Methods of organizing joint activities are classified into. Analysis of ways to organize joint activities in a group. Psychological properties of geometric shapes

Children's activities	Forms and methods of organizing joint activities
gaming	Situation No. 1 Dialogue between the mother and the administrator of the salon "Charodeyka" Purpose: to consolidate the ability to distribute roles and play them to the end, to properly conduct a dialogue with adults. Situation No. 2 Ordering a gift - a birthday cake. Purpose: to consolidate the ability to distribute roles between children and culturally conduct a dialogue with peers. Situation No. 3 Ordering flowers for a birthday Purpose: strengthening the ability of children to assign roles, build sentences correctly, develop dialogical speech, expand vocabulary, and develop cultural communication skills. Situation No. 4 Ordering a taxi Purpose: to consolidate the skills of cultural communication on the phone, to develop dialogical speech, speech activity, the ability to correlate movements with words.
Communicative	Situation No. 1 Dialogue between mother and the administrator of the salon "Charodeyka" - Hello! Good afternoon. Is this the manager of the Salon "Charodeyka"? - Yes, you called the salon "Enchantress". - Tell me, please, is there a master in children's hairstyles in your salon? - Yes. We have a very good master in children's hairstyles. - Please, write us down, please, for tomorrow, at 10 o'clock in the morning to this master for a haircut and styling. My surname…. - Okay, I signed you up. Come, we are waiting for you. Goodbye. - Thanks. All the best. Situation #2 Ordering flowers for a birthday. Dialogue between mom and flower shop administrator: - Hello! Hello. Is this the flower shop ordering desk? - Good afternoon. The administrator of the flower shop ordering desk listens to you attentively. - We want to order a bouquet of flowers from you for the birthday of a 5-year-old girl. What flowers would you recommend? - I think that white daisies, delicate violets, pale pink roses and bluebells are suitable for a 5-year-old girl. The bouquet should not be large. - Thanks for the advice. Make a bouquet of your choice. - For what date do you need a bouquet? - We need it for tomorrow by 10 o'clock in the morning. - Your order is accepted. Come tomorrow at 10 am. Goodbye. - Thank you for your attention. All the best. Situation No. 3 Ordering a gift - a birthday cake. Dialogue between mother and the administrator of the confectionery store: - Hello! Hello. Is this the candy store ordering desk? - Good afternoon. The administrator of the order desk is listening to you. We want to order a big birthday cake with whipped cream decorated with flowers for tomorrow. - Are you going to a birthday party for a child or an adult? - We are going to a birthday party for a 5-year-old girl. - We can offer you to decorate the cake with the plot of a fairy tale, cartoon. - Well, let it be the characters from the cartoon about Luntik. - Order is accepted. You can pick it up tomorrow at 11 am. Goodbye. - Thanks. Goodbye Situation #4 Taxi order. Dialogue between dad and taxi fleet manager: - Hello! Good evening. Is that a taxi fleet dispatcher? - Hello, the dispatcher is listening to you. - Please accept an order for tomorrow at 12 noon at the address (the child names his home address), our phone .... - Where are you going? - We will go to the address ... .. - The order is accepted. The taxi number will be called to you by phone before leaving. Happy to serve you. - Thanks! Goodbye. Goal for all situations: To consolidate children's ability to build sentences correctly, develop dialogic speech, expand vocabulary, develop cultural communication skills on the phone.

35. Develop a plan for managing a specific didactic game at the first stage in senior preschool age (game, age group of the student's choice).

Leadership plan for the didactic game "On Rights - Playing"

Game type: dominoes

Rules of the game: The child needs to take the train and attach trailers to it according to the color plate and explain the meaning of each picture on their own or with the help of an adult.

Didactic tasks: expansion of children's ideas about legal knowledge aimed at mastering the norms and values ​​​​accepted in society; educating children about the rights of the child; development of legal outlook and moral ideas.

Guidance stage

Preparatory- To acquaint children, in an interesting and entertaining way, with the basics of human rights, reflected in the "World Declaration of the Rights of the Child".

To develop the ability to analyze the actions and deeds of fairy-tale characters and people, to create situations for the development of skills to apply the acquired knowledge in real life.

