Karta kartasi tugun oqsoqol Dow Groupda tezislar. "Ilmiy fantastika" ta'lim maydoni

Elena Shcherbakova
Katta guruhdagi turli xil ta'lim sohalarida adabiyot kartasi

Ga artiotek

badiiy asar

eski guruhdagi turli ta'lim sohalarida

"Tug'ilgandan maktabgacha" dasturiga muvofiq ED. N. E. Exacstes

Farg'ona: ShChBABARA E. V.

Axloqiy tarbiya

rNS "Lisa va ko'za" ni bosing. O. Kapitsa yaxshi his-tuyg'ularni ko'taradi; Ochko'zlik va bema'nilik haqidagi g'oyalarni shakllantirish

rNS "qanotli, shaggi va yog'li" aranjir. I. Karnuxova bolalarning qahramonlarining tabiati va harakatlarini tushunishga o'rgatish uchun

X. Mekel. "Janob AU" (har bir ... Fin bilan. E. Uspenskiy

"Gavroshchka" RNS. A. N. Tolstoy bir-biriga nisbatan yaxshi tuyg'ularni namoyon etishga o'rgatish;

"Zaymats-Bustan" rents. O. Kapitsa axloqiy xatti-harakatlarning normalarini o'qitish uchun

"Tsarevna-qurbaqa" rents. M.Alavatov o'zaro yordam hissi, mehribonlikni keltirib chiqardi.

Atrofdagi odamlarni hurmat qilish uchun B. Chergin "qofiyalari"

"Squa Burk" rels. M.Alavatov bolalarda qahramonlarning xatti-harakatlarini baholash qobiliyatini shakllantiradi, ularga munosabatlarini bildiradi

rns "Finistik Clear Falcon" ni bosing. A. Platonov boshqalarga hamdardlik hissini o'rgatish uchun

V. Dragunskiy "Bolalik do'sti", "Yuqori o'rtoqlik, sevgi, rahm-shafqatni o'rgatish uchun" yuqoridan pastga, bezak "

S. Mixalkov "Sizda nima bor?"

"Kuko" yozuvi nenets peri. K. Cons Ma'nati, mehribonligi, parvarish va onaga nisbatan sezgirlikni targ'ib qilish uchun to'plar

"ZlatovLask", har bir. Kesh bilan. K. Boist;

boshqalarga hasad qilmaslik uchun saxiy bo'lish, saxiy bo'lish qobiliyatiga o'rgatish; O'z-o'zini hurmat qilish, ishda o'zaro yordamni engillashtiring.

"Uchta oltin sochlar - ereuchsok", bo'lak. Kesh bilan. N. Arosnieva (ertaklar to'plamidan K. Ya to'plamidan. Erbena).

V. Dmitriev. "Kid va xato" (boblar) adabiyot tasvirlarining xususiyatlarini his qiladi va tushunadi

ish

"Suyak" shaxsiyatning axloqiy fazilatlarini o'rgatish uchun: halollik, haqiqat, oilaga bo'lgan sevgi.

L. Tolstoy "sakrash" hikoyaning qahramoni keltirib chiqaradigan bolalarda uyg'onadi

N.OSOV. "Live shlyapa"; Bolalar adabiyoti yordamida bolalarning axloq qoidalari haqida g'oyalarni shakllantirish.

S. Georgiev. "Santa Clausni" qutqardim ", do'stlik va tengdoshlar bilan o'zaro munosabatda bo'lish qobiliyatini, do'stona munosabatlarni o'rgatish uchun mahoratni shakllantirish uchun mahoratni shakllantirish

A. Lindgen. "Tomda yashaydigan karlson yana keldi" (Bo'kaga, Sokr shahridagi boblar, shved L. Lunkinadan)

K. Poust. "Mushuk bezi" axloqiy fazilatlarni tarbiyalash uchun: rahm-shafqat va hamdardlik hissi

Mitzkevich Adam "do'stlari"

Bolalarni "Do'st", "Do'stlik", "Halollik", "adolat" kabi tushunchalar to'g'risida ma'lumot berish va kengaytirish

P. Bazov "Kumush kopitz" mehribonlik hissi, zaiflarga g'amxo'rlik qilish

R. Techling. "Fil", har bir. ingliz tilidan K. Chukovskiy, bo'lakdagi she'rlar. S. Marshak xatti-harakat, do'stlik, o'zaro yordam, yaqinlarimizga g'amxo'rlik qilish

V. Katayev. "Gul -eenctivitizm" tengdoshlar doirasidagi shaxsiyatning o'ziga xos xususiyatlarini ifodalash mahoratini shakllantirish uchun, mumkin bo'lgan qiyinchiliklarning erishgan yutuqlari va sabablarini aks ettiruvchi mahoratni shakllantirish.

Oilada va jamiyatdagi bola"Gavroshchka" RNS. A. N. Tolstoy turli oilaviy munosabatlarni joriy etish uchun

Y. "Bobosi Baba va Anyota" bolalarda birgalikda yashaydigan, bir-birlarini sevinglar, bir-birlariga g'amxo'rlik qilayotganlar oilaviy g'oya.

V. Drandunskiy "Deniskin" hikoyalari "o'g'il-qizlarning xarakterli fazilatlari to'g'risida fikrlarni shakllantirish.

A. Gaidar. "Chuk va Gek" (boblar)

Oiladagi yaqin odamlar o'rtasidagi munosabatlarni baholashni o'rganing, qahramonlarning xususiyatlarini tuzing

E. Grigorev "Sharrel" o'g'il-qizlar o'rtasidagi ijtimoiy hamkorlik asoslarini rivojlantirish; Qarama-qarshi jinsga bo'lgan munosabat

A. Barto "Vovka - mehribon ruh"

E. Bluginina "Jimlikda o'tiring" bolalarni onaga yaxshi munosabatda bo'lish uchun berishda davom eting

A. Usachev "Etiket" nima - bolalar bog'chasida va uyda nutq suhbatini o'rganishni davom ettirish uchun

N. Teshov ertaklarga qiziqishni, rus an'analariga qiziqishni o'rgatish uchun

O'z-o'ziga xizmat ko'rsatish, ish"Gavroshchka" RNS. A. N. Tolstoy bolalar haqidagi g'oyalarni mehnatsevar odam haqida shakllantiradi

K. Chukovskiy "Moydodr" madaniy va gigiena ko'nikmalarini o'rgatish

K. Chukovskiy "Fedorino Tog'li"

rNS "Velin bilan", bolalarda inson mehnatining ahamiyati tushunchasini mahkamlang

A. Barto "Qiz-Chumazay" o'z ozodaligini tarbiyalash, shaxsiy narsalarga ehtiyotkorlik bilan munosabatda bo'lish

Y. Tuvim. "Bitta farzandlarning bitta muhim holatda xat", har bir. polyak bilan. S. Mixalkov

Xavfsizlik asoslarini shakllantirish "Steet jangari Amakisi" shahar ko'chalarida harakat qoidalarini mahkamlash

E. Segal "Bizning ko'chamizdagi mashinalari"

Fampning kognitiv rivojlanishiHisoblash

Ertak qahramonlari

S. Marshak "Raqamlar" raqamlar bilan tanishish

Ijtimoiy dunyo bilan tanishish G. H. Andersen

Kardan odamning turli mamlakatlarning yangi yil an'analari bilan tanishish

S. Mixalkov "Sizda nima bor?" Har qanday kasbning ahamiyati bilan tanishish

"G'arbiy Afrika xalqlarining" Leka "deb nomlangan quyon haqidagi ajoyib hikoyalar, har bir. O. Kustova va V. Andreeva; G'arbiy Afrika xalqlarining o'ziga xos xususiyatlari bilan tanishish

A. Gaymar "Harbiy sirli, bola - Kibalchish va uning qat'iy so'zi"

Bolalarning Rossiya armiyasi haqidagi fikrlarini kengaytirishda davom eting.

"Kuko" yozuvi nenets peri. K. Shimoliy xalqlar hayoti bilan tanishish

M. Boroditskaya "Birodarimiz kutyapmiz", bolalarga g'amxo'rlik qilishni istash uchun yosh o'rtoqlarga hurmat nuqtai nazarini rivojlantirish

A. Tverdovskiy "Tankista hikoyasi" bolalarda o'z vatanini himoya qilishda turgan odamlarning fikri g'oyasi.

A. Barto "Podadagi o'yin" bolalar bog'chasi haqidagi bilimlarini kengaytirish uchun o'zining tarixiga e'tibor qarating, bolalar bog'ining xodimlarining ishi haqidagi fikrlarni aniqlang

S. Maxotin "Katta guruh"

O. vysotskaya

"Bolalar bog'chasi"

T. Alexandrova "Dommuot Kuzka" (boblar) ruslarning antik davriga bo'lgan qiziqishni o'rgatish, o'z xalqining tarixini sevish

M. Isoqovskiy mahalliy mamlakat haqidagi bilimlarni aniqlash uchun "dengiz okeanlariga boring".

B. Olmoslar. Janbushka rus qadriyatlarini rivojlantirish;

Tabiat olam bilan tanishish"Zaymats-Bustan" rents. O. Kapitsa bolalarning tabiatiga g'amxo'rlik qilish, uni himoya qilish va himoya qilishda qatnashishni istash uchun.

L. tolstoy. Hayvonlarning hayoti haqidagi fikrlarni kengaytirish uchun "Arslon va it", "suyak", "sakrash"

G. "pinguin plyaj"

K. Poust. Tabiatga, mehribonlikka muhabbat va ehtiyotkorlik bilan munosabatda bo'lish uchun "Cot-voruga";

V. Bianki "boyo'g'li" munosabatlar va tirik mavjudotlarning o'zaro bog'liqligi, "Kogiya ertaklari" adabiy janrining g'oyasi;

B. "Kulrang yulduzcha" tabiat va insonga bo'lgan sevgi hissi, yovuzlikka qarshi turish qobiliyati

S. Haenin "Gilos" she'rda tabiatning go'zalligini his qilishga yordam beradi

R. Techling. "Fil", har bir. ingliz tilidan K. Chukovskiy, bo'lakdagi she'rlar. S. Marshak hayvonlarning dunyosi va uning xilma-xilligiga qo'llar, e'tibor va qiziqishning kichik bir ta'sirini rivojlantirish uchun

P. Bajov hayvonlarga sezgir munosabatni o'rgatish uchun, tabiatga muhabbatni o'rgatish uchun "Kumush kopitz"

Nutqni rivojlantirish Nutqning barcha tomonlarini rivojlantirish

Janrlar bilan tanishish

Notanish so'zlarning sharhi

Badiiy va estetik rivojlanishArt-Konni reklama qilish V. Konashevich rasmli rassomlar bilan tanishish

I. Bilibin

E. Charushin

Faoliyat ishlari uchun rasm chizish

Musiqiy faoliyatP. I. Twaikovskiy (parmartlar) qahramonlarning musiqiy qiyofasi bilan tanishish va asarlarning rasmlari bilan tanishish

P. I. Tchayovskiy (fasllar)

N. A. Rimskiy-korsakov "Tsar Salon" (bo'laklar)

S. prokofiev "Butrus va bo'ri"

Jismoniy rivojlanish

Ish joylarida tugun va dam olish

Ishlarning qahramonlari

Mavzu bo'yicha nashrlar:

Ikkinchi eng yosh guruhda bosh irg'ash. "Mening ayiqim" zonasini o'qiydi Z. Aleksandrova To'g'ridan-to'g'ri o'quv faoliyatining taxminiy texnologik xaritasi. O'quv ishlari turi: o'qitish.

Mavzular bo'yicha eski guruhda badiiy adabiyotni o'qish "Badiiy va estetik taraqqiyot" o'quv maydoni Salom, qimmatbaho hamkasblar. Men sizning e'tiboringizni ko'rib chiqmoqchiman.

"Turli millatlar" ning harakatlanuvchi o'yinlarining karta fayllari Afrika aylanasida (Tanzaniya) 10 yoki undan ortiq kishini o'ynang. O'yinlar: Daraxtdan varaq kerak. Futbolchilar markazga aylanib yurishadi. Uchun.

Mavhum tugun. "Nikita Kozhemyak" maktabida badiiy adabiyot Ishlab chiqilgan: Bondareva Elena Dmitrievna. "Volgodoniya pedagogika kollej" talabasi Maqsad: qisqacha tarqalish qobiliyatini rivojlantirish.

Zamonaviy jamiyatning dolzarb muammosi bolalarni o'qish uchun sotib olishdir. Hech kimga sir emaski, maktabgachagacha yoshdagi eshitish davrida ertaklar ertaklari ko'p bolalarni tomosha qilishni afzal ko'rishadi. Tabiiyki, maktabda bunday bola o'qishni yaxshi ko'rish qiyin bo'ladi. Shu bilan birga, adabiyot aqlli, axloqiy va estetik ta'limning kuchli vositasidir. Bu bolalar nutqini, his-tuyg'ularini boyitadi, insoniy his-tuyg'ularni keltirib chiqaradi, xayolotni rad etadi. Kattalar tomondan, maktabgachagacha kameraga qiziqish va muhabbatni keltirib chiqarishi juda muhimdir, o'quvchini bolaga ochadi. Bu erda birinchi bosqich kutubxona bo'lmaydi, ammo o'qituvchi, uning pedagogik mahorati bo'lmaydi.

