The plan of the student's speech at the defense of the qualification work
It must be remembered that no matter how excellent and high-quality the qualifying work is, without its qualified and successful presentation it is impossible to get high marks. Evaluation largely depends on how the work will be presented and protected.
In his presentation, the student must state:
Relevance and justification of the chosen topic,
Object and subject of research,
research hypothesis,
Purpose and research objectives,
WRC research base and research methods,
The results obtained, confirming and demonstrating them visually (presentation),
General conclusion on the research work.
The message should focus on the following points:
Identification of promising and fruitful directions in the future studying the topic,
Presentation of independently made conclusions reflecting the content, significance and practical effectiveness of the work,
Further prospects for the development of the topic this study, confirming them with visual diagrams, tables, drawings, graphs.
APPENDIX A
Sample questions for bachelors to state exam"Theory and practice of social work"
1. The social work management system in Russia as a combination of various organizational forms.
2. Social technology: concept, types, types.
3. Relationship between theory and practice in social work.
4. Experiment as research method and its application in social work: conducting an experiment, a plan for conducting, errors in the experiment.
5. Conflict management in social work organizations.
6. Methodology of social work (object, subject, principles and methods).
7. Social work as one of the types of social technologies.
8. Features of the structural and functional construction of social services.
9. Management functions in organizations and institutions of the social sphere.
10. Organizational structures of management. Their advantages and disadvantages in relation to organizations of the social sphere.
11. Concepts, types, features of management functions, their relationship with organizational structure. Methods for implementing functions.
12. Deviant behavior and social work with persons of deviant behavior.
13. The essence of social therapy and its varieties.
14. Concepts, types, classification of social services in Russia.
15. Professiogram of a specialist in social work.
16. Personal potential of a social work specialist.
17. Professional important qualities social work specialist.
19. Social adaptation personality as the central problem of modern social work.
20. Reforming the system of social work in Russia.
21. Social work in the structure of social sciences.
22. Technology of regulation of processes of social adaptation.
23. Moral and humanistic nature of social work.
24. Social policy: essence, stages of development, theoretical models.
25. Formation of the system of social services for the population in modern Russia.
26. Psychological methods research in social work: psychoanalytic methods, methods of humanistic psychology., methods of measurement (testing) and its application in social work.
27. Diagnostics and analysis of conflicts.
28. Regulatory framework of social work.
29. Methods of socio-economic assistance and categories of the population eligible for it.
30. Comprehensive and systems approach in social work.
31. Use of quantitative sociological methods in social work: the problem of reliability and representation research, calculation of the sample population, types of surveys and the construction of the questionnaire.
32. Conflicts in the social and labor sphere. Strike: stages and forms of settlement.
33. Technologies of social work with the elderly.
34. Technologies of group problem solving.
35. Theory and technology of social work with disabled people.
36. Family as the central object of social work.
37. Specificity of technologies of medical and social work.
38. Techniques of counseling in social work.
39 Use qualitative methods in social work: in-depth interview method and focus group method.
40. Technologies of social and preventive work at the place of residence and at work.
41. Theory and technology of social work with women.
42. Methods of peer review and expert interviews and their use in social work.
43. Theory and technology of social work with migrants.
44. Theory and technology of social work with military personnel and their families.
45. Theory and technology of social work with youth.
46. Theory and technology of social work with women.
47. Mediation and its role in social work.
48. Management styles in a social organization.
49. Theory and technology of social work with convicts and former convicts.
50. Targeted model of social work: the essence and features of use in modern Russia.
51. Paternalistic model: the essence and features of use in modern Russia.
52. Foreign models of social work.
53. Socio-psychological technologies of social work.
54. Social technologies of social work.
APPENDIX B
Problem Situation #1. The Comprehensive Center for Social Services of the City of N received a call from a certain citizen that a family lives in her house, in which the child is starving and poorly dressed. A social worker of the Center responded to the incoming call. During the social raid, there was no food at all in the house.
The mother did not exchange the old passport. The teenager also does not have a passport.
It was decided to take the family on patronage.
Reason and circumstances for registration: the child is starving; the mother has a mental illness and is registered in a dispensary. The mother does not work anywhere.
Incomplete family, 1 child, who is now 14 years old.
