Description of the presentation by individual slides:
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Development of artistic creativity preschoolers in different types children's design. Prepared by: Emelyanova Evdokia Sergeevna
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Agenda Relevance of the problem Activities of teachers to create conditions for the development of artistic and creative abilities of children in constructive activities (analysis, head). Business game Decision Award
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"Children's creative design" Children's design - various buildings from building material, and designer parts, making crafts and toys from paper, cardboard, wood and other materials. Constructive activity is the most powerful means of a child’s mental development.
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With properly organized activities, children acquire: constructive and technical skills generalized skills
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Constructive activity promotes practical knowledge of the properties of geometric bodies and spatial relationships: it is a means moral education preschoolers plays a big role in developing the initial skills of working in a team; it is also of great importance for the education of aesthetic feelings.
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Activities of teachers to create conditions for the development of children’s artistic and creative abilities in constructive activities
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Business game “Development of children’s artistic and creative abilities in design” Rules of the game Be able to listen to others Develop a common decision Make active participation in the game Observe the culture of speech and tact Adhere to the regulations
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warm-up How do you understand the term “design”? What do you see as the reasons for failures in design work? What specifically do you take blame for as an educator? In your opinion, what kind of work should be done with parents in preschool educational institutions on this issue?
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Second group early age While playing with tabletop and floor building materials, continue to familiarize children with the details (cube, brick, triangular prism, plate, cylinder), with options for arranging building forms on a plane. To develop children’s ability to construct elementary buildings according to a model, to support the desire to build something on their own. Promote understanding of spatial relationships. Suggest the use of additional story toys commensurate with the scale of the buildings (small cars for small garages, etc.). At the end of the game, teach the child to put the toys back in their place. Introduce children to the simplest plastic construction sets. Offer to design turrets, houses, cars together with an adult. Support children's desire to build on their own. In the summer, promote construction games using natural materials (sand, water, acorns, pebbles, etc.).
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Junior group Lead children to a simple analysis of the created buildings. Improve constructive skills. Strengthen the ability to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms), construct new buildings using previously acquired skills (overlaying, attaching, attaching), use parts of different colors in buildings. Instill a feeling of joy at a successful construction. Learn to place bricks and plates vertically (in a row, in a circle, around the perimeter of a quadrangle), place them close to each other, at a certain distance. Encourage children to create design options by adding other details Change buildings in two ways: replacing some parts with others or building them up in height and length. Develop a desire to build buildings according to your own design. Continue to teach children how to play with buildings, unite them according to the plot. After playing, teach children to carefully put the parts in boxes.
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Middle group Continue to develop the ability to distinguish and name construction objects (cube, plate, brick, block); learn to use them taking into account their structural properties (stability, shape, size). Develop the ability to establish associative connections by asking them to remember what similar structures children have seen. Develop the ability to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, establish the spatial arrangement of these parts relative to each other. Develop the ability to independently measure buildings and follow the design principle set by the teacher. Offer to build buildings from large and small building materials, use parts of different colors to create and decorate buildings. Develop ideas about architectural forms. Teach paper construction techniques: bend a rectangular sheet of paper in half, aligning the sides and corners, and glue the parts to the main shape. Involve children in making crafts from natural materials. Learn to use glue and plasticine to secure parts; use reels, boxes of different sizes and other items in crafts.
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Senior group Continue to develop the ability to establish connections between the buildings being created and what children see in the life around them; create a variety of buildings and designs. Strengthen the ability to identify the main parts and characteristic details of structures. Help analyze crafts and buildings made by the teacher; Based on the analysis, find constructive solutions and plan the creation of your own building. Introduce new details: various in shape and size. Strengthen the ability to replace some parts with others. To develop the ability to create buildings of different sizes and designs of the same object. Strengthen the ability to build according to a drawing, independently select the necessary building material. Continue to develop the ability to work collectively, combine your crafts in accordance with a common plan, agree on who will do what part of the work; help each other when necessary. Improve your ability to work with paper: fold the sheet into quarters different directions; work on finished pattern. Strengthen the ability to create from paper volumetric figures: divide a square sheet into several equal parts, smooth out the folds, cut along the folds. Continue to strengthen the ability to make toys, souvenirs from different materials, firmly connecting the parts. Develop the ability to independently make toys and souvenirs. Involve children in the production of manuals for educational activities. Strengthen the ability to use materials economically and rationally.
