Dear colleagues, I propose exemplary sample abstract directly educational activities. This does not mean that the whole country should write that way. Each region may have their traditions writing summaries. Most importantly, the abstract should reflect current trends preschool development and be methodologically literate.

First of all, it should be noted that there is no clear replacement for the word “occupation” at the moment. In some regions they call "Direct educational activity"(GCD), in others - "organized educational activity"(OOD), thirdly - "educational situation"(OS). All these definitions are correct, as they reflect a specific educational activity.
But in defense of the word "occupation" I want to say that preschool teachers have always put a slightly different meaning into this concept than, for example, school teachers. Our lesson was held in a playful way, with various problem situations, surprise moments and good physical activity of the pupils. There has never been a purely educational lesson in kindergarten!

So, summary:
1. Title. It is not necessary to write the name of the GCD in the title (for example, a summary of the directly educational activity “Visiting Petrushka”). You can simply indicate the direction of activity (“Summary of directly educational activities for cognitive development”). Write the age (group) of children (for older children preschool age).

2. You can specify after the title priority educational area in the GCD process and preferably integration with other educational areas, and integration of children's activities.

3. Forms of organization are indicated collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if it is planned).

5. Tasks. I just want to warn teachers against mistakes. Some colleagues write: goals NOD". This is methodologically wrong. Target is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in junior group? The word "goal" is more correct to write, for example, when developing planning complex(i.e., several) GCD, when developing project(since it is multifaceted) and others extended in time, complexes of educational activities. Especially since There is only one goal, but there can be many tasks.
And for specific suitable for educational activities concrete tasks to be resolved by the end this educational activity (after 15 minutes in junior or 35 minutes in preparatory group). That is, if the teacher wrote the task in the summary of the GCD, then he must solve in the GCD process. Therefore, do not write 10-15 tasks in the abstract. Five, maximum six is ​​enough.
You can replace the word "tasks" with the phrase "program content".
In tasks do not write a verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, “to attach”, etc.
Tasks can be divided into 3 groups: developing, teaching, educational(educators). Draw your attention to an interesting nuance: many teachers instead of the word “teaching” write the word “educational”, meaning only teaching tasks. But in the concept "education"(read the law "On Education in the Russian Federation") includes education and upbringing. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developing and educational.

6. The course of directly educational activities. I reflected the main points of the educational activity itself in the article "How to develop a developmental lesson" , since any educational activity according to the Federal State Educational Standard should be developmental.

Introduction(motivational stage). The teacher should motivate children to engage in cognitive (or play) activities with the help of a problem or game situation. The summary describes this situation.

Main part(content, activity stage). The abstract prescribes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, consolidated already acquired, solve problematic issues.

Final part(reflexive stage). In the abstract, write the questions of the educator, with the help of which he fixes new concepts and new knowledge among the pupils, and also helps the children analyze their own and collective activities in the GCD process.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to

How to develop an outline

directly educational activities according to the Federal State Educational Standard

Dear colleagues, I propose exemplary sample summary of directly educational activities. This does not mean that the whole country should write that way. Each region may have their traditions writing summaries. Most importantly, the abstract should reflect current trends preschool development and be methodologically literate.

So, summary:
1. Title. It is not necessary to write the name of the GCD in the title (for example, a summary of the directly educational activity “Visiting Petrushka”). You can simply indicate the direction of activity (“Summary of directly educational activities for cognitive development”). Write the age (group) of children (for older preschool children).

2. You can specify after the title priority educational area in the GCD process and preferably integration with other educational areas, and integration of children's activities.

3. Forms of organization are indicated collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if it is planned).

5. Tasks. I just want to warn teachers against mistakes. Some colleagues write: goals NOD". This is methodologically wrong. Target is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in the younger group? The word "goal" is more correct to write, for example, when developing planning complex(i.e., several) GCD, when developing project(since it is multifaceted) and others extended in time, complexes of educational activities. Especially since There is only one goal, but there can be many tasks.
And for specific suitable for educational activities concrete tasks to be resolved by the end this educational activity (after 15 minutes in the younger group or after 35 minutes in the preparatory group). That is, if the teacher wrote the task in the summary of the GCD, then he must solve in the GCD process. Therefore, do not write 10-15 tasks in the abstract. Five, maximum six is ​​enough.
You can replace the word "tasks" with the phrase "program content".
In tasks do not write a verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, “to attach”, etc.
Tasks can be divided into 3 groups: developing, teaching, educational(educators). Draw your attention to an interesting nuance: many teachers instead of the word “teaching” write the word “educational”, meaning only teaching tasks. But in the concept "education"(read the law "On Education in the Russian Federation") includes education and upbringing. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developing and educational.