Plan of work with the family for 2008:
1. Assistance with products; 2. Assistance in the exchange of the mother's old passport, in obtaining a passport for a teenager; 3. Request to the dispensary whether the mother is registered; 4. Consultation on the mother's registration with the Employment Center; 5. Issuance of MDK (municipal discount card) for the purchase of food.
Difficulty in solving this problem is that the woman has a mental illness, and the staff of the Center did not know what kind of illness and how to behave in this situation. In response to a request to the dispensary about what kind of mental illness the client has, the answer was received that they do not have the right to disclose medical confidentiality, since the patient's diagnosis is part of medical confidentiality.
Basic laws based on which this problematic situation was solved:
1. Federal Law “On Basic Guarantees of the Rights of the Child in Russian Federation» dated July 24, 1998 No. 124 (as amended on December 21, 2004);
2. Federal Law "On the basics of social services for the population in the Russian Federation" dated December 10, 1995 No. 195;
3. Federal Law "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" dated June 24, 1999 No. 120 (as amended on December 29, 2004);
4. GOST R 52143-2003 Social services for the population. The main types of social services.
5. Law Novosibirsk region dated December 5, 1995 N 29-OZ "On social assistance to the population in the territory of the Novosibirsk Region" (as amended and supplemented on February 9, 2005)
APPENDIX C
Sample questions for graduate students for the state exam "Social work in the region"
1. Region as a political, legal and socio-economic system. Conditions and factors for the emergence of regional systems.
2. Subjects social policy region.
3. Goals and objectives of the regional social policy.
4. Forms and mechanisms for the implementation of regional social policy.
5. Features of the socio-economic development of the Siberian Federal District.
6. Social infrastructure of the Siberian Federal District.
7. Financial provision of social policy in the region.
8. The specifics of the socio-economic problems of the indigenous and small peoples of the North, Siberia and the Far East.
9. Priority areas of social policy in the Novosibirsk region.
10. Regional target programs as a system of measures to solve social policy problems.
11. Characteristics of city and regional targeted programs regulating the areas of social work with families and children (on the example of Novosibirsk and NSO).
12. Characteristics of the activities of public organizations in the field of social work in the Siberian region.
13. Services of social rehabilitation of the population in the Siberian region.
14. Characteristics of the main subjects of social work with unemployed citizens in the Siberian region.
15. Social work with orphans and children left without parental care in the NSO and the city of Novosibirsk.
16. Social guarantees for youth and young families in the region.
17. Characteristics of labor-surplus and labor-deficit regions of the Russian Federation.
18. Features of the regional labor market in the Siberian Federal District.
19. Features of the regional labor market federal districts RF.
20. Family in the Siberian region and the Novosibirsk region: main statistical indicators (statistics of marriages and divorces, abortions and fertility, family structure).
21. Socio-demographic characteristics of the Siberian region.
22. Conditions and procedure for conferring the honorary title of labor veteran of the Novosibirsk region and measures of their social support.
23. Organizational bases for the protection of children's rights in the region.
24. Youth Parliament of the Novosibirsk Region as a subject and an object youth policy in the region.
25. Social support for certain categories of citizens living in the Novosibirsk region.
26. City in the system of the region: characteristics of megacities, large and small cities.
27. Characteristics of migration processes in the federal districts of the Russian Federation.
28. Characteristics of the municipal social policy.
29. Subjects of social policy in the Novosibirsk region and the city of Novosibirsk.
30. The system of social protection of the population of Novosibirsk.
31. Features of regionalization in Russia.
32. Theory of regional studies.
33. The social status of the ethnic groups of the Siberian region.
34. History of volunteering in Russia. Features of the formation of the volunteer movement in the region.
35. Characteristics of the main groups of volunteer movements and forms of volunteering in the region.
36. Characteristics of the city target program "On municipal support of national-cultural autonomies and organizations in the city of Novosibirsk" for 2004-2006 dated 17.09.2003 No. 300.
37. Characteristics of the city target program "Formation of an accessible living environment for the disabled and other low-mobility groups of the population in Novosibirsk for 2004-2006" dated 12/11/2003.
38. Characteristics of the regional target program "Creation of mechanisms for providing housing for young families in the Novosibirsk region for 2004-2011" dated 27.05.2004.
