The present tense of the verb is a speech therapy lesson. Synopsis of the subgroup speech therapy lesson "Prefixed verbs

FGKDOU " Kindergarten No. 154" of the Ministry of Defense

Self-analysis of the lesson for the preparatory group.

Educational area "Cognitive development" FEMP.

Topic: "Helping Kai"

Prepared by: teacher

Maksimova Svetlana Trofimovna

Olenegors-2

2016

Program tasks:

Educational area: "Cognition"

Set up an account

Continue learning to find the next number to the given number.

Continue to fix the composition of numbers within 10.

Continue to learn to compose and solve arithmetic problems and write down their solution using numbers and signs, highlight the condition, question, answer in the problem.

To consolidate the ability to correlate the number of objects with a number.

Educational area: "Speech development"

Learn to express and draw the simplest conclusions, express your thoughts clearly for others.

To form the ability to conduct a dialogue between the teacher and children; learn to be friendly and correct interlocutors.

Educational area: "Artistic and aesthetic development"

Strengthen teamwork skills: the ability to distribute responsibilities, work in accordance with a common plan, without interfering with each other.

To consolidate the ability to expressively and rhythmically move in accordance with the music.

Educational area: "Physical development"

To develop the ability to maintain correct posture in various types activities.

Educational area: "Social and communicative development"

To cultivate friendly relations between children, to develop the ability to independently unite for joint play and work, to negotiate, to help each other.

Form gender affiliations

Preliminary work:

1. Reading the fairy tale "The Snow Queen";

2. memorization of a poem;

3. A conversation about friendship, and friendly relations with each other;

Integration educational areas"Speech development", "Cognitive development", "Social and communicative", "Physical development", "Artistic and aesthetic development"

Analysis of goals and objectives.

The session was held in preparatory group. The lesson consisted of three interrelated stages, during which the children gradually performed various actions. This structure is fully justified, since each stage of the lesson is aimed at solving certain problems and offers a choice of methods and techniques. The goals and objectives correspond to the targets of the Federal State Educational Standard. To achieve the goal, an educational environment has been created, the goals and objectives correspond to age capabilities. The connection of goals and objectives with the topic of educational activities is traced.

Analysis of the organization of organized educational activities.

In the course of the lesson, a student-oriented model of activity was used. Questions of a problem-search nature prevailed. The following methods were used to activate children:

1. Verbal (conversation, poem, questions for children, encouragement);

2. Visual - demonstration (cards with numbers, cards with numbers, branch layout, birds, ice floes);

3. Practical (drawing up a number series in the forward and reverse direction, drawing up and solving problems, the composition of the number in the limit of 10);

4. Gaming ( surprise moment"Snow Queen", games "Funny Snowman", "Find the next number", "Count how many?", "Build a castle")

and techniques: game, explanations, instructions, display, artistic word, encouragement, individual work, analysis, conversation.

All the children freely turned to me for help, faced with difficulties in solving this or that issue. Throughout the course, we created problem situations, to solve the tasks. Adhered to the position of an adult - "coordinator" and "mentor".

Analysis of educational activities.

At the beginning of the lesson, I used a surprise moment. Parish " snow queen”caused in children an internal need to be included in activities. The children were asked to complete tasks to save Kai. Throughout the lesson, the children completed tasks, receiving ice.

Game tasks were carried out under musical accompaniment- all this contributed to the effectiveness of the lesson, mental activity and the development of children's speech. All elements of the lesson are logically combined with each other. common theme.

During the lesson, the following integration of the educational areas "cognitive development", "social and communicative development", " speech development”, “physical development”, “artistic and aesthetic development” which were implemented in accordance with the age capabilities and characteristics of children.

The lesson consists of motivational-indicative, search, practical, reflective-evaluative stages. For development cognitive interest and cognitive activity throughout educational process children showed initiative, creativity, independence. When performing tasksthe following activities were used: communicative, cognitive-research, artistic-aesthetic, motor. One type of activity smoothly passed into another.For the implementation of each task, I picked up techniques that helped to solve them. The techniques were based on game learning situations in which I tried to encourage children to active speech activity. The children were active, attentive, felt comfortable, could independently develop the ability to independently unite for joint play and work, to negotiate, to help each other.