Nima uchun maktabgacha bolalarga fantastika

Markaziy guruhning bolalari bilan badiiy adabiyotlarni o'qish vazifalari quyidagilardan iborat:

1. Kitoblardagi bolalardagi shakllanishda ko'plab qiziqarli va kognitiv ma'lumotlar mavjud.
2. Kalumotlar haqida bilimlarni chuqurlashtirish, ularning ma'nosi.
3. Ishni axloqiy baholash mahoratini shakllantirish.
4. Qahramonlarga hamdardlik berish qobiliyatini rivojlantirish.

O'rta guruhda bolalar siz ko'plab qiziqarli va ta'limni o'rganishingiz mumkinligini tushunishadi

Katta guruhda Vazifalar ro'yxati kengayadi:

1. O'qituvchi maktabgacha tarbiya xodimlarini buyuk ishlarni tinglashga o'rgatadi (boblarda).
2. O'qituvchi bolalarni o'qishga bo'lgan hissiy munosabatda, ularning fe'l-atvorni idrok etishlari to'g'risida gaplashish, ularning xatti-harakatlarining yashirin niyatlari haqida mulohaza yuritishga undaydi.
3. Badiiy so'zga nisbatan sezgir munosabat, yorqin tavsiflarni, epitetlarni, taqqoslashni, she'rning ritm va ohangini his qilish qobiliyati.
4. Rollarni o'qish, o'qish va o'qish qobiliyatlarining shakllanishi.
5. Yangilik tushunchasi, ertak, hikoya, she'rning janrlari, bolalik shaklida izohlanadi.
6. Maktabgacha tarbiyachilar turli rassomlarning misollarini xuddi shu ishda taqqoslashni o'rganadilar.

Bolalar bog'chasida she'r qilmasdan, hech qanday tadbir qilmaydi

Tayyorlov guruhining vazifalari quyidagilardan iborat:

1. Badiiy ish tilining, she'riy so'zning go'zalligini tushunish qobiliyatini oshirish.
2. Maktabgacha tarbiya kameralarini hazil hissi.
3. O'zingizni adabiy xarakterga kiritish qobiliyatini rivojlantirish.
4. Muhriy o'qish ko'nikmalarini ishlab chiqish, ishni dramatlashtirish (hissiyotlarning namoyon bo'lishi, yuz ifodalari, imo-ishoralar).
5. "Janr" tushunchasini chuqurlashtirish, ularni ajratish qobiliyatini rivojlantirish.

Qanday qilib badiiy adabiyotlarni rejalashtirish va o'tkazish kerak

Bolalarni har qanday adabiy asar bilan tanishtirish uchun saboq olish uchun o'qituvchi ko'p o'ylashi kerak.

Qanday texnik va usullardan foydalanish mumkin

O'qituvchini o'qish uchun badiiy adabiyotga quyidagi usul qo'llaniladi:

1. O'qituvchini kitob yoki yurak orqali o'qish. Matnning bunday so'zma-so'z yuqishi muallifni saqlab qoladi, eng yaxshi nasr haqidagi fikrlarning soyalarini o'tkazadi.
2. O'qitish (tushish). Bu Freer tarkibidagi transfer: O'qituvchi so'zlarni qayta tartiblashi mumkin, ularni sinonimlar bilan almashtiring. Ammo rivoyatning bu shaklida bola e'tiborini jalb qilish uchun ko'proq imkoniyatlar beradi: siz yana bir bor pauza qilish, kalit iboralar va boshqalarni olishingiz mumkin.
3. Chizma - badiiy ish bilan ikkilamchi tanishish usuli.
4. Maktabgacha tarbiyachilar bilan yuragi yoki qayta tirnash xususiyati bilan foydalanish (mahsulot janriga qarab).

Shunday qilib, kasb muvaffaqiyatli o'tdi, quyidagilarni hisobga olish kerak:

1. Kasb hissiyot bilan to'yingan bo'lishi kerak. Birinchidan, bu ishning mohiyatini uzatishi va bolalarning ongiga va hissiyotlariga ta'sir qiladigan o'qituvchining nutqiga tegishli. Yigitlar o'qituvchisining qiziqtirgan kishini, yuz ifodalari va artikulyatsiyasini ko'rishlari kerak, shunchaki ovozni eshitishmaydi. Buning uchun u nafaqat kitobda, balki bolalarning yuzlarida ularning munosabatlarini ko'rish uchun ham qarashlari kerak.
2. Nasr qilingan maqolalar (ertaklar, hikoyalar) o'qilmaydi. She'rlarga kelsak, ular odatda o'rtacha hajmdagi ovoz bilan o'qiydilar (ba'zilari jimgina yoki baland ovozda, baland ovozda, baland ovozda, baland ovozda) va asta-sekin, biz maktabgacha yoshdagilarga nima haqida gapirayotganimizni tushunishlari uchun.
3. Kenglik uchun sinflar unda audio yozuvlarni o'z ichiga olishi mumkin (masalan, K. Chukovskiyning o'zi she'riy ertaklarini o'qiydi.
4. O'qish jarayonida o'quvchilarni intizomiy izohlar bilan chalg'itishingiz shart emas: bu maqsadda o'qituvchi ovozni oshirishi yoki pasayishi mumkin.

Bolalar o'qituvchining qiziquvchisini ko'rishlari kerak, o'qish paytida yuz ifodalarini ko'rishlari kerak

Ishning mazmunini yaxshiroq tushunish, eksklyuziv tilni o'zlashtirish bir necha marta o'qishga hissa qo'shadi. O'qishni dastlabki o'qishdan so'ng qisqa matnlarni darhol takrorlashi mumkin. Katta hajmdagi ishlar uchun bu tushunchaga biroz vaqt talab etadi, keyin o'qituvchilar shaxslarni, ayniqsa muhim qismlarni qabul qiladi. Bolalarga ma'lum vaqtdan keyin materialning mazmunini (2-3 hafta) bajarishi mumkin, qisqa she'rlar, terlashlar, hikoyalar tez-tez takrorlanishi mumkin (masalan, moderatorlar rejimida sayr qilish). Odatda yigitlar ko'p marotaba ertaklarni ko'p marotaba eshitishni yaxshi ko'rishadi va o'qituvchidan ularga aytilishini so'raydi.

Notanish so'zlarini qanday tushuntirish mumkin

O'qituvchi maktabgacha tarbiyachilarga ishdagi notanish so'zlarning ahamiyatini tushuntirishi kerak. Ushbu marosim badiiy matnni to'liq idrok etishni ta'minlaydi: qahramonlarning belgilari, ularning harakatlari. Bu erda siz turli xil variantlardan foydalanishingiz mumkin: hikoyaning hikoyasida to'xtab turish uchun sinonim, uni olib qo'yish uchun sinonim (masalan, lobbing xut quyonini anglatadi), bu xonada; yonish xonadir ), o'qishdan oldin notanish so'zlarni tushuntiring (masalan, bo'ri va etti echkini aytishdan oldin, o'qituvchi: «Snapshot uchun sut oqimi va silliqlash uchun sut oqimi HOOFER "va hayvonda xandaq nima ekanligini aniq tushuntiradi.

Ilovalar notanish so'zlarning ma'nosini tushuntirishga yordam beradi.

Biroq, barcha so'zlarning barchasi batafsil talqinni talab qilmaydi: masalan, katta maktabgacha ta'limchilarining "Baliqchi va baliq haqida ertak" A. Pushkin "" ustun eshik "iboralarida batafsil to'xtatish shart emas. Doggram "- ular ish tarkibini tushunishga to'sqinlik qilmaydi. Bundan tashqari, siz yigitlardan matnda nomaqbul ekanliklarini so'rashingiz shart emas, lekin agar ular biron bir so'z nimani anglatishini qiziqtirsangiz, sizga arzon shaklda javob berishingiz kerak.

Ishda bolalar bilan suhbatni qanday o'tkazish kerak

Ishni o'qib chiqqandan so'ng, analitik suhbat o'tkazilishi kerak (bu juda katta maktabgacha maktabgacha yoshda muhim). Suhbat chog'ida o'qituvchi bolalarni belgilar, belgilarning harakatlarini baholashga olib keladi. Bolalarga matnni batafsil takrorlashga intilishning hojati yo'q: savollar mazmunli, hissiyotlarni chuqurroq tushunishga hissa qo'shishi mumkin. Tarkib shaklidan yirtib tashlashning hojati yo'q: janrga, til xususiyatlariga e'tibor bering (masalan, nafaqaga chiqqan, quritilgan. Ism, epitetlar tulki, bo'rilar, quyonda ma'lum bir ertakda bo'lgan ism.

Qahramonlarga bo'lgan hissiy munosabatni aniqlash uchun savollar misollari:

• Peri ertakning qaysi biri eng yoqdi va nima uchun?
• Kimga o'xshash bo'lishni xohlaysiz?
• Siz kim bilan do'st bo'lasiz?

Ishning asosiy ma'nosini aniqlash uchun savollar:

• Mama chumchuqi dumini yo'qotib qo'yganligi sababli kim (m. gorky "vorobanyshko")?
• Nega ertaklar "ko'zlaringiz juda katta" deb nomlanadi?

Motivni aniqlash uchun savollar:

• Nima uchun Mashenka buvisi va bobosiga ("Masha va ayiq" yo'lida dam olishga imkon bermadi?
• Nima uchun Lisa Sinovning boshini silkitdi ("tulki va bo'ri")?
• Nega onam qushga aylandi va bolalaridan uchib ketdi (nenets odamning "Kuku's" ning ertaklari ")?

Tabiiy suhbat, ayniqsa, tabiat yoki insoniyat mehnati haqida asarlarni o'tkazishda, stol paydo bo'lgan joyidan, "V. Mayakovskiy" ot aravalari, S. Bayuadin "va boshqalar ).

Bolalar bilan odamga bag'ishlangan she'rlarni muhokama qilish va tahlil qilish kerak

O'qituvchi kitob mazmunidan guruhdagi har bir bolalarning xatti-harakati haqidagi axloqqa va axloqiy suhbatlarga o'tishi kerak emas. Biz faqat adabiy belgilarning harakatlari haqida gapirishimiz kerak: badiiy tasvirning kuchi ba'zan notalardan ko'ra ko'proq ta'sir qiladi.

Bolalar bilan qanday yodlash kerak

Monemoot buyumlaridan foydalanish uchun she'rlarni yodlash va ertaklarni tiklash va tiklash.Ular bir qator rasmlar shaklida asarlar sxemasi vakilini anglatadi. Matnni yodlashni osonlashtirish, o'rta guruhdan qo'llanilishi mumkin.

Fotogalereya: Maktabgacha tarbiyachilar uchun mnematom

Kalit peri ertak tadbirlari premacy-ning asosiy belgilari (qiz, kulrang, pirog, pirog) she'r liniyasiga to'g'ri keladi

Bolalar haqidagi rasmni qanday ko'rsatish mumkin

Matnni va unga kiritilgan badiiy tasvirlarni chuqurroq tushunish misollarni tomosha qilishga hissa qo'shadi. Aniqlikdan foydalanish usuli maktabgacha yoshdagi bolalarning yoshiga va kitob mazmuniga bog'liq. Ammo har holda, matnni va rasmni idrok qilish yaxlit bo'lishi kerak. Ba'zi kitoblar imzolar bilan bir qator rasmlardan iborat (bunga misol) yoki "o'yinchoqlar" yoki "Fil" yoki bitta boblarga bo'lmasin ("Qor malikasi) "H. Andersen. Bu holatda o'qituvchi rasmni namoyish etadi va keyin matnni o'qiyotgan bo'lsa, unda siz rasmlarni qismlarga bo'lingan bo'lsa, unda rasmlarni buzib tashlasangiz: Buni o'qiganingizdan keyin amalga oshirishingiz mumkin undan oldin (kitobni tomosha qilish maktabgacha yoshdagi bolalarning fitnalariga qiziqish uyg'otadi). Kognitiv adabiyotni o'qiyotganda, rasm istalgan vaqtda ma'lumotlarning vizual izohlash uchun ishlatiladi.

Yoshi va katta maktabgacha tarbiyachilari har doim katta qiziqish bilan ishlar uchun masallarni ko'rib chiqadilar

O'qishning umumiy tuzilishi

Badiiy adabiyotlarni o'qishning tuzilishi uning turi, o'quvchilarning yoshiga va material tarkibiga bog'liq. An'anaga ko'ra, uch qismni ajratib turadi:

1. Ish bilan tanishish, uning maqsadi to'g'ri va hissiy jihatdan boy idrok.
2. Tarkib, tillar ravshanligini aniqlashga qaratilgan o'qish haqidagi suhbat.
3. Taassurotni anglash va anglash uchun takroriy matn o'qish (yoki uning kalit epizodlari).