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PREPARATORY GROUP To develop interest in a variety of buildings and structures. Encourage the desire to convey their characteristics in constructive activities. Develop the ability to see the structure of an object and analyze its main parts and their functional purpose. Invite children to independently find individual constructive solutions based on an analysis of existing structures. Strengthen skills teamwork: the ability to distribute responsibilities, work in accordance with the general plan, without interfering with each other. Construction from building material. Develop the ability to construct various structures of the same object in accordance with their purpose. Determine which parts are most suitable for construction, how best to combine them; continue to develop the ability to plan the construction process. Strengthen the ability to construct buildings united by a common theme. Construction from construction parts. Introduce various types designers. Learn to create various models according to a drawing, according to the teacher’s verbal instructions, according to one’s own plan. Strengthen the ability to create designs united by a common theme.
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Working with paper and cardboard. Strengthen the ability to fold paper rectangular, square, round shape in different directions; use paper of different textures, make markings using a template; create fun toys. To develop the ability to create objects from strips of colored paper, select colors and their shades when making toys, souvenirs, costume parts and decorations for the holidays. Develop the ability to use a sample. Teach children to create voluminous toys using origami technique. Working with fabric. Develop the ability to thread a needle and tie a knot; sew on a button, hanger; sew simple items using a “forward needle” seam. Strengthen the ability to make applique using various pieces of fabric different textures, draw an outline using chalk and cut out in accordance with the intended plot. Working with natural materials. Strengthen the ability to create figures of people, animals, birds, convey the expressiveness of the image, and create general compositions. In the process of work, develop fantasy and imagination. Strengthen the ability to use materials carefully and economically.
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“Development of children’s intellectual and creative abilities in the process of constructive activity”
4 Discussion open events.
5. Final part: word - relay race
6. Discussion and decision-making of the teachers' council.
Holding a teachers' meeting
1. Speech by the deputy head of educational and methodological work on the topic: "Children's creative design."
Development problem children's creativity is currently one of the most pressing problems, because we are talking about the most important condition formation of individual identity of the personality already in the first stages of its formation.
Children's construction is usually understood as a variety of buildings made from building materials, the production of crafts and toys from paper, cardboard, wood and other materials. In its nature, it is most similar to visual activity and play - it also reflects the surrounding reality. Children's buildings and crafts are for practical use (buildings for play, crafts for decorating a Christmas tree, for a gift for mom, etc.), and therefore must correspond to their purpose.
Constructive activity is, first of all, the most powerful means of mental development of a child. During the design process, the relationships between the structural, functional and spatial characteristics of the designed object, with its visible and hidden properties, are modeled. Children design different designs, models of their building materials and design parts; create crafts from paper, cardboard and waste materials; construct artistic compositions from paper, cardboard and waste material. In artistic design, in addition to the mental development of the child, the development of his artistic abilities is carried out.
With properly organized activities, children acquire:
1. constructive and technical skills:
- construct individual objects from building materials - buildings, bridges, etc.;
- make various crafts from paper - Christmas decorations, boats, etc.;
2. generalized skills:
-look at objects purposefully
- compare them with each other and divide them into parts,
- see the common and different in them,
- find the main structural parts on which the location of other parts depends,
- make inferences and generalizations.
It is important that children’s thinking in the process of constructive activity has a practical orientation and is of a creative nature. When teaching children to design, planning mental activity develops, which is an important factor in the formation of educational activity. When children design a building or craft, they mentally imagine what they will be like and plan in advance how they will be completed and in what sequence.