39. Characteristics of the regional target program "Older generation" for 2004-2008 from 02.10.2003.
40. Characteristics of the regional target program "Prevention and control of diseases social character for 2004-2006” dated 02.10.2003.
41. Characteristics of the law of the Novosibirsk region "On measures of social support for certain categories of citizens living in the Novosibirsk region" dated December 23, 2004 No. 253-OSD.
42. Characteristics of the program of socio-economic development of the Novosibirsk region for the medium term (2004-2008) dated 07.07.2004 No. 215-OSD.
APPENDIX D
Stages of preparation and defense of the qualification work of a graduate student
Preparatory stage
1. Use of problematic situations
The most important task modern system education is the formation of universal learning activities providing students with the ability to learn, the ability for self-development and self-improvement.
In a problematic lesson, the teacher "guides" students through the links of posing the problem: creating problem situation or leading dialogue. He offers schoolchildren a system of feasible questions and tasks that lead them step by step to the formulation of the topic of the lesson. Often it builds from the repetition of the material covered.
At the stage of consolidation, the main means of creating a problem situation is the integration of questions and practical methods that allow finding an invariant solution to the problem. At the stage of control and correction of educational and cognitive activity of students, control is exercised over the strength of assimilation of the acquired knowledge, as well as over the formation of grammatical skills. The leading means of problematicity at this stage are tasks in the form of texts, where you not only need to choose the correct answer, but also justify it.
Example.
Compare the right and left bars.
I am a first grade student. I am first class.
There are pens and pencils in the box. They are in the pencil case.
I put notebooks in my portfolio, I put them in my portfolio.
textbooks and pencil case.
1. Are both entries of words a sentence? If not, why not?
2. What word and where should be added to make a sentence?
The art of obtaining oral or written information from a student lies in the ability to ask a question in such a way as to systematically develop in students the habit of updating the necessary knowledge and of research by observation and reasoning, which leads to a synthesis of the available material.
Example.
A chain of words is given:
Car, plane, Masha, Bug, shovel, Murka, Moscow.
1. Can these words be combined into two groups?
2. If possible, then on what basis?
3. Some words are written with capital letter, and others with a small one. Why?
3. Which category can include words that are written with a capital letter: a) names; b) names of cities, rivers; c) animal names?
4. What questions do all these words answer? What parts of speech are they?
In order for the activity of students to perform problematic tasks to be effective, it is necessary to teach children to understand the purpose for which they perform this or that task and what results they managed to achieve. Significance Principle learning activities is important for the child. It is problematic tasks in the lesson that allow the student to feel this significance. The teacher needs to teach children to observe, compare, draw conclusions, and this, in turn, helps to bring students to the ability to independently acquire knowledge, and not to receive it in finished form.
Example.
Read the text. Find in it a noun with the following characteristics: inanimate, common noun, neuter, singular, nominative, subject in the sentence.
Baikal is located in the east of Russia. People call it the blue eye of Siberia. In count fresh water This lake ranks first on Earth. Thousands of species of rare animals and plants live in Baikal.
It is difficult for a child to explain why independent activity in a lesson is necessary, because its result is not always positive. And again, a problem task comes to the rescue, which brings interest to the independent activity of students and is a constant activating factor.
Example.
In the language of the Kroks tribe, as well as in the Russian language, three types of declension are distinguished for nouns. This language has the same system of case endings as in Russian:
1 declination2 declension
3 declension
guva
row
magra
shgara
opasch
greedily
kryach
ryun
loss
skip
cloves
vishch
All the endings of nouns have disappeared from the story in the Krok language. Try to include them:
Shgara grumbles about ___ and skich __. Vishch buzzes on magr__, on zhadr__ and on ter___. From the cloves __ and from the runes __ roaring opasch.
However, engaging in independent activities in the classroom, students do not go on an “independent voyage”. The teacher unobtrusively corrects their activities so that the principle of scientificity is not violated when obtaining knowledge.
Very often, when students are presented with a problematic task, the teacher asks if they know anything in this area and if they can solve the task on their own. Even if the students unequivocally refuse to make independent decisions, the teacher tries to lead the students to a conclusion through logical questions, without giving ready-made knowledge right away. At the same time pproblematic tasks should be so difficult as to cause difficulty for students, and at the same time feasible for finding an answer on their own. They should aim the student at actions that cause the emergence of a cognitive need for new knowledge and methods, without which these tasks cannot be completed.