Bolalar bog'chasida o'qish turlari

Siz bir nechta badiiy adabiyotlar darslarini maktabgacha tarbiya xodimlari bilan ajratishingiz mumkin:

Kasbni rag'batlantirish

O'qituvchining asosiy vazifasi maktabgacha tarbiyachilarni ishni idrok etishga tayyorlashdir, ularni tinglashga undaydi. Buning uchun turli xil usullar qo'llaniladi.

O'yin xarakterining ko'rinishi

Yosh va o'rta yoshida sinflar o'yin belgilari paydo bo'lishi bilan kutilmagan daqiqalarni boshlash yaxshiroqdir. Bu har doim ishning mazmuni bilan bog'liq. Masalan, bu bema'ni Teddy mushukcha (V. Berestovaning she'ri "K. Chukovskiyning" tovuq "va" Masha va ayiq "ning kulgili sariq tovuq, Kichkina qiz paydo bo'lgan "uchta ayiq", "Gus-Swangs" va boshqalar.

O'yinchoq mushukchaning yaramas xususiyatini V. Berestov she'ridan o'tkazadi

O'qituvchi bolalarni ertak qahramonlari bo'lgan sehrli ko'krakni ko'rsatishi mumkin. Qoida tariqasida, ko'p belgilar paydo bo'lgan ("Raf", "Tereok", "Kolobok").

Qahramondan xabar

Siz xatning sababidan foydalanishingiz mumkin - Kuzenekiy uyidan guruhga xabar keladi. Uning so'zlariga ko'ra, u bolalar bog'chasida yashaydi va kechasi uni qo'riqlaydi va u kunni tinglashni yaxshi ko'radi, chunki yigitlar qo'shiq kuylashadi, o'ynaydi, sport turlarini kuylaydi. Kuzya bolalarga sovg'ashga qaror qilishdi - ularga ertaklar bilan ularning qutilarini berishga qaror qilishdi. Endi har doim bolalar o'qituvchi o'qiydigan yangi ertak bilan tanishishlari mumkin.

Kuzya domovnok bolalarga o'zlarining qutilarini ertak bilan beradi

Dastlabki suhbat

Maktabgacha maktabgacha yoshdagi maktabgacha tarbiyachining shaxsiy tajribasi o'qish uchun motivatsiyani yaratish uchun foydalanilishi mumkin. Bu voqealarni ish mavzusi bilan bog'laydigan kirish mini-suhbati bo'lishi mumkin. Masalan, o'qituvchi yigitlarga qiziqadi, ular xayolot qilishni yaxshi ko'radilar. Keyin hamma bahs: Nima uchun odamlar umuman xayol qilmaydilar (o'z suhbatdoshlarini o'g'irlash, uni yoqimli va hokazo qilish). Keyin o'qituvchi N.Nosovning "xayoloti" voqeasini o'qishga undaydi. Aytgancha, ushbu mavzudagi mashg'ulotda siz o'yin belgilarini ham kiritishingiz mumkin - men qazib olaman, chunki u shuningdek ixtiro qilishni va na nokigizni tuzishni yaxshi ko'rardi.

Bundan tashqari, bolalarni bo'yash uchun taklif qilishlari mumkin

Yana bir misol - o'qituvchi tush haqida gapirishni boshlaydi. Axir, bu har qanday shaxsdan. Voyaga etganlar yigitlarga, ular nimani orzu qilgan narsalarini aytishni so'raydi. Shundan so'ng, o'qituvchi maktabgacha bolalarga o'z xohishini amalga oshirish uchun orqaga o'tirishning iloji yo'qligini, ammo siz ko'p ish bilan shug'ullanishingiz kerak degan xulosaga kelsa, harakat qiling, albatta, odam omad kulib boqadigan holatlar va Agar sehr sehr bilan amalga oshadi. Va tez-tez, bu rus xalq peri ertaklarida, masalan, "Velin bilan" ishda (yoki asosiy qahramonlar yoki asosiy qahramonga yordam beradigan do'stlar) paydo bo'ladi.

Vizual materiallar bilan tanishish

O'qishga undash uchun o'qituvchi rasmni hisobga olishdan bosh tortishi mumkin, masalan, V. Vasnetsovaning "uchta bovatir" asarlari. Bu ish bilan tanishgandan so'ng, bolalar dunyoni ilyamuretlar yoki boshqa Rossiya Vitez haqida katta qiziqish bilan tinglashlari mumkin.

Jasur ogohlantirishlarni ko'rib chiqqandan so'ng, maktabgacha tarbiyachilar Elya Mirmets haqida epikni tinglashdan juda xursand bo'ladilar

Mashg'ulotlar oldida siz rang-barang muqovali kitob yoki rasmlari bo'lgan yigitlarni qiziqtira olasiz: bolalar kimning tasvirlanganligini va ishdagi qahramonlarga nima bo'lganini bilishni xohlashadi.

Rasmlarga qarab, yigitlar, ularda kim tasvirlanganligini va qahramonlarga nima bo'lganini bilishni xohlashadi

Bir yil she'rlarni o'qishdan oldin, bolalarni sayr qilish yoki kuzgi yoki qishki parkga ekskursiyani tashkil qilish yaxshi.

Mavhum kasblarning namunalari

Kasbning misollari tezislar bilan bu erda topish mumkin:

• Karanova M., "Bear Bece" (ikkinchi Junior Group);
• Ridova N., "M.Oxyakova" she'rini o'qish va yodlash "(o'rta guruh);
• Konovalyova D.V., "Do'stlik haqida gapiraylik (V. OsSevaning hikoyasini o'qish (tayyorlov guruhi).

Badiiy adabiyotni o'qish variantlari

Har bir yoshdagi guruhda o'quv dasturlari tomonidan tavsiya etilgan fantastika asarlari ro'yxatiga e'tibor qaratgan holda sinflarning qiziqarli mavzularini tanlaydi. Ba'zi ishlarni takrorlash mumkin: Agar erta yoshida bu shunchaki eshitish bo'lsa, unda maktabgacha yoshdagi bolalarga, rasmlar, chizish, rollarda o'qish va hk.

Birinchi yosh guruhi

• A. Barto "ayiq" she'ri.
• A. Barto she'r "Quyoshni derazada tomosha qilish".
• Rossiya xalq qo'shig'i "Men torjokga mushukka bordim ...".
• Rossiya xalq qo'shig'i "kokerel, kokerel ...".
• Rossiya xalq qo'shig'i "o'tloq kabi, o'tloq kabi ..." qo'shig'i.
• Rossiya xalq qo'shig'i "mushukimiz kabi ..." qo'shig'i.
• "Bay-Bay, Bia-Bi, siz it, it, qichqirmang ...".
• Rossiya xalq qo'shig'i "Tovuq Ryabushka" qo'shig'i.
• K. Ushinskiyni qayta ishlashda rus xalq peri ertak ertaklari ertaklari ertaklari.
• Rossiya xalq qo'shig'i "sigirni yaxshi ko'raman ...".
• Pooh A. Barto "Yuk mashinasi".
• Kapingardian "Hamma uxlash" she'ri.
• V. Bestovning "Bemor qo'g'irchoq" she'rlari.
• Rossiya xalq qo'shig'i "echki dekerza" qo'shig'i.
• Rossiya xalq qo'shig'i "Xare York ..." qo'shig'i.
• Hikoya L. N. Tolstoy "mushukni tomga yoting ...".
• S. Marshakning ishi "ahmoq kichkina yuzning ertaklari".

  Bolalar uchun ko'plab ertaklar har qanday rejim lahzalariga (masalan, kunga o'tishga o'tish) kiritilishi mumkin

• Hikoya L. N. Tolstoy "Petit va Masha otida edi ..."
• K. Chukovskiy "Kotausi va Mausi" she'ri.
• A. Barto "Fil" she'r.
• "O, siz, xakerizatsiya boshladi ..." (Moldovaning tarjimasi ... Tokmakova).
• Rossiyaning "Tereok" ning "Teremuk" ertaklari (M.Alavatovni qayta ishlashda).
• Rossiya xalq qo'shig'i "Ai du-du, du-du, du-du! Emanda qarg'ani o'tiradi. "
• She'rlar S. Kapayy "Masha tushligi".
• Pooh N. Sakson "qayerda barmog'im"
• Pooh P. Voronko "Yangilanishlar".
• N. Songevskiy she'r.
• Z. Aleksandrovaning "Mening ayiqam" she'ridan parchalar.
• Xorol "Bunny".

  Xo'rozning she'rasi - juda ritmik haqida, bu uni motor mashqlari uchun ishlatishga imkon beradi

• M.-poznanskaya she'ri kelmoqda.
• Ertak L. N. Tolstoy "uchta ayiq".
• O. TeDisky "sovuq" she'r.
• V.Nestovning "Kotenok" she'ri.
• A.UTO "Bunny" she'ri.
• A. Barto "Kim qichqiradi?".
• "MeOw" degan "Meow" deb aytdi.
• Germaniyaning "Snegirek" qo'shig'i (tarjima Viktorova).
• A. A. Barto "Kema".
• Rossiya xalq qo'shig'i "Fox Lesco tanasi bilan qoplangan."
• "O'yinchoqlar do'konida" (Ch. Kitobining boblari »(" Yangchskiy "Ayiq quloqlarining sarguzashtlari", polshalik v. prikhodko tarjimasi).
• Rossiya xalq kanali "Sunsko V'ldryshko".
• Shaf "yomg'ir, yomg'ir, quvnoq ...".

  Jadvallar va o'yin-kulgi jismoniy hujumlar yoki barmoqlar gimnastikasi uchun asos bo'lishi mumkin

• Rossiya xalq ertak ertaklari "Masha va ayiq" (M.Alavatovni qayta ishlashda).
• She'r A. Plecheev "Qishloq qo'shiq."
• "Dengiz bo'ylab shamol ..." (ertak A. Pushkinning "Tsar Salon" ni erallash ")).
• A. Sichqonchani intruztirish she'ri.
• Sapgira mushuk she'ri.
• Rossiya xalq nutqi "o'rmon tufayli, tog'lar tufayli ...".
• Ertak V. biyanki "tulki va sichqoncha".
• "Cheklov" to'dasining hikoyasi.
• A. va P. Barto "Qiz-Rövushka" she'rlari.

  Bu she'r billur bolalar bilan ishlash uchun foydalidir, ammo bunday bolani qolganlarini masxara qilishiga yo'l qo'ymang

• K. Chukovskiy "Putanaka" she'ri.
• D. Bisssson tomonidan "GA-GA" "GA-GA" (inglizcha N. Shereeshevskaya tarjimasi).
• "Ozerechiq" Rossiya xalq tergichi "Ozarechik ...".
• "Suathnik" she'ri (Polshnikdan B. Nodazoxodni qayta ishlashda tarjima qilingan).
• She'rlar B. Nodahhnika tog'i.
• A. Brodskiy "Quyosh quyonlari" she'ri.
• "Do'stlar" (Ch. Yangchskiyning "ayiq quloqlarining sarguzashtlari").

Ikkinchi kichik guruh

• Sasha qora "nonushta" she'rini o'qish.
• Rossiyaning "mushuk, xo'roz va tulki" ni o'qish.
• Rossiyaning "Kolobok" ertaklarini o'qish (Kolobok) (Kolobokni qayta ishlashda).
• "O'yinchoqlar" tsiklidan A. Barto she'rlarini o'qish.
• Rossiyalik xalq ertaklarini o'qish "uch ayiq" ni o'qish.
• She'rlarni o'qish A. Plescheev "Kuz keldi", A. quyon blok.
• Rossiyalik xalqi qo'shiqlari: "Kiologiya-Mursenka".
• Ertak "bir opamiz Allyonushka va aka Ivanushka".
• She'rlarni o'qish S. ya. Marshak "qafasda" tsiklidan.
• Rossiya xalq ertak ertaklarini o'qitish "Masha va ayiq" ni o'qish.
• Rossiyalik xalq ertak "refka".
• "Tulki va bo'ri" peshqadam ertaklarini o'qish.
• "Sichqonchaning sichqonchasi haqida ertaklar haqida ertak. Marshak.
• She'r A. Troy Bosev.
• Hikoyani o'qish L. Voronkova "Qor kelmoqda."
• Rossiyalik xalq ertaklarini "neveling va tulki" o'qish.
• Rossiyalik "Gus-Swangs" ni o'qish.