Constructive activities contribute to practical knowledge of the properties of geometric bodies and spatial relationships:
. children’s speech is enriched with new terms and concepts (bar, cube, pyramid, etc.), which are rarely used in other types of activities;
. children practice the correct use of concepts (tall - low, long - short, wide - narrow, large - small), in precise verbal indication of direction (above - below, right - left, down - up, behind - in front, closer, etc.). d.).
Constructive activity is also a means of moral education of preschool children. In the process of this activity, important personality qualities are formed:
. hard work,
. independence,
. initiative,
. perseverance in achieving goals,
. organization.
Joint constructive activities of children (collective buildings, crafts) play a big role in developing the initial skills of working in a team:
. the ability to negotiate in advance (distribute responsibilities, select the material necessary to complete a building or craft, plan the process of their manufacture, etc.);
. work together without interfering with each other.
Making by children various crafts and toys for a gift to mother, grandmother, sister, younger friend or peer fosters a caring and attentive attitude towards loved ones, towards comrades, the desire to do something nice for them. It is this desire that often makes a child work with special zeal and diligence, which makes his activity even more fulfilling and brings him great satisfaction.
Finally, constructive activity is of great importance for the education of aesthetic feelings. When children become acquainted with modern buildings and with some architectural monuments that are understandable to them (the Kremlin, the Bolshoi Theater, etc.), they develop artistic taste, the ability to admire architectural riches and understand that the value of any structure lies not only in accordance with its practical purpose, but also in its design - simplicity and clarity of forms, consistency color combinations, thoughtfulness of decoration, etc.
Making crafts from natural materials develops in children not only technical skills and abilities, but also a special attitude towards the world around them - children begin to see and feel the beauty of emerald moss and bright red rowan, the whimsicality of tree roots and branches, and feel the beauty and appropriateness of their combinations .
However, constructive activity acquires such a multifaceted significance in raising children only if systematic training is carried out and a variety of methods are used aimed at developing not only constructive skills and abilities, but also valuable qualities of the child’s personality and mental abilities.
The problem of children's creative design is actual problem, and we solve it in our preschool educational institution. This is the topic of our teachers' council.
2. Your definition of the word “design”.
(Construction is a game with building materials; direct organized activity in which buildings are constructed from designer parts; this is construction, the implementation of plans.)
And here’s what the Explanatory Dictionary of the Russian Language tells us:
“To construct is to create a structure for something, as well as to create something in general.”
Ticket number 1.
What can be classified as planar design?
(Tangram, cut pictures, mosaics, puzzles).
Ticket number 2.
How to develop children's creative abilities in constructive activities?
(Selection of materials for construction, encouragement during construction)
Ticket number 3.
Name the design details included in wooden building kits.
(Plates, bricks, half-cubes, triangular prisms, cylinders, blocks, arches.)
according to one’s own plan, creating buildings in role-playing games.)
Ticket number 4.
What educational tasks are realized in constructive activities?
(Cultivation of neatness, aesthetic taste, the ability to complete the construction begun.)
3.Pedagogical marathon:
“Constructively productive activities of children of primary preschool age”
“Constructively productive activity of children of senior preschool age”
“The relationship between the development of constructive skills and the formation of mathematical concepts in children of senior preschool age”
4.Analysis of open events, educational situation on this issue in groups.
5. Discussion of open events.
6. Final part: word - relay race “The children of my group will develop intellectual and creative abilities if I ...
Target:
- To systematize the knowledge of teachers and increase their professional competence in the field of developing the creative abilities of preschool children.
- Creating motivation for active creative activity.
Plan for the teachers' meeting:
- Results of the thematic control “The state of work of the teaching staff on the development of the creative potential of preschool children.”
- Dispute “Creativity – the destiny of the chosen few or a necessity of existence.
- Brainstorming “Kindergarten – the territory of creativity”
- We share our pedagogical skills:
- Game is a means of developing the creative personality of a preschooler
- Development of imagination and creative abilities of preschool children through construction.