Familiarization of children with the convention on the rights of the child;

Drawings of children about the rights of the child;

Reading works;

Conversation on the content of the poem;

Examining the illustrations with an explanation of each picture

Compilation of the album "Rights of the Child" -A. Barto "Loneliness"

Illustrations about the rights of the child

Album "Rights of the Child"

Convention on the Rights of the Child

educational- to teach children to put into practice knowledge about the rights of the child;

Learn to analyze information, compare;

Develop logical abilities, activate speech - Conversation before the game and explaining the meaning of each right;

Teacher's stories using illustrative material;

Conversation about the rules of the game;

Post-game conversation aimed at analyzing game activity

Thematic album "Rights of the Child";

Solo Play Stage- To develop the independence of children;

Create conditions for the implementation of knowledge about rights in gaming relationships with peers. - reading the work;

Reminder of the rules of the game;

Interview after the game. – The book “Rights of the Child” (author E. Shabelnik)

Tips for the game.

Creative- to enrich the information field of children on this topic;

Stimulate the desire of children to play the game in the future;

To form the ability of children to comply with the rules of the game. - predicting results;

Summing up - questions;

Illustrations.

Develop a plan for directing early childhood directing (student choice exercise).

Group: II youngest.

Purpose of the lesson: playing the familiar fairy tale "Teremok" with children.

Tasks:

• Educational:
• to teach children to play a fairy tale in its holistic aesthetic form, without distorting the composition;
• to teach children to be actors during the game;
• improve the sound culture of speech by repeating sound combinations;
• to teach children to create integral buildings based on game motivation from a set of building elements.
• Educational:
• develop coherent speech, sensory abilities (color, shape);
• develop imagination, memory, voluntary hand movement.
• Educational:
• to teach children to love fairy tales and empathize with their heroes;
• teach children not to be afraid to get in touch with adults.

Previous work:

• Acquaintance with didactic games: "Who screams", "Who lives in the house."
• Reading simple cumulative fairy tales: "Gingerbread Man", "Three Bears", "Teremok", "Fox, Hare and Rooster".
• Learning nursery rhymes, Russian folk songs.
• Riddles about animals.

Didactic material: screen, toys, playing field

Technical training aids: audio recording with Russian folk melodies.

Work plan:

I. Introduction. Didactic game "Name and tell who screams how" - 3 min.
II. Main part. Director's game - 10 min.
III. Final part. Construction of the tower - 4 min.

STUDY PROCESS

I. Introduction

Didactic game "Name the animals and tell me who screams how."

From behind the screen appears a toy - a mouse.

Educator: Guys, who do you see?
Children: Mouse.
Educator: How does a mouse squeak?
Children: Pi-pi-pi.
Educator: And here is the bunny. What colour is he?
Children: White.
Educator: The frog jumped up and croaked. How did she croak?
Children: Qua-qua-qua.
Educator: Well done. But then a cunning red fox appeared. What fox appeared?
Children: Sly and red.

Educator: Who else is screaming so loud?
Suggested responses from children: Probably a wolf.
Educator: And let's see who else came to visit us today.

Children look behind the screen and find a wolf and a bear.

Educator: So how did the wolf howl?
Children: Woo.
Educator: How does the bear growl?
Children: Rrr.
Educator: That's how many animals came to visit us. Let's play with them. I took the mouse, so I will be the "mouse". And who will you be?

Children determine their role according to the toy taken.

Group interaction technologies include those based on various ways of organizing intra-group joint activities (work in small groups). Technologies of collective interaction are based on intragroup and intergroup joint activities, the leading characteristic of which is the achievement of a cooperative result of educational activity, which includes the contribution of each participant.

The development of modern learning technologies in the process of group and collective interaction of students is based on the approaches existing in domestic and foreign psychological and pedagogical science that consider the social interaction of students in learning as a new pedagogical practice that provides simultaneous effective solution of teaching, developing and educational tasks. Social interaction and learning is a direction in psychology that studies the processes and mechanisms of learning in connection with the nature and characteristics of the social situation as a situation of development, for which the very methods of interaction are determining.