During the lesson, the dialogic style of communication prevailed. I used tasks of a creative nature (building a castle from a constructor). Consistency was maintained throughout the entire educational situation storyline, the presence of a logical connection between the stages, the preservation of targets, motivation and a meaningful attitude towards activities at each stage. All this is confirmed by the results of the activity.

I believe that the form of organization of the lesson I chose was quite effective and dynamic. I tried to be a partner, assistant for children, to observe the norms of pedagogical ethics and tact. I tried to build my statements competently and in an understandable way for children,encouraged children to show initiative and independence, encouraged individual achievements children.

In the reflexive-evaluative stage of the lesson, questions were asked and the word “Friendship” was composed from ice floes.The activities of all children were positively assessed, their personal dignity was not belittled.

Strengthened the positive results of the lesson with verbal encouragement. This structure of the lesson is quite justified. I believe that the tasks set in the lesson were completed. The occupation has achieved its goal.

Analysis of directly organized educational activities in the second junior group "A" in cognitive development (mathematical development)

"Forest Guest"

Location: MDOU "Kindergarten No. 44"

The date of the: May 2017

Educator: Atenyaeva A.N.

Program content of the lesson and volume educational material correspond to the level of development of children in this group. In developing this summary, I first of all took into account the age and mental individual characteristics of the children of the second junior group. Considering all this, I outlined the goal, objectives, content, determined the form of the conduct, methods, techniques and means necessary for positive results.

The purpose of the lesson: to summarize the knowledge, skills and abilities acquired during the year.

I have been given the following tasks:

Educational: continue to form elementary mathematical representations: - to distinguish the shape, color, size of objects and objects;

Mastering simple connections and relationships: more (less) in size, the same, more (less) in quantity, the same, the same and different in color and size;

To consolidate the ability to compose an image of an object from parts;

Ability to navigate in a small space: in front (behind), above (below), right (left).

Developing:

Develop speech and cognitive activity, attention, memory, thinking, ingenuity, imagination; development of sensory culture.

Educational:

To cultivate interest in the occupation, diligence, accuracy, friendly relations.

Throughout the lesson, learning was built as an exciting gaming activity. Such activities created a positive, emotional background for the learning process, increased the cognitive activity of children and retained interest throughout the lesson.

At the organizational stage, she created a positive and favorable attitude among the pupils for their inclusion in educational activities, applying psychological reception"Smile".

Making the transition to the main stage, NOOD used a surprise moment - a letter from Squirrel, who asked for help. Introduced a game situation into activity: children, naming geometric figures on tickets, find their seats in trailers. The content of the main part of the educational activity corresponded to the age and knowledge of the children of the second younger group.

At the main stage of the NOOD, the following tasks were solved:

Tasks: “At the edge of the forest”, “Three bears”, “Strawberry for bears”, “Teremok”, were aimed at appealing to previously accumulated experience, developing memory, quick wit, knowledge mathematical concepts, ideas about geometric shapes.

During the lesson, the children were engaged in productive activities, which were aimed at the ability to compose an image of an object from parts. (Houses for animals).

In order to improve the health of children, she used gymnastics (physical education).

Educational activity for 15 minutes was dynamic, provided for a quick change of children's activities, which made it possible to avoid children's fatigue.

The children performed all the tasks and exercises with pleasure and interest, throughout the entire educational activity they were active and inquisitive. The atmosphere in the classroom was friendly.

In the course of educational activities, I used the method of control and stimulation in the form of approval, praise, and encouragement. The relationship between me and the children was built on the principle of cooperation.

In order to consolidate the material at the final stage, the children were asked to remember what tasks they performed, what they were interested in and remembered the most.

Include in directly organized educational activities for cognitive development: didactic games or complicate tasks by offering children other ways to solve the problem.