  "G'oz oqkanlari" ning ertak itoatkor va yaramas farzandlar haqidagi suhbat uchun juda mos keladi

• Z. Aleksandrovaning "Mening ayiqamning ayiqim" dan she'rni o'qish.
• V. Bianki "Toanki" tulki va sichqonchani "o'qish haqida hikoyalarni o'qish" Volchishko ".
• Rossiyaning "bo'ri va etti mushuk" ertaklarini o'qish.
• "Tulki va quyon" ertak ertaklarini o'qish.
• Rossiyalik xalq ertaklarini "kokerel va leggings" ni o'qish.
• Rossiyalik xalq "Mitti" ertaklari.
• V.Nestov "Petushka" she'rini o'rganish.
• Rossiyaning "echki-dekerza" ning "echki dekerza" ni o'qish.
• She'rni o'qish I. Kosyakova "Hammasi".
• "Qo'rqish qo'rquvi ajoyib" Rossiya xalq ertakini o'qish.
• She'rni o'qish S. Ya. Marshak "mo'ylov - chiziqli".
• Rossiyalik xalq ertak "Teremux".

  "Teremux" bolalar ularning o'zlari ishtirokida teatrda juda mashhur bo'lib, u allaqachon o'rtacha va eski guruhlarga qo'yilgan.

• "L. Tolstoy" Tolstoy "Tolstoy" TRUBLE "," Vijdon "," Vijdon "," Vijdon yanada qimmat ", - dedi.
• S. I. Belousov "bahorgi mehmon" she'rlarini o'rganish.
• A. Plescheev she'rni o'qish "bahor".
• Rossiyalik "Ryabina" ertaklari haqidagi so'zlariga ko'ra.
• Hikoyani o'qish Y. Tailand "ta'til".
• E. Blag'inina she'rini o'qish "Onasi nima!".
• Ertakni o'qish K. Chukovskiy "tovuq" ni o'qish.
• V.Nestov "Kotenok" she'rini o'rganish.
• Rossiya xalq ertakini o'qing "buqasi - qora barrel, oq tuyoqlar."
• V. V. Mayakovskiy she'ri "Yaxshilik nima va nima yomon?"

O'rta guruh

• V. Oseva "Qo'riqchi" haqida hikoya.
• N. Sladkovning hikoyasi "kuzgi ko'z."
• Rossiya xalq ertaklari "erkak va ayiq".
• V. Oseva "ko'k barglari" hikoyasi.
• Rossiya xalq ertak "ahmoq va bereza".
• S. Mixalkov she'ri "Sizda nima bor?".
• Rossiya xalq ertak "kemasi".
• L. Voronkovaning "Rojdestvo daraxti qanday kiyingan" haqida hikoya. "
• Rossiyalik xalq ertak "sovuq va quyon".

  "Sovuq va quyon" ertak bolalarning tabiatdagi mavsumiy o'zgarishlar to'g'risida bilimlarni boyitadi

• N. Kalininaning "Qor chang'isi haqida" hikoyasi.
• V. Karasevaning Oliyasi Sadikga keldi.
• "Lisa-Lapots" ertak v.Ile.
• "Fox, Bo'ri va ayiq" rus xalq peri ertak.
• Mordovyan xalq ertaklari "do'stning iti qanday izlayotganini"
• Rossiyalik xalq ertaklari "kokerel va leggings".
• V. Borozdinning "Starlifkers" ning hikoyasi.
• "Ey Soladov" ayiq va quyosh "ertaklari.
• S. prokofyeva ishi "Onam haqida ertak".
• Hikoya S. Vangeli "qorduzlar".
• V. Oseva "Uch So'ro" ning ertaklari.

  Ertakning mavzusida ko'proq sho'ng'ish uchun, siz bolalarning ovozli yozuvi bilan audio yozuvini yoqishingiz mumkin

• D. Bissset "Grassover Dandy" ertaklari.
• M. Danzkovskiyning toshbaqasi bilan atalgan ishi.
• V. Pasplaneva "o'rmon binosi" she'rini o'qish.
• Hikoya A. Gayvar "CAM".
• L. Tolstoyning hikoyasi "Men mitti ichishni xohladim ...".
• N. Sladkovning "Naslux" hikoyasi.
• Ertak N. pavlova "qulupnay".
• V. Sutevaning "qo'ziqorin ostida" ertaklari.

Katta guruh

• Hikoyani o'qish l. tolstoy "sher va it".
• E. Trutneva "Yozgi pashshalar" she'r mavzusidagi kassir.
• E. Trutnevaning "Yiqilgan kuz" she'r mavzusida aytib berish.
• M.Akaovskiyning "dengiz okeanlariga boring" she'rini o'lchash.
• Ertog'ini qayta ko'rib chiqish K. D. Usinskiy "kutish uchun sifat".
• T. Aleksandrova "Domovoynok Kuzka".
• "Kumush kopitz" ertak p. bajova bilan suhbatlashish.
• Viktor Drainskiyning "Bolalik do'sti" hikoyasini o'qish.
• "E. Blaginina" she'rini o'rganish "sukut saqlang".

  She'rlar va ertaklar bolalarga hurmat, boshqalarga hurmat, qiziquvchanlikni qo'llab-quvvatlaydi

• V.Lalinaning "Proteka" haqida hikoyasini takrorlang.
• "Tsarevna-qurbaqa" rus xalq folqe ertaklari bilan davolash.
• Erta ertakni o'qish. Teleshova "naslchilik".
• Astrid Lindgenning boshliqlarini o'qish, "Kid va Carlson" ning tomida yashaydi.
• I. Surikova she'ridan foydalanish "Mana mening qishlog'im."
• "Zayats-noto'g'ri ishlov berish" (A. A. Tolstoyni qayta ishlashda) rus xalq folkl ertaklari haqida aytilgan.
• Hikoyani o'qish N. N.Sovaova "Live shlyapa".
• V.-Pateva "TSVetik-Semichetika" ishini davolash.
• S. Yosuzin "Bereza" she'ridan foydalanish.
• Nenetka peri bilan gaplashish "kuko" (K. Shavova).
• S. Gorodetskiy "formalarni o'qish".
• N. Kalinina hikoyasini "qor kemasi haqida" ni takrorlang.
• She'rni o'lchash Mitova "Tinchlik sharhi".
• Rossiya xalq ertaklari Nikita Kozheaka bilan munosabatda bo'lish.
• Snegirevning "Penguin Beach" shahrining faoliyatini o'qish.
• A. P. Gaiday "Chuk va Gek" hikoyasini o'qish uchun boblarni o'qish. Kuchukcha modellashtirish
• A. heta "she'r o'qish" mushuk kuylash, ko'zlarini tashlaydi ... ".
• YA she'rini o'qish. Akim "Mening Rodna".
• "Squa Burk" xalq ertaklari bilan suhbatlashish.

  Bir necha yillardan keyin rus adabiyotining ko'plab uchastkalari o'tdi

• L. tolstoy hikoyasini o'qish.
• Parvozlarni o'qish B. Jitkov "Men ozgina ushlaganimni" qanday qilib ushlaganman ".
• I. Bemus "bahor mehmoni" she'rni yodlash.
• Lamonchikovning "bahor" she'rini o'qish.
• Rossiyalik xalq ertak "tulki va quyon" ertak.
• Hikoyani takrorlash YA. Tayland "poezd".
• Rossiyalik xalq ertak haqida gapirishdi "Ko'zlar qo'rquvi juda katta".

  "Ko'zdan qo'rqish juda katta" ertaklari juda psixologik

• I. Leskevichning "svetofor" ishini o'qish.
• Rossiya xalq ertaklari "Masha va ayiq" ning o'tish joyini tuzish.
• "Onaning kuni" she'rining ma'nosi.
• "Bo'ri va ettita mushuk" ertak ertaklari bilan suhbatlashish.
• Ukraina xalq ertaklarining "shoxlari" ertaklarini qaytarish.
• K. Paust "Cot-Voruga" ishining o'tishini o'qish.
• "Lukomorore eman yashil-da ..." she'rdan "Ruslan va Lyudmila" she'rdan "Lukomore emanda yashil" parchani charchatmoqda.
• Sevimli ertak A. S.Tushkin.
• "Fil" ertak r. kipling.
• Rossiyaning "Gavroshchka" peshqadami ertak haqida aytib berdi.

Tayyorlov guruhi

• A. S.Tushkin "Evgeniy Onegin" she'rdan o'tishi bilan tanishish "Egene Onegin"
• Nanaya Xalq ertaki "Iuga" ni o'qish va orqaga qaytish.
• "Fox-singlisi va bo'ri" rus xalq foll ertak.
• K. Uhinskiy "To'rt istak".
• "Ilya manbometlari va bulbulga qaroqchi" epikasi.
• Hikoya K.G. "Issiq non" kuchlari.
• N. Rubtsova she'rdan foydalanish "quyon haqida".
• Hikoyani o'qish A. Kookin "Fil".
• V. Bianki "suzish ayiq" haqida hikoya o'qish.
• D. Mamina-Sibir "Medvedko" ishi bilan tanishish.
• Ertak sh. Perro mushuk etiklarda.
• Hikoya M. Zoshchenko "Ajoyib sayohatchilar".

  Katta qiziqish uyg'otadigan bolalar o'zlarining tengdoshlari haqida hikoyalarga tegishli

• Epik "sadko".
• Ertakni o'qish V. Suteva "iliq korruptsiya" ni o'qish.
• K. Ushinskiyning "Fox va Kozl" ni erallash.
• I. Surikovning "qish" ishi bilan tanishish.
• "Birinchi baliq" dagi "Perm" hikoyasi.
• "Qor qizlari" xalq sahnalarining ertak.
• S. Marshak she'rini "yosh oyni eritib ..." she'rini boshdan kechirish.
• She'r E. Moshkovskaya "kechqurun xursand bo'ldi."
• "Konon-Gorbook" P. Eshov faoliyati bilan tanishish.
• Rossiya xalq ertak ertaklari "kokerel - oltin glob va bobo."
• E. Charushina ishini "ayiq" ishini qaytarish.
• She'rlar S. Hasun "Bereza".
• "Qo'rqishlar juda katta" ertaklarini qayta ochib bering.
• Ertak x.-kni o'qish. Andersen "yalang'och nuqta".
• V. Bianki hikoyasi "moslangan".
• Rossiya xalq ertaklari "Vasilisa chiroyli".
• V. "Starik-Xodaovik" ning hikoyasi.

  Katta maktabgacha yoshdagi, bolalar tomonidan tan olingan ertaklar, yilning kelajak va kelajakdagi vaqti bilan bog'liq bo'lishi mumkin

• She'r F. Tishliev "Qish g'azablanmaydi ...".
• Ertak x.-k. Andersen "Tumbelina".
• Hikoya E. I. Charushina "Kaban".
• Hikoya M. Svavina "Golden Lugu".
• Edvard Liraning "Limeriylar" she'ri.
• V. Bianki "o'rmon xo'jaligi" ning hikoyasi.
• Birodarlarning "ayvonda yostiq" ni ertak.
• S. Alekseyeva "Birinchi kecha Taran".
• "Meadow-da" she'rlari.
• Pushkin ertaklari.
• "Opa-singil Alyanushka va aka Ivanushka" rus xalq folqali ertak.

Bolalar bog'chasida fantastika uchun aylana

Bolalar bog'chasida, aylanma fantastika bo'yicha aylana mashqlari ko'pincha qo'llaniladi. Bu yo'nalish juda muhimdir: bugungi kunda bolalar adabiyoti "raqiblari" - multfilmlar, bolalar televizion dasturlari, kompyuter o'yinlari. Ular badiiy ishdan farqli o'laroq, bolalar aks ettirilishini talab qilmaydi. Shunga o'xshash paradokslar ham bor: kitob do'konlarida juda katta, o'quv va qiziqarli nashrlar mavjud bo'lib, u bola bilan o'qish ko'p ota-onalar etishmayotgan kuchlar, e'tibor va vaqt talab etiladi. Bunday hollarda, maktabgacha yoshdagi kameralarni kitobga qabul qilish vazifasi o'qituvchilarning elkasiga tushadi. Agar bolalar bog'chasining Ta'lim dasturi tomonidan berilgan ishlardan tashqari, u boshqa ajoyib ertaklar, hikoyalar, epik she'rlar, shuningdek, maqol va so'zlari bo'lgan yigitlarni tanishtiradi.

Bugungi kunda kitoblarda bolalarning diqqatiga qarshi kurashda ko'plab "raqobatchilar" bor

Adabiy krujka mavzusiga kelsak, u qoplanishi mumkin:

• turli janrlarning asarlari (nomzodlarning nomlari: "Kitobga tashrif buyurganda" Adabiy yashash xonasi "," Adabiy yashash xonasi "," Sehrli kitoblar olam ");
• faqat ertaklar ("ertak - yaxshi do'stlar", "Aqlli ertakni ziyorat qilish", "Donolik ertak boy ...");
• she'r (bolalar ularni aniq va yodlab olishadi).

Doiradagi kasb odatda kuniga bir marta tushdan keyin o'tkaziladi.