Joint educational activities, carried out in the process of interaction of students with each other in small groups, in collective forms of work, play a decisive role in achieving the following goals:

development of students' thinking in the process of joint creative search and solution of educational problems;

creation of additional motivation for learning that arises in the process of personally significant cooperation, interpersonal relationships, accompanied by emotional experience and the emergence of a sense of community "we";

formation of interpersonal relations, readiness for cooperation, for understanding others;

mastering the ways of organizing joint activities; development of the student's self-awareness, his self-determination and self-realization in situations of interaction and vision of his "I" through the eyes of others;

formation of an active position of students, the formation of their subjectivity;

approximation of students' educational activities to the future professional, which is collaborative in nature;

modeling in the process of educational activity of industrial relations and the formation of the ability to resolve possible industrial conflicts;

creation of psychologically comfortable conditions in the learning process, providing greater ease of generating creative ideas, relieving stress that often arises in the process of interaction "teacher - student";

development of students' oral speech through a significant intensification of communication (as opposed to traditional education, in which the average student speaks during the day for no more than 7 - 8 minutes).

Experimental studies of the impact of joint activities on learning outcomes proved its high efficiency, therefore, in the 1970s and 1980s. searches in this area are concentrated on the development of specific forms and technologies for organizing the educational interaction of students. Various models of interactive learning have been developed in foreign and domestic pedagogy.

Analysis of existing models and technologies of group and collective interaction allows us to identify the main conditions for organizing training in joint activities:

positive interdependence of participants, i.e. focus on the joint achievement of results, students' understanding of the dependence of the success of each on the success of others;

interpersonal interaction, mutual assistance as a condition for the joint solution of educational problems;

joint development of norms, principles of group interaction and communication;

a clear definition of the goals of the group and each student, collective and individual responsibility;

joint assessment of the course and result of work in the process of group reflection;

a combination of group and individual performance evaluation, taking into account the personal contribution of each;

creation of organizational conditions (spatial arrangement of groups, providing dialogical interaction of participants; determination of the time frame for each stage of joint activities);

a special position of a teacher acting as a manager, coordinator of joint activities, as well as a facilitator

It is possible to classify all technologies of group and collective interaction according to the type of organization of joint activities based on the following principles.

1. The principle of individual contributions. The main goal of group and collective interaction of this type is to increase the effectiveness of learning by solving learning problems based on complementarity, mutual enrichment, summation, and cooperation of the results of each participant's work. On the basis of this principle, such technologies and methods as the technology of collective mutual learning (CSR), business games, the “creative group” method, work in groups of shifts, etc. are built.

2. Positional principle of organizing joint activities. Group interaction in this case is based on the identification and clash of different points of view, the positions of students, their views on the problem, the object of group work. Efficiency is ensured by considering various points of view and choosing the most correct or satisfying majority. The psychological mechanism of this type of interaction is a “constructive conflict”, in the process of resolving which not only an optimal way of solving a learning problem is developed, but also the ability to understand another person, respect other points of view, and look for ways to harmonize one’s positions is formed. Such technologies as discussion, position-role-playing game are based on this principle.

3. The principle of developing cooperation. The peculiarity of this type of joint activity lies in the focus of group work on research, the joint search for solutions to newly emerging and increasingly complex tasks generated by the very process of joint activity. The drivers of "developing cooperation" are the contradictions between the need to solve the emerging problems of social and professional practice and the lack of theoretical knowledge, as well as methods of social interaction that ensure their solution. In the process of joint awareness and problem posing, goal setting, planning, implementation and reflection of each stage of problem solving and transition to new ways of cooperation, students rebuild the structure of their relationships and activities from one qualitative level to another. As a result, the joint activity constructed in this way not only develops creative, systemic thinking, but also forms the ability for self-government and co-management, self-development and co-development of students, a new, professional attitude towards the object of assimilation arises. This type of technology includes the organizational-activity game (G.P. Shchedrovipkiy), the technology of developing cooperation (T.Akbashev) and collective mental activity (K.Ya. Vazina).

4. The principle of role-playing behavior is implemented in business games of an imitation, role-playing type, which ensure the organization of joint activities in the context of professional activities, in which students, acting in a certain role position, recreate a real or imaginary situation of production activity and learn to make decisions in a given situation. Role-playing behavior is also characteristic of discussions in the form of a playful positional confrontation, during which the assimilation and complex application of knowledge takes place. An example is games and discussions that imitate situations that are unusual for the future professional activities of students, but situations that are important from a social point of view (“Court”, “Debates”, “Press Conference”, etc.).