- Problem-based learning is a means of developing the creative potential of a preschool child’s personality.
- Collecting as a means of developing creativity in preschool children.
- Business game “Creative teacher - creative child.”
- Summing up the results of the teachers' meeting.
Draft decision of the teachers' council:
- In order to improve the quality of the educational process, systematically carry out creative games on the development of creativity of preschoolers in all types of children’s activities, taking into account their personal interests.
- To contribute to the enrichment of the subject-development environment of groups through the creation of collections and “Inventor” corners as a form of developing cognitive interest in children.
- Include problem-based learning in the practice of working with children as a means of developing the creative abilities of preschoolers.
- Design the exhibition “Advice to parents on developing the creative abilities of preschoolers in the family” (literature, visual aids, recommendations, booklets, memos).
- To systematize the work experience of preschool teachers in developing the creative abilities of preschoolers.
Thematic control plan
Topic: “The state of the teaching staff’s work on developing the creative potential of preschool children.”
Target: research and determination of the effectiveness of organizing educational work in the preschool department to develop the creative potential of preschoolers and making the necessary adjustments to improve the professional competence of teachers to develop the creative abilities of preschoolers.
| No. | Direction of work | Content | Methodology for organizing control |
| 1 | Survey of the level of development of creative abilities of preschool children. | To identify the level of development of creative abilities of preschoolers of different age groups. | Analysis of diagnostic cards. Analysis of children's activities in classes and in independent activities. |
| 2 | Assessment of teachers' professional skills. | Teachers’ knowledge of partial programs and technologies, tasks for developing the creative abilities of preschoolers. A variety of techniques and methods used by teachers in working with children. |
Observation and analysis of the methods of conducting classes. Questioning of teachers Analysis of self-education of teachers. Analysis of the subject-developmental environment in the group (competence of teachers in its creation) |
| 3 | Creation of conditions. | Creating conditions for working with children in groups and specialists’ offices. Creating conditions for independent children's activities. |
Visiting groups. Study and analysis of the subject-developmental environment (from the point of view of its content) (creativity corner, experimentation corner, book corner, theatrical corner, educational games) |
| 4 | Work planning. | Planning work with children to develop creative abilities. The relationship between the work of teachers and specialists. |
Planning analysis (system of work on developing children’s creative abilities: planning classes, individual and subgroup work with children, work in group corners, creative games). |
| 5 | Working with parents | Evaluation of visual information and counseling assistance to parents. Analysis of the activities carried out |
Analysis of plans (organization and conduct of events with the participation of parents). Analysis of visual information for parents in the group Questioning parents |
Brainstorming “Kindergarten – the territory of creativity”
1. Determine which components belong to the main components of creativity:
a) attention
b) divergent thinking
c) activity
d) imagination
e) initiative
e) emotionality
2. What document do you think the following phrase is taken from: “State educational institutions of preschool education will receive support in the implementation of modern educational programs aimed at improving the quality of education, ensuring the creative and intellectual development of children...”?
a) Federal state requirements for the structure of the basic general education program of preschool education
b) Law on Education;
c) State program of the city of Moscow for the medium term (2012 - 2016) Development of education in the city of Moscow “Capital education”.
d) Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations.
e) Declaration of the Rights of the Child.
3. Divergent thinking is...
a) the ability to perceive reality as a whole and not split it into parts
b) the ability to see a problem where others do not see it
c) searching for multiple solutions to the same problem.
d) the ability to easily associate distant concepts
a) Alex Osborne
b) Joy Paul Guilford
V) Marshall McLuhan
d) Lev Semenovich Vygotsky
5. Identify factors that hinder the development of creativity.
a) the teacher’s focus on the child’s absolute success
b) the ability to manipulate objects and thoughts
c) separating children from each other in play activities
d) desire to find an answer immediately
e) active play activity
e) personal example creative approach to problem solving
6. Founder of the theory of solving inventive problems
a) William Gordon
b) Alex Osborne
c) Heinrich Altshuller
d) Joy Paul Guilford
7. The essence of the focal object method (TRIZ) is...
a) in modeling processes occurring in the natural and man-made world between substances
b) in the transfer of properties, qualities of one or several objects to another
c) in changing the properties and purposes of an object to the opposite, turning them into anti-objects
d) in determining the role and place of the functions of objects and their interaction for each subsystem and supersystem element.