Self-analysis of the GCD on the formation of elementary mathematical
performances in the senior group
"Working with Magic Wands"
Purpose: to consolidate the received elementary mathematical concepts in children,
using the author's Kuizener technique.
Tasks:
Educational:






fix the score within 10;
the ability to find a number in a number series and the numbers adjacent to it;
be able to distinguish geometric shapes in shape, color, size;
consolidate the ability to navigate in space;
consolidate knowledge of the names of the days of the week, their sequence;
exercise in ordinal counting, in solving logical problems.
Developing:
Develop children's thinking, memory, attention, speech, imagination and ability to
design;
Educational:
Raise interest in mathematics, a sense of joy from joint actions, successfully
completed tasks.
The subject of GCD corresponds age characteristics children. Before the GCD and during
time of it were observed sanitary hygiene requirements and standards for
maintaining the health of children.
Directly educational activities consisted of three interconnected
parts, during which the children gradually performed various actions. This
structure is fully justified, since each part of the GCD is aimed at solving
certain pedagogical tasks and offers a choice of adequate methods and techniques.
The content of the GCD corresponded to the tasks set.
All GCD elements are logically united by the common theme “Working with
magic wands and common goal consolidation in children received elementary
mathematical representations, by means of Kuizener's author's technique.
The selected methods and techniques correspond to the age of the children and were selected taking into account their
individual characteristics (state of attention, degree of fatigue, etc.)

The introductory part is the organization of children, motivation for upcoming activities. On the
organizational stage of the GCD, the problem-situational method was applied
The children were asked to find a letter from whom and help them to the best friend Marinka.
Interest in the activities of children remained throughout the entire time. I think that
This was facilitated by the methodological techniques that I used. Choice of tasks from
change of activity, was due to the logic of the lesson itself. Turning on the physical minute
contributed to the removal muscle tension, emotional rest. The children were
active, they retained interest throughout the lesson.
On the whole, the children coped with the set goals and tasks. Through the use
Kuizener's methods, we have mastered innovative technology.
counting sticks
Kuizener are a multifunctional mathematical tool that allows you to
"through the hands" of the child to form the concept of a numerical sequence, the composition of a number and
much more. The set contributes to the development of children's creativity, the development of imagination and
imagination, cognitive activity, fine motor skills, visual
thinking, attention, spatial orientation, perception, combinatorial and
design abilities.
There is a reliance on the visual analyzer when performing counting operations
(comparison of numbers, ordering of sticks by length).
The main part of the NOD was a specially organized and independent
activities of children created problem situations (solving tasks) aimed at
for solving the assigned tasks.
In the final part, the GCD also used a game, which made it possible to consolidate
positive learning outcomes.
For the implementation of each task, techniques were selected based on game
learning tasks that encouraged children to active speech and mental
activities.
In working with children, she used conversation, questions to children for quick wits and
logical thinking, logical tasks for fixing numbers and colors, highlighting them
properties, consolidation of knowledge of quantitative and ordinal counting up to 10, correlation with
the number of items. All this contributed to the effectiveness of GCD, mental
activity and development of speech,
formation of elementary mathematical
representations in children.
The material for GCD was selected at a level accessible to children, corresponded to their
psychological characteristics and was rational for solving the set goals and
tasks.
During GCD, the children were active, attentive, and felt comfortable. it
validate performance results.
The activities of the NOD are characterized as joint, individual. applied
the following forms of work: frontal, individual, collective.

Methods:
1. Verbal (questions for children, poems, riddles, encouragement);
2. Visual demonstration.
3. Practical (performing actions with objects when solving problematic
tasks);
4. Game (helping a friend Marinka, tasks);
5. Methods of control (analysis of completed tasks, evaluation of performance
word).
Methods include a system of techniques that are combined to solve
learning tasks. Receptions (explanations, instructions, demonstration, commands, game technique,
word of art, encouragement, helping the child, analysis, introductory conversation) are aimed at
individual development of each child.
I believe that the chosen form of organization of direct educational
children's activity was quite effective, dynamic. During NOD
respected the norms of pedagogical ethics and tact.

classes on the formation of elementary mathematical representations in the middle group

Lesson objectives: Educational: To form spatial representations: above, below. To fix the ordinal score within 3, the ability to correlate the number 3 with the quantity. Developing: develop fine motor skills, attention, thinking, perseverance. Educational: to cultivate a sense of mutual assistance, empathy.

Materials: letter, image of Christmas trees and heroes of the fairy tale "Three Bears", flannelgraph, handout: squares: 6 pcs. for each child, pencils, silhouettes of paper barrels, numbers 3. Preliminary work: Reading the fairy tale "Three Bears", games with split pictures, learning the skill of coloring.