Methodological development for teachers of preschool educational institutions “Writing methodological recommendations by a teacher of an educational institution”

What is methodological development and the requirements for it

What is methodological development and the requirements for it.

Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies themselves about teaching and upbringing in relation to a specific lesson topic, curriculum topic, and teaching the course as a whole.

Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of a teacher or master of industrial training or the quality of training in educational specialties.

Types of methodological developments

Methodological development can be:

• Development of a specific lesson;
• Development of a series of lessons;
• Development of the program theme:
• Development of a private (author's) method of teaching the subject;
• Development of a general methodology for teaching subjects;
• Development of new forms, methods or means of training and education;
• Methodological developments related to changes in the material and technical conditions of teaching the subject.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

• Carefully approach the choice of development topic. The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic.
• Determine the purpose of methodological development.
• Carefully study the literature, teaching aids, and positive experiences on the chosen topic.
• Draw up a plan and determine the structure of methodological development.
• Determine the directions for future work.

When starting work on drawing up a methodological development, it is necessary to clearly define its purpose .

For example, the goal could be:

• determination of forms and methods of studying the content of the topic;
• disclosure of experience in conducting lessons on studying a particular topic of the curriculum;
• description of the types of activities of the teacher and students;
• description of the methodology for using modern technical and information teaching aids;
• connecting theory with practice in the classroom;
• use of modern pedagogical technologies or their elements in lessons, etc.

Requirements for methodological development:

1. The content of the methodological development must clearly correspond to the topic and purpose.
2. The content of methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and teaching techniques, forms of presentation of educational material, and the use of modern technical and information teaching aids.
3. Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues presented in general pedagogical literature.
4. The material should be systematized and presented as simply and clearly as possible.
5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used must correspond to the pedagogical thesaurus.
6. Recommended methods, teaching techniques, forms and means of teaching should be substantiated by references to your teaching experience.
7. Methodological development must take into account the specific material and technical conditions for the implementation of the educational process.
8. Orient the organization of the educational process towards the widespread use of active forms and methods of teaching.
9. Methodological development should address the question “How to teach.”
10. It should contain specific materials that a teacher can use in his work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).

Structure of methodological development

General structure:

1. Annotation.
2. Content.
3. Introduction.
4. Main part.
5. Conclusion.
6. List of sources used.
7. Applications.

The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful.

The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.

Methodological development of the program theme

The main part may consist of the following sections:

1. Characteristics of the topic;
2. Planning the study of the topic;
3. Recommendations for the organization and methodology of studying the topic.

The topic description states:

• Educational goals and objectives of the topic;
• Planning the topic and the number of hours allocated to study it;
• Knowledge and skills that students must acquire or improve;
• Place and role of the topic in the course;
• Connection with previous or subsequent material, as well as intra-subject and inter-subject connections;
• A didactic analysis of the content of the material is given;
• The levels of study and assimilation of educational material are highlighted;
• A comparative analysis of the quality of teaching using the proposed methodology with the methodology that was used by the teacher before using the proposed methodological development is possible.

When planning a training topic, you must:

1. Think over the methodology for teaching the topic.
2. Select examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.
3. Highlight the main issues that students need to firmly understand.
4. Analyze the educational capabilities of the educational material and the methodology used.

In conclusion (1-2 pages) sums up the problematic issues that were posed by the teacher when starting to compile the methodological development.

The structure of the methodological development of a theoretical teaching lesson.

The main part includes the following sections:

1. Methodological justification of the topic.
2. Methodological recommendations for conducting a lesson.
3. Lesson plan (with technological map).
4. Didactic material for the lesson (may not be included in the form of attachments).
5. List of literature (sources) for students.
6. List of literature for teachers.

Recommended Lesson Plan:

1. Theme of the program.
2. Lesson topic.
3. Lesson type.
4. Type of lesson.
5. The goal is methodological.
6. Goals of education (training, upbringing, development).
7. Material and technical support of the lesson.
8. Intersubject and intrasubject connections.