a) Milne Alan Alexander
b) Rudyard Kipling
c) GianniRodari
d) Carol Lewis
e) Lindgren Astrid
Business game “Creative teacher – creative child”
Teachers are divided into 3 teams
Equipment: cards for task No. 2 by number of teams, sheets of paper, colored pencils, musical accompaniment, expert sheets for the jury
1 task “ Business card teams"
Teams present their team name and motto.
The maximum number of points for a task is 3 points
Task 2 “Imaginative-associative thinking” (the ability to group objects based on their signs (properties) associated with the emergence of arbitrary associations between these objects).
Each team is given a card with pictures. It is necessary to create as many groups of pictures as possible, combining them according to different criteria of association. For each group compiled and explained, 1 point is awarded.
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Possible answers:
- group: objects in which you can carry something (bucket, backpack, juice pack)
- group: transport (car, boat)
- group: wooden objects (spruce, spoon, guitar)
- group: objects in which you can pour liquids (juice carton, bucket)
- group: metal objects (car, bucket)
- group: can swim (fish, boat)
- group: objects made by man (guitar, backpack, bag, car, bucket, boat)
- group: natural objects (fish, spruce)
Teams are given a junk item that no one needs in advance, on the basis of which they must make an advertisement, presenting at least 5 new unusual ways to use this item. Advertising time is maximum 1 minute.
Suggested Items:
- empty tin can;
- burnt out light bulb
- burst balloon;
- a roll of tape;
- broken umbrella
Task 4 “Unknown animal”.
The presenter calls each team words denoting animals unknown to science and asks them to draw and describe them. You have 2 minutes to complete the task.
- Biruang (Malayan bear),
- Alpaca is an animal of the camel family.
- Kinkajou is a predatory mammal from the raccoon family. “Kinkajou” translates as honey bear, because these animals love honey.
The maximum number of points for a task is 3 points
Task 5 “Dynamic chain “Good-bad-good-bad” (development of the ability to understand the inconsistency of the properties of objects and phenomena)
Teachers are offered the word “pedagogical council”. Educators should evaluate and write down its positive and negative aspects. You can also invite teachers to evaluate the phrase “is it good or bad to be a teacher.”
The maximum number of points for a task is 3 points
Task 6 “Make up a story”
Each team is given 4 words that are as little related as possible. Within 5 minutes, you need to come up with a story that combines these words into a logically coherent action (do not incline the words).
Example words:
- dirt, theater, bread, pen;
- lantern, boat, salt, brick;
- milk, computer, umbrella, iron
The maximum number of points for a task is 3 points
PEDAGOGICAL COUNCIL No. 3.
| RESPONSIBLE | DATE |
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| Subject:“Development of imagination and creative abilities of preschool children through construction.” Target: Form: business game PREPARATION FOR THE TEACHING COUNCIL View the NCD of the NGO “Artistic and Aesthetic Development” NOD “House-teremok for animals” I junior group No. 2; NOD “The transformation of the ugly duckling into a beautiful swan” (based on Andersen’s fairy tale)” - senior group No. 11; Lego tournament - senior group No. 12 Visiting friends - preparation group No. 14 Preparing for the competition Preparation of games and exercises to develop constructive skills. PROCEEDINGS OF THE TEACHING COUNCIL Part I – organizational (number of people present and absent, implementation of the decision of the previous teachers' council, agenda, regulations). Part II 1 page– analytical Thematic check help Report on diagnostic examination of preschool children. Message from work experience club activities"Origami" Message "Geometric constructor" 2 page– practical Business game “Types, methods and techniques when organizing construction with children in kindergarten»
Part III– final Exhibition of educational games Results of the competition Discussion of the draft decision of the teachers' council | Bochkareva I.V. Surova V.A. Educators |
Progress of teachers' meeting No. 3:
1. Organizational moment.
The chairman of the pedagogical council welcomes all those present, passes the floor to the secretary, who informs the number of those present and absent.