Example.
I. In each group, find the "extra" word, justify your choice:
1) sea, coffee, sun, plant
2) salt, dust, belt, pier
3) stone, horse, doe, fire.
II. Group the verbs into groups according to their meaning: 1) the beginning of the action; 2) the end of the action; 3) incomplete action:raise, speak, finish playing, get sick, carry, take off, swim, hold, dig.
The most important task facing the teachers of a professional school is the choice of such teaching technologies that would ensure the process of formation of a general and professional competence. AT modern world a person must show such personality traits as productivity and originality of thinking, ingenuity, the ability to see the problem, show the speed of mental reaction, the ability to improve in professional activity and readiness for competition. These abilities are essentially basic for a modern specialist. And it is worth noting that they cannot be fully formed by reproductive methods alone. In traditional teaching, the teacher communicates ready-made knowledge to students: explains, shows new objects educational material, gives examples, achieves understanding, checks the degree of assimilation. The activity of the teacher is explanatory and illustrative. Students perceive knowledge, memorize, reproduce, not always understanding their necessity. At the same time, it should be noted that reproductive activity is inevitable for any type of education, but at the same time it does not sufficiently ensure the development of personality traits, which were mentioned above. One of the ways to successfully achieve the set goals is the use of problem-based learning technology.
Problem-based learning technology is one of the leading pedagogical technologies the following reasons:
It allows you to organize independent activities of students in the assimilation of new knowledge;
The effectiveness of problem-based learning is manifested in the formation of creative, critical thinking;
Helps to strengthen the relationship between theory and practice;
Stimulates the cognitive activity of students, forms interest in educational material.
The essence of problem-based learning is to create problem situations and solve them in the process of joint activities of students and the teacher.
Let us dwell on the main concept of problem-based learning: a problem situation.
A problem situation is the conditions that arise when students do not have enough knowledge or known methods of action to comprehend something or perform some necessary operations, i.e. they have an intellectual difficulty. The problem situation on the basis of the analysis is transformed into a problem task. The problematic task involves the formulation of questions: “How to resolve the contradiction that has arisen? How to explain it?" A series of problem questions transforms the problem task into a solution search model, where various ways, methods and means of solution are considered. So, the problem method involves the following steps: problem situation → problem task → solution search model → solution.
Consider the main ways to create problem situations:
1. A problematic situation arises when there is a contradiction between facts or phenomena and the lack of knowledge among students for their theoretical justification.
2. The use of learning situations that arise when students perform practical tasks. A problem situation arises when students try to independently achieve the goal, but they do not know how to solve the problem.
3. Statement of educational problems to explain phenomena or search for practical solutions. For example, this is any research work during educational practice, as knowledge is used in new conditions.
4. Putting forward a hypothesis; formulation of conclusions, their experimental verification.
5. Creating a situation of choice. At the same time, facts are compared, contrasted, conclusions are formulated.
6. Familiarize students with historical facts. Thus, they are faced with problem situations that take place in the process of formation of the theory they study.
7. Organization of intersubject communications. often material subject does not provide the creation of a problem situation (when developing skills, repeating educational material, etc.) In this case, facts related to the subject being studied should be used.
I will give examples of creating problem situations in the lessons of economic and accounting disciplines.
1. An example of such a situation can be a fragment of a lesson on the topic "Organizational and legal forms of enterprises." Students are asked the question:
“Is it possible to create an enterprise if there is not enough capital to create it?”
In this case, two options are possible: take partners into business and use their money, or contact the bank with a request for a loan. During the discussion, students come to a certain conclusion: if there is a risk of non-repayment of the loan, then the entrepreneur can create an enterprise with the help of partners.
2. When studying the topic “Determining the net income of an enterprise”, students are invited to independently determine the amount of income, while they still do not know how to solve the problem. Thus, a problematic situation is created, but with the help of an instructional map, which shows the items of income and expenses, students are able to solve the problem.
3. During the practical training in the subject "Financial Accounting", students are offered various production situations for keeping records at the enterprise based on their theoretical knowledge: filling out primary documentation, accounting registers, working in the "1C Accounting" program. Thus, the possibility of applying knowledge in new conditions is used, which stimulates the cognitive activity of students.