Recommended technological lesson map:

The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.

Type of theoretical training lessons (according to M.I. Makhmutov):

• Lesson on learning new educational material.
• Lesson to improve knowledge, skills and abilities.
• Lesson of generalization and systematization of knowledge.
• Lesson of control of knowledge, skills and abilities.
• Combined.

Types of practical training lessons (according to M.I. Makhmutov):

• Lesson on the initial formation of skills and abilities.
• Lesson on improving skills and abilities.
• Lesson on completing complex tasks (works).

The type of lesson is determined by the form of joint activity between the teacher and students, which dominates the lesson:

• Lecture.
• Conversation.
• Independent work.
• Practical work.
• Laboratory work.
• Conference.
• Seminar.
• Test.
• Pass.
• Business game.
• Excursion.
• Mixed (several types of activities of approximately the same time).

The didactic structure of the lesson includes the following didactic tasks:

1. Motivation and stimulation of student activity, goal setting, activation of necessary knowledge.
2. Formation of new concepts and methods of action.
3. Application of concepts and methods of action.

It is most effective when all three didactic tasks are solved in a lesson, but it can be different (this depends on the goals and type of lesson).

Didactic methods (according to Lerner I.Ya.):

1. Information-receptive.
2. Reproductive.
3. Problematic: problematic presentation; heuristic; research.

The form of activity depends on the method and methodological techniques used. For example: conversation, independent work, working with a book, watching a video, etc.

Ways to organize the activities of the teacher and students (according to Molchan L.L.):

1. Frontal.
2. Individual.
3. Paired.
4. Collective.

The goals of education are divided into the goals of training (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.).

The methodological goal for each lesson involves creating conditions for the formation of knowledge, skills and abilities; development of abilities; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the purpose of inviting colleagues to this lesson.

1. Methodological development of a lesson in the first grade for a group of students with FFND. Topic: B-B sounds
2. What is “Culture of Speech”?
3. Speech therapist annual work plan
4. What is LOGOPOINT?
5. Logic GCD No. 4 “About bread, What is a bakery”

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Introduction

This work was written to help teachers of experimental sites for problem-based learning based on OTSM-TRIZ. The examples provided here illustrate the techniques used in this pedagogical approach. However, the author hopes that other teachers who want to describe their methodological developments will also find useful advice here.

The recommendations are described in the form of a template. By replacing the template text with the author’s text in accordance with these recommendations, the teacher will be able to create his own methodological development. This approach was borrowed from my supervisor, Professor V.V. Guzeev [1], whose dissertation research template was the basis for my own Ph.D. thesis.

The second section provides direct recommendations for creating a methodological development, and the third section contains a list of references used.

The essence of the methodological work of a teacher of preschool children.

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The essence of the methodological work of a child educator

preschool age.

1. The concept of methodological work and its goals.

The successful development of the system of additional education for children is unthinkable without the development of its theory and methodology. Methodological activity plays a significant role in this process.

The purpose of methodological work

in preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process.

The implementation of this goal of methodological activity is carried out through the organization of the activities of such organizational structures as:

• methodological associations of preschool teachers,
• scientific, methodological and pedagogical council,
• monitoring service,
• as well as the active involvement of teachers in self-education.

In this regard, shortcomings and errors in the educational work of preschool educational institutions, in educational management and in pedagogical science itself are becoming increasingly intolerant.

Today, due to the need to rationally and quickly solve educational problems, the role of the activities of the methodological service is increasing, the correct organization of which is the most important means of improving the quality of education, and the real level of methodological work in a preschool institution is becoming one of the most important criteria for assessing its activities.

2.Planning methodological work

The methodological service of preschool educational institutions in accordance with the Law of the Russian Federation “On Education”, focusing on the humanization of the purposeful process of education and training in the interests of the individual, society, and the state, implementing the principles of state policy in the field of education, is designed to ensure:

Planning of methodological work in preschool educational institutions is carried out on an analytical basis:

Any preschool educational institution exists in one of two modes:

1. functioning
2. or development (innovation).