Kolesnikova E.V.:________________________________________________
Head Bochkareva I.V.: Good afternoon, dear colleagues.
Subject: “Development of imagination and creative abilities of preschool children through construction”
Target: systematization of teachers’ knowledge about child development in constructive activities.
Form: business game.
The game is played as a competition between two teams.
Part I– meeting of the pedagogical council
1 page –Information and analytical part.
Implementation of decisions of the previous teachers' council.
Bochkareva I V: - Opening remarks
The “Kindergarten Education Program” provides for the comprehensive, harmonious development of preschool children in active children’s activities - in play, feasible work, in the process of getting to know the environment, in drawing, in designing, etc.
Construction, meeting the interests and needs of preschool children (they build buildings and play with them, make toys and use them in their games), at the same time has broad opportunities for mental, moral, aesthetic education children. In the process of targeted learning, preschoolers, along with technical skills, develop the ability to analyze objects in the surrounding reality, form generalized ideas about the objects being created, develop independence of thinking, creativity, artistic taste, develop valuable personality qualities (accuracy, determination, perseverance in achieving goals, etc. .)
All this allows us to consider design as effective remedy preparing children for school.
Surova V.A.: Constructive activity is included in educational field"Artistic and aesthetic development."
Let's remember what we mean by constructive activity?
Constructive activity is a practical activity aimed at obtaining a specific, pre-conceived real product that corresponds to its functional purpose.
And here's what it tells us “Explanatory Dictionary of the Russian Language”:
“To construct is to create a structure for something, as well as to create something in general.”
Thematic check certificate (attached)
Diagnostics in the section “Constructive activity” was carried out using more sophisticated diagnostic methods of the Development program (middle, senior, preparatory to school age)
I would like to note that specific diagnostic indicators are part of the diagnosis of the child’s cognitive development as a whole.
What conclusions did you draw?
Diagnostic report from educators
Gede L.V.: Message from the experience of circle work. “Origami-type paper construction”
Part II
Now we will split into two creative groups and each team comes up with its own name and motto.
Rules of the game:
Be able to listen to others.
Develop a common solution to the issue.
Take an active part in the game.
Do not challenge the jury's assessment.
Maintain speech culture and tactfulness
Task 1. “Our name”
Team "Samodelkins":
Our motto:
Here's a brick, here's a record,
Your house will be like a picture.
Team "Fixies":
Our motto:
We have dexterous hands
We will show Lego - cool!
Task 2. Chamomile
You have daisies made from cardboard on your tables. Questions are glued to the back of the petal. Your task: each team takes turns tearing off a “daisy” petal and answering questions.
| Name the design details included in wooden building kits. | What can be classified as planar design? |
| How to develop children's creative abilities in constructive activities? | What educational tasks are realized in constructive activities? |
| What are the types of constructor? | What types of construction are there? |
| What forms of organization of design training do you know?: | From what age group are starting to use natural material as a construction ( starting from the first junior group. This is primarily sand, snow, water. Children get acquainted with their properties: sand is free-flowing, but you can sculpt from raw sand, etc.) |
| At what age group does collective construction begin? | Construction is what type of activity? (productive type of activity) |
| What is the essence of pattern-based design? Children are offered samples of buildings made from parts of building materials and construction sets, paper crafts and shown how to reproduce them. | Describe the methodology for designing using a model provide a model that hides the outline of its individual elements from the child. |
Competition "Guess it"
What is the essence of construction (by command):
According to the model? Children are offered examples of buildings made from parts of building materials and construction materials, and are shown how to reproduce them. It is difficult to directly relate such construction to the development of creativity. Model construction, which is based on imitative activity, is an important learning stage.