Bunga misol sifatida siz ish dasturini va "kitobga tashrif buyurish" uchun "kitobga tashrif buyurish" uchun istiqbolli ish rejasini ko'rib chiqishingiz mumkin (uch yillik o'qishga mo'ljallangan) E. V. Nazarova o'qituvchisi. Uning xususiyati shundaki, o'qish adabiyotlari shunga o'xshash mavzularga Rossiya milliy o'yinlari o'tkazilishi bilan birlashtirilgan.

Elizabeth Vasilyevna quyidagi krujka vazifalarini bildiradi:

• bolalarda san'at asarlarini to'liq aniqlash, qahramonlarga hamdard bo'ling, o'qishga hissiyotga javob beradi;
• bolalarni badiiy ishning majoziy tilini his qilish va tushunish uchun o'rgating, badiiy tasvirni yaratish, maktabgacha yoshdagi maktabgacha yoshdagi bolalarning majoziy tafakkurini rivojlantirish;
• badiiy asarning badiiy tasvirlarini yaratish, bolalar, assotsiatsion tafakkurni rivojlantirish, bolalar haqidagi she'riy quloqlarini rivojlantirish, badiiy sud majlisini o'qitish uchun estadiiy asarlarni tinglashni, est qilingan adabiyotlarning eshitish tajribasini to'plash;
• doimiy o'qish kitoblariga ehtiyojni shakllantirish, og'zaki san'at asarlarini yaratuvchilarning badiiy asarlarini o'qishni, yozuvchilarning ijodini o'qishga qiziqish uyg'otish;
• bolaning nozik tajribasini, uning dunyo va tabiat haqidagi haqiqiy g'oyalarini boyitadi;
• bolaga badiiy klassikka huquqini beradigan hayot uchun estetik munosabatni shakllantirish;
• bolaning axloqiy va estetik va bilimlarini boyitishni boyitish, mazhabga va estetik va kognitik tajribani boyitish orqali bolalarning ufqlarini kengaytirish;

Maqsad bolalarning adabiyotlari va kitobi bilan bolalarni baxtsizlantiruvchilarning adabiy rivojlanishini ta'minlash, avvalgi avlodlar tomonidan to'plangan axloqiy va estetik qadriyatlar dunyosini ochib berish, badiiy ta'mni rivojlantirish, hissiyotlarning madaniyatini shakllantirish. , aloqa.

Tashqi ko'rinishni badiiy adabiyotni qanday tashkil etish kerak

O'qish ishlarining muhim shakllaridan biri bu ochiq sinflardir, ular davomida o'qituvchi o'z hamkasblari uchun o'zining innovatsion tajribasini namoyish etadi. Yangilik turli jihatlarga ta'sir qilishi mumkin:

• axborot va kompyuter texnologiyalarini qo'llash - AKT (ishning epizodlari, uning shaxsiy qahramonlari);
• ko'zni qo'llab-quvvatlaydigan bolalar tomonidan qaytarilgan ertaklar (bu yo'nalish har doim qiziqish uyg'otadi);
• innovatsion jismoniy ilova bo'lishi mumkin - eng ko'p kasblarning majburiy elementi (masalan, ritmni kuchaytirish uchun toshlardan foydalanish, bu usulda qo'llanilishi va she'rlarni o'qiyotganda qo'llanilishi mumkin).

AKTdan foydalangan holda darslar har doim g'alaba qozonadi

Qiziqarli g'oya musiqa ijro etuvchi yoki audio yozuvlardan foydalanish. Masalan, o'sha ertak "Masha va ayiq" da musiqa musiqa beradi, chunki qiz o'rmonda qo'ziqorin va rezavorlarni yig'ib, o'rmon bo'ylab ayiqcha yuradi. Bolalar bu ishda bunday chuqur cho'milishdan zavqlanishadi.

Yakuniy dars, shuningdek, mag'lubiyatga uchragan bo'lishi mumkin. Masalan, bolalar mehmonlarga o'z qo'llari bilan qilgan kitoblari uchun xatcho'plar berishadi.

Guruh bilan, masalan, she'rlarni o'rganish yoki savollarga javob berishni oldindan aytib bo'lmaydi. Bu har doim ko'rinadi: bolalar shu qadar qiziqmaydi, chunki ular ishni birinchi marta qabul qilishgan.

Bayram dam olish faoliyatining xususiyatlari

Turli xil tadbirlar kitobga qiziqishni kuchaytirishga yordam beradi: badiiy dam olish, o'yin-kulgilar, oqshomlar, viktorina. Ularning mavzusi muayyan yozuvchining ishi, shoir (masalan, A. Pushkin, S. Marshak, K. Chukovskiy, A. Barto), ayniqsa uni yaqinlasha yubileyi bilan ulasangiz.

Adabiy voqea ta'tilga to'g'ri keladi, masalan, ona kuni, qushlarning kuni, 9-may. Buning uchun ajrashish ishlari (she'rlar, kichik hikoyalar, ertaklar, maqollar, so'zlarning epizodlari) tanlangan.

Bayram atmosferasi har doim turli xil san'at adabiyoti, teatr, raqs, musiqa, izo. Shunday qilib, siz bunday bo'sh vaqtingizda sport elementlarini o'z ichiga olishingiz mumkin.

Adabiy bayramning tuzilishi matinning qurilishiga o'xshaydi:

1. Qo'rg'oshinning kirish so'zi bilan boshlang'ich ochildi.
2. Konsert raqamlarini ko'rsatish.
3. Kitob ko'rgazmasining namoyishida.
4. Tugatish.

Tadbirning ba'zi qismlarini etakchi, o'yin belgilaridan tashqari. Ular bola e'tiborini zaiflashtirishga undashmaydi.

Pichni tanqid qilish - adabiy ta'tilning ajralmas qismi

Katta maktab-tarbiyachilar birlamchi yosh o'quvchilari uchun tanish bolalar qiziqarli, qo'shiq, she'rlar o'qiydi. Shu bilan birga, vizual materiallar - o'yinchoqlar, rasmlar, turli xil buyumlardan foydalanish tavsiya etiladi.

S. Ya asarlari bo'yicha adabiy tadbirning mavhumiga misol (Marshak (muallif A.I. Chirikova).

Mavzuni video

Badiiy adabiyot bilan tanishish ko'pincha bolalar o'zlari bo'lgan kichik fikrga aylanadi.

Video: Agnia Bartoning o'yinchoqlari haqida she'rlarni o'qish (yosh guruh)

VIDEO: Trile "Tereok" (ikkinchi kichik guruh)

VIDEAT: "Rus xalq peri ertaklar orqali sayohat" (o'rta guruhda ochiq mashg'ulotlar)

VIDEO: Gus-Swan erlida almashinuv sayohatlari (katta maktabgacha tarbiya davri)

Bolani o'qish uchun uni o'qish uchun boshlash kerak. Ota-onalarga qo'shimcha ravishda, bolalar bog'chasi bu borada muhim rol o'ynadi - Bolaning birinchi ijtimoiy instituti. Albatta, maktabgacha tarbiyachilar o'quvchilarga qaraganda tinglovchilar. U o'qituvchini ularga badiiy asarining mazmuni olib keladi, shuningdek, u g'oyani ochib beradi, bolalarga qahramonlarga tajriba bilan taqqoslashga yordam beradi. Shuning uchun o'qituvchi bolalarni bolalar adabiyoti sohasida vakolatli va ifodali o'qish qobiliyatiga ega bo'lgan holda qiziqtirishi kerak.

Ta'lim sohasi

"Badiiy o'qitish"

Badiiy adabiyot dunyosidagi bola

Bolalarda hayotning ettinchi yilida chuqurlik va farqlio'quvchilarning manfaatlarini qondirish, afzalliklar paydo bo'ladiadabiyot turlarini va janrlarini chiqaring. Bu yoshdagi bolalar sezadiuning mazmunli, semantik va ekspressning birligidagi ishyon tomonlar, his qilish va adabiyot go'zalligini izohlashturki nutq, loyiha tadbirlari va asarlar qahramonlarining rasmlario'zi va boshqalar bilan munosabatlarni tushuntirishga intilib,ishning ma'nosini va uning turiga bo'lgan munosabatini har xil turlarda ajratingijodiy faoliyat. Natijada, Asten darajasiga yaqinlashayotgan adabiy matnning eshitish, idrok va idrok ponishikoyatlash ishlari.

Ushbu yosh guruhidagi ish vazifalari va mazmuni ichida bo'ladioldingi guruhda amalga oshirilgan narsalar bilan aks-sado berish5-7 yoshdagi bolalarning adabiy rivojlanishi sahnati tufayli po.

Bolalarni tarbiyalash va rivojlantirish bo'yicha vazifalar

1. San'at, ona tili va adabiy nutqi sifatida badiiy adabiyotga bo'lgan ehtiyojni qondiring.

2. O'quvchilarning manfaatlarini chuqurlashtirish va farqlashda hissa qo'shish.

3. O'quvchilarning o'quvchilarini mazmuni va shakldagi murakkab ishlardan boyiting.

4. Adabiyot bilan tanishish jarayonida dunyoning yaxlit rasmidagi bolalarning shakllanishini, haqiqiy voqelikni va badiiy ishlarda uning kengayishi xususiyatlarini sezish qobiliyatini rivojlantirishni ta'minlaydi ijtimoiy-axloqiy qadriyatlarga ilova.

5. Matnni badiiy idrok etishga ko'maklashish
uning mazmuni va shakli, semantik va hissiy
subext.

6. Asarlarning tarkibi va shaklini soddalashtirish qobiliyatini (kompozitsiyaning tuzilishi, tilga sur'atlar va ularning ma'nosi), adabiyotni ishlab chiqing.

7. Adabiyotlarning xususiyatlari haqidagi fikrlarni boyitish: Tug'ish (folklor va muallif adabiyoti), turlar (folli va she'rlar adabiyoti), tanish janrlar va ularning ba'zi o'ziga xos xususiyatlari haqida.

8. Turizm asarlarga asoslangan turli xil badiiy va ijodiy faoliyatning turli turidagi badiiy va ijodiy faoliyatda mustaqil va ijodkorlik bolalarining namoyon bo'lishi mumkinligini ta'minlash.

Bolalarning adabiy rivojlanishining vazifalarini ishlab chiqish amalga oshiriladi
bolalarning turli xil va mustaqil faoliyat turlarikeng ko'lamli folklor va adabiy matnlarning asosi.

Adabiy rivojlanishning asosiy usullari 6-7 yil bolalar quyidagilar.

Voyaga etgan holda o'qish (qabul qilish) kim maktabgacha maktabni taqdim etadinikov "yaxshi do'stlari" kabi adabiy matnlar bilan. Shu bilan birga, o'qituvchi bolalar e'tiborini kitobni qabul qilish manbasiga tortadi: o'qituvchi yoki uydagi bolalarni olib keldi, kitobni kutubxonada (ekskursiyadan keyin) olib bordi. boshqa guruh farzandlari bilan almashilgan kitoblarni o'qishga maslahat berishdiqiziqarli odam va boshqalar. Bu didaktik emas, balki gumanitar jarayon emas, balki jamiyatda (yoki kerakli) kitobga qiziqish uyg'otadigan bolalar kabi adabiyot bilan tanishishga yordam beradi.

Yozuvlarni tinglash va video materiallarni ko'rish , o'quvchilar va rassomlar matnlarni amalga oshiradilar, ishlab chiqarishda ishtirok etadilar. Bu bolalarning adabiy va badiiy ta'mini targ'ib qilishga yordam beradi. Ishning kayfiyatini his qilish va tushunish, til tili qiymati, musiqiylikni, rus adabiy tilining vasvasasi va she'rlarini olish qobiliyatini rivojlantiring.

Adabiy yozuvlarni ko'rish (tinglash) matnlari. Tovush so'zini birgalikda muhokama qilishmaktab o'quvchilari o'qiyotganda, shogirdlardayangisi to'g'ri tomonga nisbatan ongli munosabatda bo'lishini ta'minlaydi vatillar naqshlari, boshqa birovning yakkalari va nutqlari bo'ladito'g'riligini tahlil qilish va tahlil qilish va o'zini o'zi tahlil qilish qobiliyatini o'zlashtirishnutqning tengligi

O'qishdan keyin suhbat adabiyotni idrok etishga hissa qo'shadibolalarda sayohat matnlari, shakllanishini shakllantirishda shakllantirishuni tahlil qilish jarayonida eshitildi. Suhbat savollarni o'z ichiga oladibolalarning ishiga bo'lgan munosabatini bildirishga qaratilgan turli sabablarga ko'ra turli xil munosabatlarni o'rnatish (oralig'ida)matnning tarkibiy qismlari, rivojlanish liniyalari o'rtasidapriot, qahramonlar va boshqalar), qahramonlarning tasvirlarini aldashda, ularning xatti-harakatlari va fe'l-atvorining o'ziga xos xususiyatlari, butun to'qnashuvoziq-ovqat va mafkuraviy subtekatni tushunish uchun, tilning tasviriy vositalarining qadriyatlari to'g'risida xabardor bo'lishasarlar; bolalarni boshlang'ichga rag'batlantiradigan savollarumumtalar va xulosalar. Bolaga "qahramon ustidan turish" yordam berish juda muhim,muallifning nuqtai nazaridan, badiiy matn muallifining lavozimini tushunish va ularning hukmlarini shakllantirishhayot va hayotdagi voqealar aks etadi.

