who is drawn
Exercise number 50.
"Fill in the gap" task
After the process of visualization is sufficiently well mastered by children, one can proceed to the direct operation of images, i.e. to solving the simplest mental problems based on representations.
Exercise number 51.
Game "Cubes"
The material consists of 27 ordinary cubes glued together so that 7 elements are obtained:
This game is mastered in stages.
First stage- examining the elements of the game and finding their similarities with objects and forms. For example, element 1 is the letter T, 2 is the letter G, element 3 is a corner, 4 is a lightning zigzag, 5 is a tower with steps, 6 and 7 are a porch. The more associations are found, the better and more effective.
Second phase - learning how to attach one part to another.
Third stage- folding volumetric figures from all parts according to samples indicating the constituent elements. It is advisable to work in the following sequence: invite the children to first consider the sample, then divide it into its constituent elements and fold the same figure.
Fourth stage- folding volumetric figuresby presentation. You show the child a sample, he carefully examines it, analyzes it. Then the sample is removed, and the child must make the figure that he saw from the cubes. The result of the work is compared with the sample.
Counting sticks can also be used as material for solving mental problems based on figurative thinking.
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