By model? Children are provided with a model as a model, which hides the outline of its individual elements from the child. Children reproduce this model from the building material available to the children. The child first analyzes the model, identifies the main parts, and then selects the forms that are needed to recreate the theme. Thus, they are offered a certain task, but are not given a way to solve it. This is a more complex type of pattern-based design.
Task 3. Musical break
Remember children's songs that mention buildings (“High-Rise Man's Song”, “We are building a house, a big house”, etc.).
Task 4
Crossword “Types of constructors”
Horizontal questions:
1. Type of constructor that promotes cognitive development preschoolers through familiarization with the details: strips, brackets, wheels, and accessories key, screw, nut, (metal)
2. A type of construction set, which consists of plastic parts with three-dimensional grooves pressed into the upper part of each of them. (Lego)
Volumetric parts of the designer, allowing you to create large-scale structures (modules)
A type of construction set that introduces children to details - an arch, a half-cube, a plate, blocks, a cylinder, (wooden)
Vertical questions: 5. Planar view of the constructor, which helps, through the analytical-synthetic method, to assemble an image divided into several small parts into a single whole. (Puzzles)
6. Part of a construction set (brick).
7 planar design (Tangram)
Task 5 - “Literary”
Who can name more works of art or literary characters that contribute to the development and preservation of children’s interest in creating buildings (Vintik and Shpuntik from “The Adventure of Dunno”, the hare from the cartoon “So it will do”, fairy tales “The Flying Ship”, “The Three Little Pigs”, “Teremok” , “The Adventure of Cippolino”, “Masha and the Bear”, “The Adventure of Electronics”, “The Tale of Tsar Saltan”, “The Little Wheel”, “The Magic Ring”, “Nosov’s Telephone, etc.).
Task 6 “Creative: architects”
Each team takes a set of building materials, additional waste material - plastic bottles, paper of different textures, boxes different sizes and the theme "Castle" is proposed. Each team builds its own castle according to the tasks of its age group and beats it.
Summing up the business game.
Surova V.A.: --What types of games and exercises do you use? Present your games.
Exhibition of educational games
Results of the competition
Dear colleagues!
Pedagogical Council will be held
Formation and development of students' creative abilities in extracurricular work in mathematics. (Teacher: Dultseva L.P.) My speech at the teachers' meeting. March 28, 2012
The teacher’s task is to organize the process in such a way that every effort to master knowledge takes place in the context of the development of students’ cognitive abilities, the formation in them of such basic techniques of mental activity as analysis, synthesis, generalization, comparison. Schoolchildren must be taught to work independently, express and check assumptions and guesses; be able to make generalizations and creatively apply knowledge in new situations. Pedagogical tasks are multifunctional, but the main content of pedagogical activity is the student. Consequently, the criterion for a teacher’s activity is the final result: to give the student only a set of knowledge on the subject or to form a personality ready for creative activity. It follows that the development of students depends on the activities that they perform during the learning process - reproductive or productive (creative). Only when educational activities aimed at mastering the fundamentals of science and developing personal qualities are formed at a higher level does its creative side begin to clearly manifest itself. The capabilities of schoolchildren are different, but they must be set in motion to develop creative activity, and at the same time the student’s personality. The creative activity of students is not limited to just acquiring new things. The work will be creative when the students’ own ideas are manifested in it, new tasks are set and independently solved with the help of acquired knowledge. The creative activity of a student depends on the presence of three components of thinking: 1) a high level of formation of elementary mental operations: analysis and synthesis, comparison and analogy; 2) a high level of activity and originality of thinking, which are manifested in various solutions and in putting forward non-standard ideas; 3) a high level of organization and purposefulness of thinking, which are manifested in the ability to highlight what is essential in phenomena and the consciousness of one’s own ways of thinking. A student who has these thinking qualities can overcome difficulties in mastering educational material and emerge victorious in unfamiliar situations. Consequently, the teacher’s task comes down to the formation of these components of