Shuningdek, katta guruhda bo'lgani kabi, quyidagi usullar mavjud bo'ladi.

Davom etish bilan o'qish shu jumladan "ko'p qirrali" yoshi,oddiy qahramonlar birlashdi. Bular, masalan, ertaklar kiradiA. Volkov Ellie va uning do'stlari, mumiya haqidagi hikoyalardaTrava Truva Jansson va boshqalar.

Kitoblar haqidagi suhbatlar qaysi yangi vazifalar hal qilinadi:insoniyat tarixidagi kitoblar tarixi, yordambolaning o'zi uchun kitoblarning ma'nosini anglang.

Umumiy suhbatlar folklorning asosiy turlari va janrlari haqida
adabiyot ("Yalang'och ertak", "yilning qaysi vaqtlari ko'proq
sANO she'rlari "," "" "" "" "", "Ertaklar va hikoyalar: turli xil" va
boshqalar).

Adabiy o'yin-kulgilar, adabiy ta'til va te-atralalangan ko'rinishlar yana bir va ko'proq narsani tayyorlashdabolalar, shu jumladan ularni maktabgacha tarbiya maqsadida tashkil qilish orqali ishtirok etadilaryoshlik taxtalari.

Tematik ko'rgazmalar artCard va san'at markazida hech qanday ijodiy faoliyat.

Loyihaning usuli. Loyiha faoliyatining g'oyalariga qo'shimcha ravishdakatta guruhda amalga oshirildi6-7 yoshdagi muzokaralar juda muhim bo'ladibolalarga turli xil nutq so'zlari bilan ushlashga yordam beradigan va buzilgan fikrlarni tuzatishga yordam beradigan mavzular mavzulari.

Tayyorlov guruhining bolalari bilan ishlashning muhim yo'nalishibo'ladi yozuvchilar va shoirlarga, bolalar kitoblarining rassom-uslubiy stratalariga kirish, bolalarga xabar nimani anglatadiushbu odamlarning tarjimai holidan olingan ma'lumotlar (dalillarni tanlash tavsiya etiladi)erta bolalik, o'qish, bolalar uchun sevimli mashg'ulotlar, bolalar bilan munosabatlarmi, ya'ni maktabgacha tarbiyachilarga yaqin va ravshan; shuningdek tanish va tanishushbu mualliflarning asarlari va ularning elementar tahlillari bilan(Muallifning badiiy shaklida yo'naltirilganlik uchun). Bunday ishloyihaviy faoliyat sifatida qurilishi, natijasiroy ko'rgazmaning dizayni qiladi.

Tarkiblar bo'limi integratsiya qilmoqdasturning boshqa bo'limlari bilanbiz. "Aloqa" bo'limlari bilan eng muhim munosabatlar(bola va bolalar bilan kattalar bilan aloqaning mazmunini boyitishitengdoshlar tinglangan matnlarni muhokama qilishadi, tanishish bilan tanishishadabiy til namunalari, bolalar shaklini ishlab chiqishtilshiqni tanishish orqali nutqqurilish qoidalarining asarlari, amaliy rivojlanishihar xil turdagi matnlar, lug'atni boyitish va boshqalar), "bilish" (shakldunyoning yaxlit rasmini, intellektual vashaxsiy fazilatlar, ufqning kengayishi, qobiliyatni rivojlantirishkognitiv manfaatlarini rivojlantirish, tahlil qilish, taqqoslash, taqqoslash, taqqoslash, taqqoslash, taqqoslash, taqqoslash, taqqoslashboyo'g'li va "Heuristik" atrofdagi voqelikka qarash vava boshqalar), "Ijtimoiylashtirish" (bolalar kabi bolalarning shaxsiy rivojlanishi;jamiyat, asosiy axloqiy va bular bilan bilim va munosabatlarni chuqurlashtirishmen me'yorlar va xulq-atvor qoidalari bilan tanishdimjamiyatdagi munosabatlar va boshqalar). Kamroq muhim aloqasi yo'qumumiy ma'lumotlarning mavjudligini hisobga olgan holda, Lamaning "musiqa" va "badiiy ijod"turli xil badiiy faoliyat turlarini shakllantirish tushunchalaribolalar: Mustaqil ko'nikmalarni idrok qilish va rivojlantirishdanbolalarning ijodida, shuningdek, maktabgacha tarbiya xodimlarining xayolotini rivojlantirish uchun ushbu bo'limlarning yo'nalishi. Mumkin bo'lgan muloqot deyarliboshqa barcha ta'lim sohalarida.

Bolalarning ta'lim sohasidagi yo'nalishi

Bolalar nimani tan oladi

Bolalar boy adabiy adabiyotni o'z ichiga oladiturli xil turlar, janrlar va mavzularni qabul qilish. Turli xil turdagi va janrlarning uchta yoki to'rtta asari asarlarida qo'ng'iroqlar. Bolani o'qish ro'yxatida6-7 yoshda Rossiya va Zara asarlarining turli janrlari kiradifolklor, klassik va zamonaviy she'riy ishlab chiqarishishtiqqa, nasr matnlari (hikoyalari, etagi, ertaklar, ertaklarty, bolalar romanlari). Maktabgacha tarbiyachilar bilan qiziqarli ishlaramaldagi pastki pastki qism, qahramonlarning noaniq tasvirlaribelgilarning to'qnashuvida, yaxshi va yovuz kuchlarning qarama-qarshilik. Ularniyangi kognitiv ma'lumotlarga ega bo'lgan matnlar mavjud bo'lib,biznes uslubining elementlari (bolalar entsiklopediyasining bo'laklari). Bolalarsaytlarni davom ettirish bilan, shu jumladan roman-hikoya,tanish qahramonlarning yangi sarguzashtlari haqida yozish.

Maktabgacha tarbiyachilar 6-7 yoshda, kitob maxsus (XU-yo'q qilingan) atrofdagi voqelikni bilish usuli,inson munosabatlari va ijtimoiy qadriyatlar.

Bolalarning ismlari 5-6 yozuvchi, shoirlar, shaxsiy faktlar, ularning ijodining ba'zi xususiyatlarini bilishadi.

Maktabgacha tarbiyachilar ba'zi tilning ma'nosini tushunishadi,tushilish. Litaviyning asosiy stilistik xususiyatlarini bilishhar xil turdagi va janrlarning yo'nalishi, uni ta'kidlaydigo'zallik va tasavvur. Ba'zi xususiyatlar haqida g'oyalarni o'zlashtiringuning adabiy jangarilari, masalan, ertak, hikoya, she'riyat, bas.

Bolalar ma'nosini tushunishadi va muntazam ravishda tushuntirishadikitobda ikki yoki uchta san'atkorlarning ismlarini biling,ularning ijodiga tegishli. Kitob qaytayozuvchi, rassom va bosmaxona xodimlari natijasidaodamlar va xususan, o'zlari uchun kitoblarning katta ahamiyatini bilish.

Maktabgacha tarbiyachilar teatr haqida fikrlar: uni tayinlash,binolar, sahnalar, turli xodimlarning o'ziga xos xususiyatlariteatrda ishlaydigan bayramlar. Teatr san'ati (dramatik, musiqiy, qo'g'irchoq, teatr) turli xil va janrlarini bilishray, klaoya va boshqalar).

Bolalar o'zlarini ifoda etishning turli usullarini bilishadi va undan foydalanishaditurli xil nutqlarda adabiy asar taqishva badiiy va ijodiy faoliyat.

Ta'lim mintaqasini o'zlashtirish tajribasini tashkil etish

Bolalarni engish nima

Bolalarning o'quvchi qiziqishini kengaytirish

O'qituvchi bolalarning xohishiga yordam beradi va rag'batlantiradikitobga qo'shilish uchun, o'qishni o'rganish va bo'lish istagifaol o'quvchi.

Estetik sezgirlik va ta'mning boshlanishini rag'batlantiradiyuqori darajadagi adabiyot. Badiiy adabiyotga bo'lgan muhabbat bolalarining namoyishi, ish tarkibiga qiziqish vauning shakliga bo'lgan munosabat.

O'qituvchi maktabgacha tarbiyachilarning tilakdoshligini qo'llab-quvvatlaydimuayyan turlarning ishlariga, janr, mavzularga ega.

Aloqadagi bolalarning ehtiyojlarini qondirilishini ta'minlaydikattalar (o'qituvchilar va ota-onalar) va boshqa bolalar bilan adabiy asarlar va boshqa bolalar (tengdoshlar va undan katta bolalar).

Muammo va O'yinlar vaziyatlari, bu erda o'sish uchun yaratilganbolalarni aytib berish uchun bolalar badiiy texni o'qishtOV, ular asosida ijodiy monologlarni ixtiro qiling, muhokamagateatr spektakllari va mustaqil teatrlashtirishushlandi.

Adabiy matnni to'g'ri idrok etishga yordam bering

Adabiyotlarni tinglashni tashkil etish jarayonida ko'rishturli rassomlarning rasmlari va rasmlarini aks ettirish, tinglashmusiqiy asarlar, bolalar o'qituvchilari bilan suhbatlar olib borishadabiyotlarning maktabgacha yoshdagi bolalari tomonidan idrok etishni chuqurlashtirishga hissa qo'shadiuning mazmuni va shaklning birligiga bog'liq.

O'qituvchi umumiy va maxsus usullarning rivojlanishini ta'minlaydilite-chet ellik ishini badiiy idrok etish mumkin bo'lgan bolalar. Bu hissiy ahamiyatga egalikning rivojlanishiish tarkibiga, uning ma'nosi va hissiyotiga munosabatnALIA SUTETTExt, qahramonlarning rasmlari, badiiy shakl. Shaklasarda muhim aloqalarni o'rnatishda, muallifning rejasini tushunishda, qahramonlarning tasvirlarining yaxlitligini anglashda muhim faoliyat. KRA'MENTGA ESTIKTIK XIZMATIKALIGIadabiy nutq, badiiy tilning matfazabi. Pedagogdarhol qayta birlikni saqlashni saqlashga intiladiadabiy matni bolalari tomonidan yashash va tushunish.

Biz adabiy matn asosida ijodiy faoliyatni tashkil qilamiz

O'qituvchilar adabiyot bilan tanishadimatnlar, teatr tomoshalari, teatr o'yinlari badiiy matnni va ifodali ravishda tahlil qilish qobiliyatini ta'minlashni ta'minlaydiganadabiy nutqni rivojlantirishga hissa qo'shadigan nutq ijrochilari,bolalarning estetik ta'mini rivojlantirish.

Rivojlanish uchun o'quv va o'yin holatlarini yaratingbrag'illash ko'nikmalari:

Rekriy jihatdan takrorlangan adabiy adabiymatnga yaqin ishlaydi; Qisqa hikoya va ertaklaradabiy qahramon shaxslari.

Hikoya chizig'ini davom ettirish uchun imkoniyatlaringizni taklif etingfolklor va Le-ga asoslangan ertaklarni va hikoyalarni saqlash, tuzisho'rmon matnlari.

O'qituvchi bolalarning o'z-o'zidan stilistik va janr xususiyatlarini saqlab qolish istagini qo'llab-quvvatlaydiularning asosida faoliyat bor.

Bolalar rivojlanishini murakkab ishlatishga olib keladiturli xil badiiy va nutqda ifodalanish vositasiloyiha faoliyati jarayonida.

O'qituvchi rejalari ijodiy vazifalar, adabiy va chitama'ruza maktabgacha tarbiya xodimlari tomonidan faol rivojlanish uchun Tel-o'yinlarko'tarilishni rivojlantirish uchun ko'k va intonizmijodiy nutq faoliyati.

Voyaga etganlar kitoblar, ijodiy faoliyat haqida suhbatlar o'tkazmoqdalaryozuvchi, Rassom rassomi, Rassom-dizayner, imzoko'nikmalarni rivojlantirish uchun tipografiya xususiyatlari bo'lgan bolalarning mitti,bolalar uy quruvchilarining maktabgacha yoshdagi bolalarini yaratish uchun uyg'otishkitoblar, jurnallar va entsiklopediyalar.

Bolalar loyiha faoliyatini tashkil etish paytidabolalar adabiyotni idrok etish natijalarini aks ettirish qobiliyatini siljitingturli xil san'at va nutq faoliyatidagi matnlar (kesishish)yozish, yozish, mulohaza qilish) va vizual tadbirlar(Rasm, dastur, dizayn, dizayn).