4. In the course of studying the topic “Financial stability of an enterprise”, a hypothesis is put forward about the dependence of financial stability on the availability of equity capital. When performing practical tasks, this hypothesis is confirmed, and students independently draw a conclusion.
5. In the lessons on the subject "Economics of the organization" students are faced with the need to analyze the facts, their comparison. This also creates a problematic situation. For example, when studying the following topics: “Analysis of the profitability of an economic entity”, “Analysis of the state of own and borrowed capital”, etc.
6. When studying the topic "Inflation and its types", a problematic situation is created when students become familiar with historical facts. Examples of types of inflation in different states in different periods of time and various methods of dealing with this phenomenon are given.
8. When solving problems in the lessons of financial accounting on the topics “Accounting for wages”, “Accounting for settlements with buyers and customers”, “Accounting for tax payments”, etc., the concepts obtained in the lessons on the subject “Taxes and taxation” are used. Thus, a problem situation is created on the basis of interdisciplinary connections.
The structure looks like this:
1. Introductory-motivational stage.
2. Updating the basic knowledge of students.
3. Assimilation of new knowledge and methods of action.
4. Formation of skills and abilities.
During the introductory-motivational stage, the teacher sets up students for productive activity throughout the lesson.
The concept of actualization differs significantly from the usual reproductive repetition. Its purpose is to activate memory and prepare basic knowledge for successful assimilation new knowledge. Actualization should also arouse interest in the problem under consideration, create an emotional mood, determine the readiness of students to perceive new material. Types of activities of students at this stage: oral or written presentation of previously acquired knowledge; independent work; test survey; problem solving. At the update stage, a problem situation is most often created.
Assimilation of new knowledge and ways of action. Already in the title of this structural element its content is reflected, it is here that new knowledge is assimilated, the essence of new concepts and methods of mental activity of students are revealed. The activity of the teacher at this stage should be aimed at creating a problem situation (if it did not arise at the actualization stage), the wording learning problem management of student activities.
Formation of skills and abilities. Deep and lasting assimilation of knowledge occurs only in the process of applying them in practice, so this is the most important stage of the lesson. Here there is a development of knowledge, the formation of skills and abilities, as well as mental and practical actions. The third stage usually includes verification of the correctness of the solution of the educational problem.
Since an indicator of the problematic nature of a lesson is the presence of stages of search activity in its structure, it is natural that they represent the internal structure of a problematic lesson:
1) The emergence of a problem situation and the formulation of the problem.
2) Making assumptions and substantiating the hypothesis.
3) Proof of the hypothesis
4) Checking the correctness of the solution to the problem. It is the presence of this internal structure that distinguishes a problematic lesson from a traditional one.
Thus, the structure of the problem lesson is a combination of internal and external processes learning and creates the opportunity to manage the independent activities of students.
When using problem-based learning technology great importance has an optimal combination of teaching methods and forms of organization educational process. Of all the variety of teaching methods, I consider the following classification to be the most acceptable:
1. The method of problematic presentation of educational material, which is possible in two forms:
A) monologue presentation - the teacher explains the essence of new concepts, facts, doing this using a problem situation. The form of organization of the educational process is a lecture. For example, a lecture on the topic "Calculation of piecework wages" begins with the question "How could you fairly distribute wages in your team?"
B) the method of dialogical presentation - the teacher formulates the problem, but finds a solution with the students, they must actively participate in the discussion, put forward their own hypotheses and draw conclusions on their own. The main forms are conversation, story.
2. The partial search method is as follows, the teacher selects a system of problem questions that should cause intellectual difficulties for students. In addition, you need to come up with leading questions that will help draw conclusions. Forms of organization - seminars, practical work.
3. Independent research activities are organized by the teacher, for this purpose, students are offered theoretical or practical tasks With high level problematic. Tasks are performed by them independently, but the teacher's control is not excluded. Forms of organization can be very diverse: excursion and collection of facts, preparation of a report, term paper.