6. The course of directly educational activities.

Introduction(motivational stage). The teacher should motivate children to engage in cognitive (or play) activities with the help of a problem or game situation. The summary describes this situation.

Main part(content, activity stage). The abstract prescribes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, already acquired are consolidated, and problematic issues are resolved.

Final part(reflexive stage). In the abstract, write the questions of the educator, with the help of which he fixes new concepts and new knowledge among the pupils, and also helps the children analyze their own and collective activities in the GCD process.

Memo in the design of writing an abstract

continuous educational activities in the preschool educational institution

When writing a summary, the teacher needs to:
- formulate the goals and objectives of the GCD and its individual stages,
- reveal the structure and subject content of GCD,
- demonstrate mastery of the methods and techniques of motivating educational and educational activities, organizing the educational activities of students,
- illustrate with examples the consideration of the individual characteristics of pupils and the specific characteristics of the group in which the GCD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:
1. GCD topic;
2. organizational moment;
3. setting goals and objectives;
4. a survey of pupils on the material covered;
5. explanation of new material;
6. consolidation of new material;
7. debriefing.

Stages of work:
Introductory part: Organizational moment, including: setting a goal that should be achieved by students at this stage of the GCD (what should be done in order for their further work to be effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works).
Main part: Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember things that will help them get to know new topic(updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity.
Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the activities of children, which they fix in speech (we don’t know this yet, we don’t know how ...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how to get out of a difficult situation together.
The discovery of new knowledge or skill. The teacher, with the help of an introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skills. Having formalized the new in speech, the children return to the situation that caused the difficulty and go through it using a new way of activity (action).

Final part: Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things.

Repetition and development tasks. They are given in the summary at the request of the educator.

Summing up the lesson; a description of the positive actions of the pupils, determining the prospects for the knowledge gained (what they learned new, where the new will come in handy).

Title page: Preschool name educational institution(in full, according to the charter), the topic of GCD, a summary of direct educational activities, compiled (a): full name, city.
Educational area:

• socio-communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Integration of educational areas: cognitive development and speech development;
Type: integrated
Children's age:
Forms of continuous educational activity: Team work.
Forms of organization: group, subgroup.
Target: The end result is what we are striving for.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
preliminary work: (if conducted)
Equipment and materials: (attributes, material)
The course of direct educational activity (GCD)

The structure of writing a summary of the GCD in accordance with the requirements of the Federal State Educational Standard DO (Option 3)

Title page:

name of preschool

age group

FULL NAME. teacher completely

Job title

Age group of children

Group number

Name and number of the kindergarten

(location and year of writing)

2 sheet

GCD type: ( classes to communicate new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated).

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD theme:

Age group of children:

Program content:

• Learning tasks: WHAT SHOULD WE TEACH AT THIS STAGE????
• Development tasks: WHAT WE WILL CONFIRM, REFINE, NOT FORGETTING ABOUT THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES
• Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED AT THIS LESSON

Vocabulary work:

The words planned to be entered into the active and passive dictionaries are specifically listed.

It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons.

In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included.

Equipment:

Demo material:

Handout:

Previous work as an educator:

Individual work: what preliminary work, with whom (indicate the name, surname of the children) in which part of the lesson it is planned to conduct.

It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned).

Structure and methodological techniques of GCD:

• Introductory part - 3 min. For example:

a) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part - 15 min.

For example:

A) talking about the weather

B) looking at the weather calendar

C) writing a story about the weather

D) naming sayings about the weather by children

E) didactic game, etc.

3. Final part - 2 min.

For example:

A) reading a story

B) generalization of the educator

C) lesson analysis

Organization of children at NOD:

Lesson progress: The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher.

If during the lesson the teacher needs to perform some actions, this is indicated in the summary.

Victoria Yachushko

Tasks:

Educational:

1. To consolidate ideas about the composition of the number 7, counting skills within 7

2. Continue to form temporary representations (days of the week)

3. Get to know education and the composition of the number 8 and the number 8;

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

5. Fix the name of geometric shapes; the relationship of the whole and the parts

Educational:

1. Develop logical thinking

2. Give ideas about true and false judgments

Educational:

1. Cultivate the ability to focus on the task at hand.

2. To cultivate the ability to work in a team, perseverance, the ability to understand and independently carry out the tasks of the educator

3. Cultivate a kind, respectful attitude towards others, work independently with handouts.

Priority educational area: "Cognitive-research"

Integration educational areas: "Social and communicative", "Artistic - aesthetic", "Physical".