In all cases, the purpose of the methodological service

- create an educational environment in which the creative potential of each teacher and the entire teaching staff will be fully realized.
This leads to the main tasks of methodological work:
1. Training and development of teaching staff, management of their professional development.

2. Identification, study, generalization and dissemination of advanced pedagogical experience of preschool teachers.

3. Preparation of methodological support for the implementation of the educational process.

4. Coordination of the activities of the preschool educational institution and the family in ensuring the comprehensive continuous development of pupils.

Basic approaches to organizing methodological work in preschool educational institutions

based on:

Today there is a problem of low efficiency of methodological work in many preschool educational institutions.

The main reason is the formal implementation of the systemic approach, its replacement with an eclectic, random set of recommendations of an opportunistic nature, the implantation of far-fetched techniques and ways of organizing upbringing and education.

Methodological work should be proactive in nature and ensure the development of the entire educational process in accordance with new achievements of pedagogical and psychological science.

3.Methodological support of the methodological process

One of the core conditions for the life of a preschool educational institution is methodological support for the methodological process. This is where the organization of methodological work begins in any preschool educational institution.

Through the self-government body of the preschool educational institution, the pedagogical council, a program is approved for the implementation of the educational process that is most conducive to the conditions for the selection of methodological support.

Thus, the educational process in all groups of preschool educational institutions is carried out according to a comprehensive program that correlates with the social order and the type of preschool educational institution.

The effectiveness of the educational process in preschool educational institutions also depends on the creation of conditions for its implementation. This determines the following directions of methodological work:

4. Structure, forms and methods of methodological work

According to the forms, methodological work is divided into group and individual.

Group include :

• participation of teachers in methodological associations of the city, district, preschool educational institution;
• organization of theoretical and scientific-practical conferences; teachers' councils.

Individual ones
include :

• individual consultations,
• conversations,
• mentoring,
• mutual visits,
• self-education.

The most effective forms of organizing methodological work are:

• teachers' council;
• seminars, workshops;
• open views;
• medical and pedagogical meetings;
• consultations;
• work of the creative team.

External advanced training occurs:

• by attending advanced training courses;
• training in educational institutions;
• participation in the work of methodological associations of the region.

Internal professional development occurs through various forms of methodological work with teachers in preschool educational institutions:

• participation in the work of the council of teachers;
• training at seminars and workshops;
• consulting, etc.

In modern conditions, methodological work with personnel should be built on a diagnostic basis, taking into account the needs of each teacher.

5.Methodological office as a center for methodological work

He plays a leading role:

• in providing assistance in organizing the educational process,
• ensuring their continuous self-development,
• generalization of advanced pedagogical experience,
• increasing the competence of parents in matters of raising and educating children.

The implementation of the information and analytical function of preschool education management determines the formation of an information data bank in the methodological room, where the sources, content, and direction of information are determined.

DOW information bank

Thus, as part of the implementation of the main tasks of methodological work, the methodological office is the center for collecting pedagogical information,

as well as a creative laboratory for teachers and parents.

Bibliography

1. Bagautdinova S.F. Features of methodological work in a modern preschool educational institution. // Management of preschool educational institutions. - 2004. - No. 3. ? pp. 82-85.

2. Volobueva L.M. Active teaching methods in the methodological work of preschool educational institutions. // Management of preschool educational institutions. - 2006. No. 6. — P. 70-78.

3. Lipchanskaya I.A. Monitoring the functioning and development of preschool educational institutions: methodological recommendations. - M.: Sphere shopping center, 2009.

4. Markova L.S. Management activities of the head of a social institution. ? M., 2005.

5. Nikishina I.V. Diagnostic and methodological work in preschool educational institutions. - Volgograd, 2007.

6. Falyushina L.I. Quality management of the educational process in preschool educational institutions. - M.: ARKTI, 2009.