O'qituvchi o'quvchilarning improvizatsiyasini va ijodini rag'batlantiradibadiiy va nutq, o'yin, vizual va teatrnoi faoliyati adabiy matnlarga asoslangan. Ta'minlaydimustaqillik va ijodkorlikni namoyon qilish ehtimolicessa bolalar spektakllari uchun matnlarni tanlash, dastlabki"Teatr harakati" ni ta'qib qilish va ro'yxatdan o'tkazishhomilador rasmni turli xil yordamida amalga oshirish usullarini qidiringog'zaki va og'zaki bo'lmagan ifoda.

Ta'lim mintaqasi tarkibini rivojlantirish yakunlari

Bolaning yutuqlari (bizga yoqadigan narsa)

1. Bola estetik ta'mi, doimiy ravishda kitob bilan aloqa qilish istagi, o'zini o'rganishni o'rganish istagi.

2. Aniqlash ishlariga saylov munosabatini aniqlaydimavzu yoki janr, turli xil ijodiy faoliyat turlarigaart asar asosida.

3. Sevimli adabiy matnlarni chaqiradi, ular nimani yoqtirishadi.

4. To'rt yoki besh yozuvchining familiyasini, bio-ning shaxsiy faktlarini biladigrafika, ularning asarlarini, ularning ijodining o'ziga xos xususiyatlari haqida bahslashish bilan ishlaydi.

5. Tasvirlaydigan uchta yoki to'rt nafar rassomlarning ismlarini biladilee kitoblari yoki ajoyib va \u200b\u200bepik hikoyalarda rasmlar yozish,bezatilgan teatrlashtirilgan mahsulotlar ba'zi xususiyatlarni biladi ularning vizual uslubi.

6. Adabiy asarlarning asosiy janrlarini ajratadi (she'rlarrhobiy, ertak, hikoya), ulardan ba'zilari haqida fikrlar mavjudkulgili.

7. Uning mazmuni va shakllarining birligi bo'lgan ishni sezadi,bu qahramonlarning rasmlariga, ish g'oyasi o'ziga tortadi.

8. Adabiy asarlarni ajratib turadi.

9. Badiiy matnlarga asoslangan nutq, vizual va teatr o'yinlarida ijodiy faol.

10. Teatrda adabiy qahramonlarning tasvirlarini ifoda etadihammom faoliyati, ijodkorlikni namoyon etish, izohlashga intilmoqdakattalashtirish.

Tashvish uyg'otadi va birgalikda harakat qilishni talab qiladi

o'qituvchilar va ota-onalar

1. Adabiyotga bo'lgan qiziqish aniq emas, adabiy tajribaqo'rquv nişe. Bola takliflarga istamay javob qaytaradio'qishni o'rganing.

2. Qiyinchilik bilan tanish kitoblarni chaqirganda, ulardan ko'ra tushuntira olmaydi.u yoqtiradi.

3. Adabiy asarlarning janrlarini bilmaydi. Ertakni ajratib ko'rsatishintuitiv darajadagi hikoya va she'rlar, ularning maxsus lentalarini tushuntirib berolmaydi.

4. Adabiy ishni idrok etishda buni tushunadishunday qilib ushlab turish, subtekatni izohlashni qiyinlashtiradi, mumkin emastilga sezgir bo'lmagan mualliflik huquqini tushunish, chizmalarfaqat an'anaviy nutq so'zlariga e'tibor bering.

5. Qisqa she'rlarni tushunib etuvchi qisqa she'rlarni o'qiydi, ertaklar vatarqatilgan eraloqlar analogiya rad etuvchi ertak bilan kelolmaydisirlarni ixtiro qilish, adabiy o'yinlarda qatnashish.

6. Kitoblarni muhokama qilishda passiv adabiyotlarga asoslangan vizual va loyiha faoliyatida tashabbus ko'rsatmaydimatn. Teatr o'yinlarida ham tomoshabin yoki tasodifiy bo'lmagan yoki aniqlanmaganikkilamchi qahramon.

6-7 yoshdagi bolalarda o'qish doirasi matnlar tarkibidagi va ularning bir qismida ham kengayish va askarni kengaytirishni davom ettirmoqdalarzargarlik buyumlari shakli (turli xil kompozitura, uslublarnutq, ifodali vositalar). Oldingi yosh bilan taqqoslaganda, guruh asosan bolalar tinglagan nasroniylarga qarab farq qiladi. Ular arzon va qiziqarli "Davomi bilan o'qishbiz ish bilan shug'ullanamiz. Birinchidan, buertole - hikoyalar, shu jumladan ajoyib va \u200b\u200bsarguzashttegishli tarkibi qaysi ge-ildizlarning murakkab rasmlari taqdim etiladi, ularning ijtimoiy hamjamiyati uchun turli xil variantlar.

Maktabgacha ta'lim muassasasi o'qituvchilari bolalar - maktabgacha tarbiyachilarida o'yinlar, rasmlar va turli xil adabiy asoslar va adabiy janrlar orqali badiiy adabiyotlarni o'qishga qiziqish uyg'otishi kerak. Bundan tashqari, o'qituvchilarning vazifasi maktabgacha tarbiyalanuvchilar monologik va dialogik nutqini rivojlantirish, ularni ijtimoiylashtirish va maktab uchun o'qitish. Ushbu maqsadlar va vazifalarni amalga oshirish uchun har bir kasbni to'liq rejalashtirish kerak.

Badiiy adabiyotlarni o'qish bo'yicha o'qituvchilarning vazifalari va vazifalari

O'qituvchiga qadar muhim vazifalar mavjud: tarbiyalash, o'qitish va bolalarni rivojlantirish. Aqlli - bu vazifalarni hal qilishda eng yaxshi yordamchi. Har bir alohida kasb:

• diqqat va xotiralar;
• fikrlash va nutqni rivojlantirish;
• tabriklar intellektual sinflarga qiziqish.

Bundan tashqari, barcha tadqiq qilgan barcha san'at asarlari bolaning hayotining turli yo'nalishlariga qaratilgan. Tayyorlov guruhining bolalari uchun eng muhimi:

• axloqiy tarbiya;
• nutqni rivojlantirish;
• badiiy va estetik rivojlanish;
• ijtimoiy-kommunikativ rivojlanish;
• mustaqillikni rivojlantirish, o'ziga xizmat ko'rsatish.

Masalan, "Tiny-Havel boshlig'i" ning ertaki axloqiy ma'rifat sohasini anglatadi. Darsning o'ziga xos maqsadi quyidagicha tuyulishi mumkin: "bir-birlariga yaxshi munosabatda bo'lish." Rossiyalik xalq ertaki ertak "ochlik bilan" mustaqillikni rivojlantirishga tegishli. Uni o'rganish, o'qituvchi "inson mehnatining muhimligini tushuntirish" ni amalga oshirishi mumkin. Ijtimoiy kommunikativ tarashshunoslik D. N. MMIN-SIBERO "" Medvedko "ning ishini o'qiyotganda, ushbu ertakdagi darslarning maqsadi: dunyoning turli burchaklari bilan sayyoramiz bilan tanishish.

Maktab uchun tayyorgarlik, alohida e'tibor bering

Badiiy adabiyot, munozarani o'qitish, vaziyatlarni belgilash - sinflarda qanday amalga oshiriladi. O'qituvchi o'quvchilarning ma'nosini o'qib chiqqandan keyin darhol tushuntirmaydi - bu bolalarni mustaqil tushunishga imkon beradi, masalan, suhbat bilan tasvirlangan muammoni ko'rish va tushunishga yordam beradi.

Aloqa-javoblararo aloqa shaklidan foydalanish nutqning maktabgacha yoshdagi bolalarini rivojlantirishning maqbul usuli hisoblanadi.

Masalan, Gus-Swan ertakni suhbatda o'rganayotganda, bunday savollar quyidagilarni kiritish mumkin:

1. Kim ertakda gapiradi?
2. Ota yurgan onasi qayerda?
3. Onasi qizidan so'raydi?
4. Ota-onalar shaharga jo'nashganidan keyin uning qizi qanday tutishdi?
5. Birodarga nima bo'ldi?
6. G'oz oqkanlari kimlar?
7. Qizni qanday qaror qabul qiladi?
8. Nima uchun pechka, olma daraxti va sut daryosi qizga yordam berishni xohlaydi?
9. Qiz qayerda yugurdi?
10. Kulbada kim ko'rgan?
11. Qanday qilib qiz birodarni qutqarishga muvaffaq bo'ldi?
12. Nega pechka, olma daraxti va sog'in daryosi qizga yordam beradi?
13. Bu pechka, olma daraxti va sut daryosi qiz bilan suhbatlashdimi?
14. Siz bilan gaplashayotgan hayvonlar va gaplarni qayerdan uchratishimiz mumkin?

Suhbat uchun bir qator savollar mantiqan: birinchi oddiy savollarni (tarkib bo'yicha) aniqlash, keyin aniqlang, tarjima qilish ("nima uchun ..."), ijodiy.

Sinflar bitta va bir nechta vazifalarni eslab qolish muhimdir.

Har bir kasbda o'qituvchi quyidagi vazifalarni hal qiladi:

• ta'lim;
• ta'lim;
• rivojlanmoqda.

Masalan, "qizil gul" ertaklarini o'rganayotganda quyidagi vazifalar hal qilinishi kerak. Ta'lim: bir-birlariga yaxshi munosabatda bo'lish. Ta'lim: adabiyotlar bilan tanishish, kostohal nutqni ishlab chiqish, matni tilida tushuntirishni shakllantirish. Rivojlanish: nutqni eshitish, musiqa intonatsiyasini rivojlantirish.

Har bir kasb noyob mavzu va maqsadga ega bo'lishi kerak, maitsitik, qo'shimcha asosiy narsalarga ega bo'lishi mumkin. "Tsarevna-qurbaqasi" ertaklari misolida: "Bolalarning kognitiv faolligini rivojlantirish," ertaklarni "ertaklarni tinglash" va yo'nalishi "mavzusini hurmat qilishni o'rganish mumkin "Erta ertakda itoat qilish va o'z-o'zini ish bilan ta'minlash ..." (axloqiy tarbiya). Suhbat chog'ida bolalar, o'zini tutishlari uchun nimaiki, ularniki bo'lsa, ularga qanday bo'ysunishlari va o'z xatti-harakatlarini tushunishlari kerak. Bolalarni ushbu masalalarni mustaqil ravishda tushunishga undash maqsadga erishadi.

Tayyorgarlik guruhida o'qish informatsion bo'lishi kerak. O'qituvchi, kognitiv manfaatlarni rivojlantirish, maktab yillarida o'ziga ta'sir ko'rsatadigan va kitoblarni zavq bilan o'qiyotgan ongli o'quvchini olib keladi.

Maktabgacha tarbiyachilarning darslaridagi motivatsiya

Pedagogika sohasida katta maktabgacha tarbiyachilarning to'rt turi ajratilgan:

1. O'yin. Bu bolaga e'tiborni o'qish jarayonining texnik qiyinchiliklari bilan o'zgartirishga yordam beradi. Dasicic o'yinlari: "Nevbyts", "So'z yo'qolgan", "qahramonni toping", deb ayt.
2. Voyaga etganlarga yordam bering. Bu kattalar bilan muloqot qilish istagiga asoslangan, chunki u birgalikda faoliyat turlariga qiziqadi va qiziqarli faoliyatni ko'rsatadi. Masalan: Heroes ertaklarining rasmlarini oling va bolalarga kiyim-kechakni tanlashga yoki tortib olishda yordam berishini so'rang (Chanterelle, ayiq uchun ko'ylak).
3. "Menga o'rgating." Buning asoschisi - bu har bir o'quvchining xohishi aqlli qobiliyatli. Masalan: Agar bola ertakni bilsa, unga xatti-harakatlarning ketma-ketligini unutganligini yoki qahramonlarning xatti-harakatlarini tushunmasliklarini ayting. Shunday qilib, u o'rganilgan materialni ishonchli muhokama qiladi.
4. "O'z qo'llarim bilan". Sovg'a yoki qarindoshlar uchun biron bir narsani qilish uchun ichki qiziqish. Bularning barchasi rasmlar, hunarmandlar, otkritkalar, bularning barchasi o'qish sinflarida amalga oshirilishi mumkin, ammo bolalar barcha harakatlarini ovozidan ovoz berishlari kerak.

Ishlatuvchi boshlang'ich sifatida badiiy o'qitish uchun darslar Ish, firibgarliklar, shov-shuvlar, muammoli vaziyat uchun o'yinlar, rasmlardan foydalanish mumkin. Masalan, rus tilidagi "tulki va ko'za" ertaklarini o'rganayotganda, o'qituvchilarning rasmlari tulki, ko'zalar, daryolar tasviri bilan tanishishlari mumkin.