Tasks of integrable educational areas:

Socio-communicative

to develop in children free communication, speech, memory, attention, thinking

activate children's vocabulary.

educate children in curiosity, mutual assistance, self-esteem skills.

Physical Culture

continue to develop the motor activity of children in a dynamic pause

Artistic - aesthetic

to consolidate the ability of children to hear and move to music of various dynamics.

preliminary work:

Learn to count up to 10 and back, acquaintance with geometric shapes, acquaintance with didactic games, production of manuals, cards, handouts.

Materials.

Course progress.

V. - Let's stand in a circle, hold hands and smile at each other. Children, together with the teacher, stand in a circle.

V. - In a wide circle, I see,

All my friends got up.

We'll go right now

Now let's go to the left

Let's gather in the center of the circle

And we'll all be back.

Smile, wink,

And let's start the lesson

Children perform exercises in accordance with the text. 1 time

V. - And now I invite you to travel.

V. - Guys, what can you do travel?

D. - By bus, plane, boat, train, bicycle.

V. - We are going to our boat trip. Because our the journey will be by sea. For this we have to buy tickets.

1. Game exercise with the ball "Steamboat Ticket"

V. - I will take turns throwing the ball to you, calling the number, and you call its neighbors, before and after the number. Name the neighbors of number 2; neighbors of number 4; neighbors of number 5; neighbors of number 6.

V. - Well done, you counted well and we can all sit in our seats on the ship (I distribute "tickets" with the number 8, dotted line put on the table).

Sounds music "Engine from "Romashkovo", the children go to their places at the table.

V. - In order not to get bored on the way, we will play with you. Guys, do you know in which fairy tales the number occurs "7"?

1. In which fairy tale were there seven kids?

2. What flower fulfilled all the wishes of the girl Zhenya?

3. What is the name of the fairy tale where there were gnomes and one girl?

4. What is the name of the fairy tale by A. S. Pushkin where there were seven heroes?

Children's answers: "The wolf and the seven Young goats", "Snow White and the Seven Dwarfs", "Flower - seven-flower", "The Tale of the Dead Princess and the Seven Bogatyrs"

Q. - How many days are there in a week? What is the seventh day of the week?

V. - Number 7, indicated by the number "7".

V. - We are already on the high seas. Listen to the sound of the water. But look, someone is meeting us here. Who is this?

D. - Octopussy.

Q. - Count how many legs an octopus has? (8) . Guys, but he asks us to help count how many children he has. (six red octopuses appear on the board). Count how many kids? (6) Here comes another one of blue color how much did it become? How did you get the number 7? (6+1) .

And now we will play a game "Day Night"

V. - Look carefully at the octopuses and remember.

Children close their eyes, the night has come.

The teacher changes the blue octopus to red.

The day has come, open your eyes "What changed?"

D. - Blue changed to red. How many red octopuses are there? (7)

Night, close your eyes. The teacher adds one blue octopus.

V. - The number eight is indicated by such a figure.

(The number 8 is displayed on the board)

The number 8 is so delicious, it is from two bagels.

Q. - What is the number before the number 8? (7) . After number 8? (9)

Q. - Let's take a closer look at the figure. What does she look like (children's answers) Pictures (tumbler, matryoshka, pear)

Children draw the number 8 with their hand in the air, then on "tickets" by points.

Fizkultminutka.

How many legs does an octopus have? (stomp)

Many, many, many, many...

How many arms does an octopus have? (clapping)

Many, many, many, many….

One, two, three, four, five, six, seven, eight.

And the children of the octopus (jump)

Many, many, many, many...

One, two, three, four, five, six, seven, eight.

Poor daddy octopus. (walk in place)

How many children wash their feet?

Q. - And now look, the octopus shows us his house and asks to resettle his octopuses so that everyone fits.

What is the house number? (8)

How to divide the number 8 into two smaller ones?

How many octopuses do you need to add to get the number 8?

The teacher shows a table with squares and discusses with the children options: 6 and 2; 5 and 3; 4 and 4; 3 and 5; 2 and 6; 1 and 7; 7 and 1;

Conclusion: the educator says you can make it in different ways and lists all the options in table 1 and 7; 2 and 6; 3 and 5; 4 and 4; 5 and 3; 6 and 2; 7 and 1; how many variants of the composition of the number 8 do we have

V. - Well done! Well done. But the octopuses want to play hide and seek with you.

game exercise "Play hide and seek with octopuses".

Children have 2 large triangles - "pebble" and 8 circles - "octopus" one color. Children "hide" octopuses for pebbles, talk about options decomposing the number 8 into two smaller numbers.