Thus, problem-based learning provides a stronger assimilation of knowledge (what is obtained independently is better absorbed and remembered for a long time); develops analytical thinking(an analysis of the conditions is carried out, an assessment of possible solutions), logical thinking(requires proof of the correctness of the chosen solution, argumentation)
Bibliography
1. Basova N.V. Pedagogy and practical psychology. Rostov-on-Don - 1999
2. Brushlinsky A. V. Psychology of thinking and problem-based learning. - M., 1983.
3. Ilnitskaya I. A. Problem situations and ways of creating them in the lesson. - M., 1985.
4. Kudryavtsev T. V. Problem-based learning: source, essence, prospects. - M.: Knowledge 1991.
5. Lerner I. Ya. Problem learning. - M., 1974.
6. Leptina I., Semenova N. The use of effective learning technologies // Teacher. 2003. No. 1.
7. Nikitina N. N., Zheleznyakova O. M., Petukhov M. A. Fundamentals of professional and pedagogical activity: Proc. allowance for students. medium institutions. prof. education. - M.: Mastery, 2002.
New educational standards have been introduced not only in educational institutions, but also in kindergartens. A graduate of a preschool educational institution must have certain skills:
- to solve personal and intellectual problems corresponding to his age;
- use the acquired knowledge to set new tasks and solve them.
Situations involves learning, the basis of which is the acquisition of knowledge by solving practical and theoretical problems. teacher kindergarten, applying a similar technique, develops in his pupils the ability to independently set a goal, look for ways to achieve it, and analyze the result. Let's analyze various tricks creating a problem situation, with the help of which preschoolers learn to independently search for information, use knowledge in everyday life.
What is the purpose of problem-based learning
Solving problem situations contributes to the formation creativity students, develops their independence. It is important to understand that such training involves establishing a close relationship between adults and children. Creating a problem situation - the tasks of the educator. He must go through a complex chain with the guys, the beginning of which will be a simple observation, and the result will be active participation in solving the problem. Thanks to the new knowledge gained during this joint work, the child learns new characteristics of the object being studied, learns to ask questions, look for answers to them.
Features of problem-based learning
In Russia, a serious reform of education is taking place, new methods and forms of teaching preschoolers are emerging. Pre-school institutions of new types are being created in the country, aimed at the formation of morality, intellectual abilities children Considerable attention is paid in preschool education to the gradual formation of mental actions, the ability to solve problem situations, tasks set by the teacher.
Relevance of training
Such training differs from the traditional training of preschoolers in cognitive activity. Preschoolers receive self-education, self-study skills that will be useful to them in school life. A qualitative analysis of a problem situation is a way to gain new life experience.
History of problematic technology
The history of the application of problem-based learning is rooted in the deep past. In the works of J. G. Pestalozzi, J.-J. Rousseau proposed "active learning methods". A problem situation is a way of acquiring new experience, stimulating children's own activities. At the beginning of the 20th century, the American teacher J. Dewey developed the concept of problem-based learning. He offered the traditional option of teaching preschoolers and junior schoolchildren be replaced by independent learning by solving various practical problems. As a result of numerous experiments conducted by Dewey, he was convinced that problem situations for preschoolers provide much more opportunities than verbal (book, verbal) learning associated with simple memorization of material. It was Dewey modern pedagogy owes the emergence of the concept of "complete act of thinking." Active learning, proposed at the beginning of the last century, in Russia "took root" only with the introduction of new educational standards.
Examples of problem situations for preschoolers
Let's give an example of a problem situation for preschoolers. Children are offered blocks of various shapes and sizes, from which they must build a house. Having received the task, the children must first think over a plan of their actions, pick up the cubes according to their shape and size, so that the construction of the house is stable. If the children miss these moments, they will not be able to cope with the task that the teacher has set for them. During joint activities, children learn to communicate, a sense of collectivism is formed.
The essence of problem-based learning for preschoolers
Such training has varieties, depending on how exactly the problem is posed by the teacher. The problem situation is aimed at personalization of knowledge, creative development preschoolers. In kindergartens, role-playing games are widely developed, which imply problem-based learning. Trying on the profession of a doctor, the child learns to communicate with "patients". Such experience will help him in choosing a future profession, will be an excellent incentive for gaining new knowledge. While in preschool educational institution, the child learns to overcome intellectual difficulties, for him a problematic situation is a great opportunity to prove himself. It is the problem that prompts the preschooler to think, teaches him to choose from a large amount of information only that which he needs to get out of the current situation. The contradictions that are inherent in this technique will be the main mechanism for enhancing the cognitive activity of future first graders.