Suhbat uchun savollar:

1. Bu ertak haqida nima deyilgan?
2. Qanday qilib tulki ko'zaga zarba berdi?
3. Qanday qilib u ko'zaning ko'zasi bilan gaplashdi?
4. U qanday so'zlar gapirdi?
5. Qanday qilib Lisa gaplashdi?
6. U qanday so'zlar gapirdi?
7. Erta ertak qanday tugaydi?
8. Ushbu ertakda ko'rsatilgan tulki nima va bu qaerdan keladi?

Lug'atni kengaytirish va boyitish uchun siz so'zlarni muhokama qilishingiz kerak: ochko'zlik, ahmoqlik, mehribonlik.

Intonatsiyani rivojlantirish uchun o'yinlar:

• Taxmin qilish.
• Muloyimlik bilan ayting;
• Jahl bilan ayting.

L. N. Tolstoy hikoyasini o'rganayotganda, siz asosiy belgilar, taxtalar, didaktik o'yinlar ("SWARI kompoti") rasmlaridan foydalanishingiz mumkin. Bolalaringiz bilan muhokama qilishingiz kerak bo'lgan savollar: halollik, vasvasa bilan kurashish, oilaga bo'lgan muhabbat, tan olish qobiliyati, haqiqatni ayt.

Kirish bosqichida materiallar boshqacha bo'lishi mumkin, bularning barchasi o'qituvchilarning qiziqishi va xayoliyligiga bog'liq. Masalan, aka-uka "Miselitsa xonim" ning ertaklarini o'rganish paytida bolalar musiqa o'ziga tortadi va rag'batlantiradi. "Uch qiz" tatar xalq peri ertaklarini o'rganayotganda, siz qahramonlarni tanishtirish va faol faoliyatni kiritish uchun jumboqlarni (ona, opa-singillar, asalarilar, asalarichilik) ishlatishingiz mumkin.

• Dunyodagi tirnoq kim?
  Juda bolalarni kim sevadi?
  Men savolga to'g'ri javob beraman:
  - Bizning Milimiz hammasi ... (onam).
• Meni sevadi va bratz,
  Ammo u kiyinishni yaxshi ko'radimi? -
  Juda moda qiz -
  Mening eski ... (singlim).
• Novdada novda bilan
  Sakrash, sport,
  Igile, Agile,
  Qush emas. (Sincap).
• Gullar ustidan uchib o'tdi
  Dalada uchish.
  Kulgili sigir.
  Golli nektar.
  Va konchilik azoblandi
  Uyga o'zingiz uchun ... (asalari).

Erta ertak sh. Perso "mushukning etiklari" ustozi mushukni qabul qilishi va uni bolalarga mehmon sifatida taqdim etishi mumkin.

Bunday ajoyib mehmonning paydo bo'lishi bolalarda zavq keltiradi

Sinflarning tuzilishi

Farzandlar bilan har bir darsdan oldin asosiy tuzilishga to'g'ri kelishi va quyidagi qismlardan iborat bo'lishi kerak:

1. Kirish qismi (motivatsiya yaratish).
2. Muammoli vaziyatni yaratish.
3. Asosiy qism.
4. Faoliyatni tahlil qilish (har bir faoliyat turidan keyin).
5. Fizkulbinutka (bir yoki bir nechta).
6. Yakuniy qism (muammoli vaziyatni hal qilish).

Maktabgacha yoshdagi bolalar bilan ishlashda juda malakali kasbni rejalashtirish kerak. Shunday qilib, bu eng samarali bo'lish uchun paydo bo'ladi, turli tadbirlarni amalga oshirish kerak. Badiiy adabiyotdan tashqari, siz o'yin, motor yoki kommunikativ faoliyatdan foydalanishingiz mumkin.

Masalan, har bir sinfning majburiy elementlaridan biri jismoniy hujumdir. Bu bolalarga faol faoliyatsiz dam olishga, charchoqning oldini olishga, hissiy holatni yaxshilashga yordam beradi.

Jismoniy hujumlarni o'tkazish shakllari:

• umumiy mashqlar;
• harakatlanuvchi o'yin;
• harakatlar bilan didaktik o'yin;
• raqsga tushish;
• she'rni o'qish uchun harakat.

Badiiy adabiyotlarni o'rganishda yuqori shakllardan birini ishlatishi mumkin, ammo ko'pincha she'rning harakati jismoniy konsalting sifatida ishlatiladi.

Oyatni o'qish uchun jismoniy hujumlarga misol

Bundan tashqari, vaqtincha darslar rejasini tuzish kerak. O'qituvchini yodda tutishi kerakki, o'ttiz daqiqadan ko'proq davom etadigan kasb samarasiz.

Keksa guruh uchun o'qish va vaqtincha reja tuzilishi.

1. Kirish qismi. 1-2 daqiqa.
2. Muammoli vaziyatni yaratish. 2-3 daqiqa.
3. Asosiy qism. 23-25 \u200b\u200bdaqiqa.
4. Yakuniy qism. 2-3 daqiqa

Karta fayllari

Badiiy kartalar fayllari turli mezonlarda; Masalan, leksik mavzular bo'yicha: mevalar / sabzavotlar, non, fasllar, qo'ziqorinlar / rezavorlar, qushlar, uy / yovvoyi hayvonlar, er / suv va boshqalar.

• D.N. Mamin-Sibir "Kul Shaika";
• N.Nutov "bodring";
• G. B. Elocer "Gav" deb nomlandi.

Shuningdek, karta faylini axloqiy va vatanparvarlik ta'limi bo'yicha amalga oshirish mumkin: mamlakat, jamiyat, oila, do'stlik, bayramlar, fuqarolar va boshqalar.

• Nosov Mishkin Poros,
• D. "Mening oilam",
• Ya. "Qanday qilib onam edi".

Xavfsizlik, shuningdek, komektsiyalar xavfsizlik bo'lishi mumkin: yong'inlar, yo'l harakati qoidalari, xatti-harakatlar tabiatda va boshqalar.

• A. Barto "Momaqaldiroq";
• O. Smirnov "o'choqqa olov";
• G. Shalaeva "o'rmonda notanish rezavorlarni iste'mol qilmang."

Ommabop, shuningdek, E.V tomonidan tashkil etilgan karta fayllari. Shcherbakova "Tug'ilgandan maktabgacha" dasturi bo'yicha. Emas. Veraces. MARZALAR: Ta'lim sohalari.

Axloqiy ta'lim sohasidan:

1. Rossiya xalq ertak "Tiny-Gavroshkka" ertaklari;
2. Rossiya xalq ertak "quyon idishlari";
3. "Tsarevna-qurbaqa" rus xalq folqasi ertaklari;
4. B. Chergin "qofiyalar";
5. "Squa Burk" rus tilida ertak;
6. Rossiya xalq ertak "Finist - Clear Fallcon";
7. V. Dragunskiy "Bolalikdagi do'st", "yuqoridan pastgacha, Makas";
8. S. Mixalkov "va sizda nima bor?";
9. Nenets ertak "kuko";
10. "Zlatovlask" (har bir. Chexiya bilan. K. pouesta);
11. K. Chukovskiy "Moydodr".

K. Chukovskiyning "Moydodr" kitobi Dowoda o'rganilishi kerak

Jadval: Mavhum sinflar C. V. Tovaxyan "Ertaunlikdagi halollik" mavzusida "halollik" Suyak "" Tolstoy ""

Sahna tugun	Sahna tarkibi
Maqsad va vazifalar	Halollik g'oyasini shakllantirish. ta'lim: mish-mishlar matnini tinglashni va tushunishni o'rganing, tahliliy fikrlashni rivojlantiring; ta'lim: hissiy holatni tushunish, tushunish, o'qish va kitoblarga bo'lgan sevgini o'rgatish; rivojlanayotgan: nutqni tinglash, kengaytirish va boyitish lug'atini rivojlantirish.
Uskuna	ertak matni; l.n portret. Tolstoy; ertak uchun misollar; turli xil rezavorlar tasvirlari: malina, olxo'ri, ko'k, ko'kka, qulupnay, Bektoshiu, Bektryerny.
Qism	Salomlashish va ishlash uchun sozlash. - Xayrli kun, yaxshi soat! Sizni ko'rganimdan xursandman. Bir-birida qaradi Va ohista hamma o'tirdi. - Kayfiyatingiz qanday? O'yin "suyakni toping" - Ushbu rasmlarga qarang. Bu erda rezavorlar tasvirlangan. Ularning orasida suyak bilan berryni toping. Yozuvchining portreti bilan tanishish. - Bu portretga qarang. Nikolaevich Tolstoy tasvirlangan. Bu bizga ajoyib rus yozuvchi, bizga ko'plab qiziqarli hikoyalar, ertaklar, she'rlar va hatto sirlarni berdi. U bolalarni juda yaxshi ko'rar edi: u maktabni aniq poliana ochdi (bu Tula viloyatidagi manor), ularni o'zi yozgan "Alfavit" da dars berdi. - Bugun biz L.n hikoyasini muhokama qilamiz. "Suyak" tolstoy. Uning nima ekanligini bilishni xohlaydi va nega bunday deb ataladi?
Asosiy qism	O'qituvchi voqeani o'qiydi. Suhbat uchun savollar: - Onam nima sotib oldi? - Vanya o'zini qanday tutdi? - Olxoylar bunday qilmaganligini kim sezgan? - Nega Vanya olxo'ri iste'mol qilishga qaror qildi? - Nega u tan olmadi? - Nega dadam tashvishlandi? - Vanya qanday qilish kerak edi? Fizkululminmintka O'qituvchi bolalarni o'qiyotganda o'qiydi va harakatlar bo'yicha ko'rsatmalar beradi: Bir, ikki, uch, to'rt, besh! Biz sakrab o'tamiz! (joyida sakrash) O'ng tomon egildi (jismni chapga burish). Bir ikki uch. Chap tomon. Bir ikki uch. Va endi tutqichlarni ko'taring (qo'llar ko'taring). Va ular tuchkani toqat qiladilar. Biz yo'lda o'tiramiz (polda kesilgan), Keling, oyoqlardan chiqaylik. O'ng oyog'ini egib oling (tizzangizda oyoqlaringizni eg), Bir ikki uch! Chap oyog'ini egib, eging, Bir ikki uch. Oyoqlari baland ko'tarilgan (ko'tarilgan oyoqlar). Va bir oz talaffuz qilindi. Bosh tebranib (harakatlantiruvchi boshlar). Va hamma birlashdi (turdi). Ular: "Erta va kechikish aniq bo'ladi", deyishadi. Siz bunga qo'shilasizmi? "Suyak" hikoyasidan misol keltiring. - Ayting-chi, agar haqiqat hali ham tanilayotgan bo'lsa, biror narsani yashirish va insofsiz bo'lish kerakmi? Wordwork. - Hikoya "saraton kabi qizarib ketdi" iborasi edi. Ushbu masalga ertak bilan qarang. Bu nimani anglatishini tushundingizmi? Buni yana qanday tasvirlash mumkin? - "Topildi" so'zi nimani anglatadi? Tepalik bu?
Yakuniy qism	- Bugun muhokama qilingan voqeaning nomi nima? - Nega bunday deb ataladi? - Vanya joyida nima qilasiz? - Barchangiz bugun juda yaxshi ishladingiz, yaxshi ishladingiz.

O'qituvchilarning rejalashtirish va badiiy adabiyotlarni o'rganishda sifatli ishi har bir bolaning samarali ishining kalitidir. She'rlar, shov-shuvlar, didaktik o'yinlar - tanlangan ishlardan qat'i nazar, bularning barchasi sinfda zarur. Tayyorgarlik guruhidagi darslar barcha bolalar uchun ijobiy va ajoyib bo'lishi kerak, shuning uchun vazifalar qiziqarli va xilma-xillik bilan saylanishi kerak. Faqatgina siz bolalarga o'qish va adabiyotni yaxshi ko'rishingiz mumkin.

Karta kartasi tugun oqsoqol Dow Groupda tezislar. "Ilmiy fantastika" ta'lim maydoni

Saratov viloyatining Balashovskiy shahar tumani Ta'lim boshqarmasi

Munitsipal avtonom maktabgacha ta'lim muassasasi "Bolalar bog'chasi" IVushka "turi Shaharlar Blaloqov Saratov viloyati.

Yuvish joyi (Badiiy o'qish)

Nutq davolash guruhi "Tomchi" .

Karta mavzusi: "Gul-etti gul" Dasturiy ta'minot vazifalari:

1. Bolalarning og'zaki xalq ijodlari haqidagi bilimlarini aniqlashtirish va boyitish

rossiya yozuvchilarining asarlari.

2. Bolalarga badiiy asarlar mazmunini ma'lum bir rang bilan bog'lash uchun o'rgating.

3. Og'zaki xushmuomalalikning ifodasi bilan bolalarning lug'atini boyitadi.

Kuzatuv:

1. Ertaklar, jumboqlarni taxmin qilish qobiliyatini mashq qiling

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