V. - Guys, you helped the octopus well and coped with all the tasks, for this he gives you a cake. What shape is it? Let's share with the octopuses?

The teacher shows the children a circle, asks them to name geometric figure and divide it into 2 equal parts, then asks: how many parts did you divide the circle into, more: integer or 1/2

What is less: half or whole? The teacher asks the children to divide the circle into two equal circles again. parts (4)

What is the name of each part? What more: whole or 1/4? What less: 1/4 or whole?

The teacher asks the children to divide the circle into two equal circles again. parts: how many parts did it make? (8)

What is the name of each part? What more: integer or 1/8? What less: 1/8 or integer?

Is there enough cake for all the octopuses? How many pieces? How many octopuses?

V. - Congratulations! You did a good job and it's time for us to return to kindergarten. (music)

V. - Today we have done an exciting journey. Did you like it journey? What did you like? What was interesting? What number and number did you meet? You are great, I really enjoyed working with you.

Synopsis of directly educational activities according to the Federal State Educational Standard in the field of "Knowledge"

For children of the middle group.

Subject: Wonders of Nature.

Integration of educational areas:"Communication", "Artistic creativity", "Security". "Socialization"

NOD form- group, individual.

Methods and techniques: playful, visual, verbal.

Equipment and materials: colored paper, glue, brushes, leaflets, ICT tools.

Technologies used: health-saving, play, ikt.

preliminary work: looking at illustrations on the theme "Trees", "Mushrooms" and "Berries"; learning proverbs and sayings about nature; reading stories about nature, drawing "Magic Tree", modeling "Mushrooms"

Planned result:

The child is curious and observant. Distinguishes mushrooms edible, inedible, trees. Demonstrates emotional responsiveness, careful and caring attitude towards nature.

Tasks of directly educational efficiency:

Educational:

- to expand children's ideas about nature conservation.

- fix the rules of behavior in nature.

- give elementary representations about the relationship between man and nature.

Developing:

- develop in children cognitive interests, observation.

- develop imagination, figurative perception, creativity.

Educational:

- to form a careful and caring attitude towards the environment.

- to cultivate love for the native land.

The course of directly educational activities And.

Educator: Guys, who do you think it is? Where does he live? (children's answers).

The old Lesovichka is very interested in what you know about the forest. Tell me, please.

Slide number 2. What is the name of this tree? What season? Are rowan berries useful?

Slide number 3. And what is this tree? Tell us about it? Is it coniferous or deciduous? What kind of tree does it look like (children's answers).

Children look at pictures of different trees, name them. What is a tree made of? What are the benefits of trees?

Educator: - That's right, all the trees guessed! Now try to solve the riddle: “In spring they bloom, in autumn they fall off” (leaves).

Didactic game: From which tree is the leaf? Educator: - And what else grows in the forest? Well, of course, berries and mushrooms. Listen to the riddles of the Old Man-Lesovichka and try to solve them:

He was hidden deep

One-two-three - and went out,

And he is in plain sight.

White, I'll find you. (Borovik)

Grow on the edge

redhead girlfriends,

Their name is ... (waves)

Red ears with a fox top

They lie in the grass - for small hedgehogs. (chanterelles)

Near the forest on the edge,

Decorating the dark forest

Grew motley, like Parsley, Poisonous ... (fly agaric).

Children consider and name mushrooms.

Educator: And where do mushrooms grow (on a stump, on a tree trunk on the ground). What is fly agaric mushroom: edible or poisonous? And which animal loves fly agaric? (Moose). Why? (children's answers)

Educator: That's how many miracles the forest keeps. We must protect him.

Tell me, please, how to behave in the forest? (children's answers)

(do not pick flowers; do not kill insects; do not shout loudly and listen to loud music; take care of trees; after making a fire, be sure to put it out; do not destroy bird nests.)

Physical education:

They raised their hands and shook them - these are trees in the forest.

Elbows bent, brushes shaken - the wind knocks down the dew.

Let's wave our hands gently - it's birds flying towards us.

As they sit down, we will show: the wings are folded back.

Educator: - Children, please tell us sayings and proverbs about our nature? (children's answers).

Forest - wealth and beauty, take care of your forests.

A lot of forest - does not destroy, little forest - take care, no forest - plant.

The forest is our wealth.

Groves and forests are the beauty of the whole world.

The plant is an ornament to the earth.

Educator: Well done! Let's make a gift to Lesovichk, I suggest you do a collective work of your choice.

Collective work (application) - "Trees, mushrooms, berries."

Educator: - Thank you, Old Man - Lesovichok for miracles in your forest. And so that you never forget us, we want to give you our works. Goodbye, come visit us again!