Any problem situation is an unusual situation for the child. The search for the optimal one depends on the creative potential of the educator. Problem-based learning involves the organization through the game of creative and research activities preschoolers. Applying a variety of methods for the formation of cognitive activity in their pupils, the teacher primarily affects the emotional-volitional sphere of children. The educator makes sure that when receiving new knowledge, children experience a sense of satisfaction, pleasure, joy. The problem situation created by the educator is an opportunity to evoke in children a feeling of admiration, inability, surprise.
The independence of a preschooler, flexibility, are signs of the ability and desire to create, compose, invent, invent new images.
Working on a project, the child gets pleasure from his activity, experiences positive emotions. Only in this case it will be possible to talk about the full development of the creative potential of a preschooler, the formation of a harmonious personality.
How to create problem situations
The contradiction is the link of problem-based learning, and therefore it is important to put the question in front of the child correctly. Most often, questions that are completely different in structure are asked by the children themselves: “Why is the fur coat not warm?”; “Why does a plant drink water, but it does not flow out of it?”; "Why does a domestic chicken have wings, but it does not fly away?"; "Why is the earth round?" Those problems that the children put forward, the teacher writes down or remembers, and in the classroom addresses them to the whole group. The teacher should guide the children to find the answer to the question, pay attention to the contradiction, so that the correct solution is fixed in the mind of the child. The teacher deliberately formulates contradictions between the scientific facts known to the child and life situations.
Research examples
By studying the properties of water, children learn that 80 percent of humans and animals are made up of water. To create a problem situation, the teacher asks: “Why is our body not liquid, because we have so much water in us?” Together with the teacher, the guys are looking for an answer and come to the conclusion that water is inside the body, and therefore does not flow out of a person. The teacher, in the course of searching for an answer to the question posed, listens to all the arguments of the children, encourages them for being active, trying to show their knowledge. After all the guys have offered their answers, a common solution is jointly chosen.
To find the correct answer, you can conduct an experiment. Children, together with the teacher (or parents), rub carrots, beets, potatoes, squeeze the juice, then compare the volume of the liquid received. A small study conducted by future scientists will be a real discovery for children. Having created a problematic situation, the educator forces his wards to gain knowledge, develop, and improve themselves.
Unusual postcards
A problem situation can also be created in the classroom physical education. The lesson "Greeting cards for Piglet" can be carried out in a playful way. The teacher turns to the children with a request to help pick up a gift for Piglet. In the cartoon about Winnie the Pooh in question about a gift for a donkey, so the question of what to give Piglet seems strange to children at first. The guys offer different items that could be presented to Piglet. Ordinary gymnastics can be turned into an exciting workshop in which each child will be busy making an unusual postcard for a cartoon character. It is necessary not only to come up with a postcard, but also to find all the details for it. To begin with, the guys fill out their magic boxes (boxes for work). Certain details are added to each section of the box: circles, flowers, leaves. Together with the teacher, the children utter a magic spell, the words of which the teacher himself comes up with. And only after such an unusual ritual, the guys start creating greeting cards for the fabulous Piglet. Each child receives his own individual postcard at the end of the work; finished products can be hung on a special stand.
The Importance of Problem-Based Learning
Any problem situation proposed by the teacher inspires preschoolers, helps to awaken and form cognitive activity, and develop creative potential. The hypothesis put forward by the teacher at the beginning of the lesson is also a variant of problem-based learning.
Conclusion
When introducing children to the world around them, problem-based learning is a priority. If it is necessary to solve a certain problem, the child concentrates his attention, memory, develops, he adapts much faster to Everyday life. With the independent formulation of a hypothesis, preschoolers learn to set the goals of the lesson, look for options and forms of research. When creating any problem situations, adults deliberately encourage children to put forward hypotheses, teach them to formulate conclusions. The child is not afraid to make a mistake, because he is sure that his initiative will not be punished, but, on the contrary, every statement of the child will certainly be encouraged by the teacher.
Solving problems on your own, without fear of mistakes - this is the ultimate task of the problematic preschool education. Modern educational reform in our country is undergoing major changes, and the introduction of new federal educational standards is primarily associated with the implementation of preschool institutions problematic teaching method. There are also the first positive results of such a reform, confirming the importance and timeliness of the Federal State Educational Standard. Children who know how to plan their activities, sum up the work, will not experience any problems while studying in educational institutions.