thinking, the formation and development of students’ creative abilities. Helps accomplish this task extracurricular activities in mathematics. Contributing to a deep and lasting mastery of the studied material, improving mathematical culture, instilling independent work skills, extracurricular work develops interest in the study of mathematics and the creative abilities of schoolchildren, and its tools should be: Ø mathematical games; Ø mugs; Ø Olympics; Ø math evenings; Ø week of mathematics; Ø various entertaining tasks: puzzles, guesswork, non-standard tasks, etc. I will dwell on each of them in more detail. Games. Play is creativity, play is work. During the game, children develop the habit of thinking independently, the desire for knowledge, self-esteem, a sense of empathy for a teammate, etc. Being carried away, children do not notice that they are learning, learning, remembering new things and this new thing comes into them naturally, playfully. They orient themselves better in an unusual situation, show creativity and imagination, especially those who at other times simply would not react to a lesson, to didactic games. Introduction to creative activity can take place through mathematical battles, KVN, mathematical lotto, auction, brain rings, etc. Game gives the teacher the opportunity to see the student’s creative potential, to reveal and develop his creative abilities; the game creates conditions for the development of these abilities. In my teaching activities I practice extracurricular activities in the form of games, such as brain-ring, “Weak Link”, “Oh, Lucky!”, “Finest Hour in Mathematics”, etc. Very rich material on conducting such games can be found in the newspaper “Mathematics” (supplement to the newspaper “ SEPTEMBER 1"). SHOW - Book “Kaleidoscope of educational and business games in high school.”
Circle. During the club's classes, students learn to solve problems (puzzle problems, quick-wittedness and guesswork, Olympiad, practical, non-standard problems, etc.). The main factor of entertainment is introducing students to creative search, activating their independent research activities. By offering students entertaining tasks, the teacher develops their ability to analyze comparisons, generalizations, establish connections, draw conclusions, and at the same time develop a special type of creativity - ingenuity. During the club classes, children are more relaxed and fantasize better.
Olympics. The annual holding of Olympiads allows children who are passionate about mathematics to demonstrate their creative mathematical abilities. When preparing for the Olympiad, a teacher has to work a lot: a variety of solution methods, studying additional material, etc. Sometimes students develop methods themselves and share them with others. I take material for preparing students for Olympiads from the magazine “Mathematics at School”, the newspaper “Mathematics” (supplement to the newspaper “SEPTEMBER 1”), and books. In connection with informatization educational process In preparation for the Olympiads, I offer computer disks to children who have a computer at home. Let's talk about computer logic games, they allow you to identify students with a mathematical mindset.
Math week. IN recent years Many schools traditionally celebrate Maths Week. The beginning of Mathematics Week is announced by the publication of a newspaper, which indicates the plan for the Week. In the following days, various competitions, KVN, mathematical games, savvy tournaments, etc. are held in the classrooms. Mathematics Week ends with a school mathematical Olympiad, in which everyone can take part. GIVE AN EXAMPLE OF SPENDING A WEEK AT OUR SCHOOL. (In addition to the fact that I have a removable “Be smart” stand in my classroom, during the Week I post entertaining, logical problems and puzzles every day on a magnetic board. Sometimes I use humorous tricks: you will enter or leave the class by answering my questions ( questions on thinking). This year the children were given a creative task - publishing a mathematical newspaper, which allowed the children to learn new facts for themselves, because in order to select the material they had to leaf through a lot of mathematical literature, act as editors, and show their abilities. During the week, students themselves bring interesting and entertaining tasks that they found on their own in various books. They perform creative tasks on various topics of geometry: the coordinate plane, axial and central symmetry, rotation; they compose “scientific fairy tales” (About quadrilaterals). history of mathematics, great scientists. With the introduction of specialized training in schools, students have the opportunity to expand and deepen their knowledge through attending elective courses. In conclusion, I want to say: if a student sees before him examples of a creative approach to the work of his mentors, then he himself has a need for creativity.