Ways of organization and collective interaction. Depending on the type of task being performed and the nature of the activity being organized, several ways of working can be distinguished that allow students to simultaneously ensure interaction in small and large groups (in a team).

1. Small groups receive the same task, perform it, present it orally or in writing (or enter the results in a common table), correlate with the results of the activities of other groups, complementing each other, correcting errors, evaluating the effectiveness of group work.

2. Groups receive different tasks. After completing the task, the groups present the results of the work for a general discussion.

3. Groups receive different, but working for a common result of the task. At the end of the work, the results are brought together, there is a group mutual learning.

4. Groups of shifts allow you to simultaneously implement the 1st and 3rd methods of organizing work, while ensuring the division of tasks not only between groups, but also between each student (see the methodology "Work in groups of shifts").

5. The work of groups on the principle of "turntables" allows each group to work through all the tasks sequentially, moving around the audience from one table to another. Each table presents a new task or part of a common task. Each table can be led by a "consultant" (one of the students).

6. The work of groups on the principle of "relay race": in the space of the audience, it is not the groups that move, but the task. Each group is given a task to work on. After a certain time, the task is transferred to another group in a circle, and this group receives a task from a group located in a circle before it, and continues to perform it. Thus, each group contributes to the solution of each learning task. Depending on the nature of the learning task (for example, a problematic task, a discussion question), each group can offer its own solution. At the end of the work, each group returns its original version of the task in a circle, the group summarizes the results of collective work on it and presents the final result for general discussion.

creative group method. This method can serve as a way to organize group work of the 1st, 2nd and 3rd types in the conditions of developing and solving creative educational problems. It is implemented in various forms depending on the nature of the educational task (“creative laboratory”, “creative design bureau”), it is used both for organizing work in a training session and in the process of self-preparation for a seminar, a practical lesson, and consists of four stages:

1. Organizational:

educational material (topic, problem) is divided into parts or different concepts, theories, approaches to its solution are distinguished;

creative groups are created on the principle of voluntariness: students unite on the basis of a free choice of the problem, concept, approach, theory, etc. that interests them;

criteria for the effective activity of the creative group are developed (completeness, depth of study of the problem; use of various sources of information; originality of the presentation; participation of everyone in the preparation and presentation of the results of the work in the classroom).

2. Preparatory:

individual study and study of the problem. This stage is carried out when organizing independent work of students at home. If the work of the "creative group" is organized in the classroom, the stage is skipped;

joint discussion of the issue, problem; development of a common project, its design, determination of the method of its presentation in the classroom; distribution of tasks to each member of the group, determination of the time frame for their implementation;

in the group, a “coordinator” is selected to organize the work; "Secretary", fixing its results; "speaker" presenting the results of the work for general discussion.

3. Presentation of the results of the work of the groups:

each group in turn presents a prepared obscene. Depending on the volume and complexity of the material, it may be presented by a "speaker" or by the group as a whole. The second option is preferable, which ensures the involvement of each student in the activity not only in the process of developing the problem, but also at the stage of its presentation;

the creative group is asked questions about the content of the problem under consideration, to clarify the approaches to its solution by this group.

4. Group reflection:

carried out in each creative group (the group analyzes its work, evaluates the effectiveness of joint activities based on previously set criteria, determines the contribution of other groups);

presentation by a representative of each group with the results of the analysis of joint activities;

summarizing the work of the teacher.

The "creative group" method allows coordinating the creative efforts of students, mastering professionally significant ways of interaction, and intensifying the creative activity of students; it can be used in the development of group educational projects and the organization of research activities of students.

Work in shift groups. This method is based on the principle of individual contributions. Its goal is to ensure mutual learning of students through the cooperation of the individual products of their learning activities. The algorithm of activity can be presented in the following form.

1. Preparatory stage: the educational material to be mastered is divided into separate blocks, parts (4 - 6 blocks). The method of presenting it to students varies depending on the volume, nature of this material: it can be presented in a textbook, in a separate book, article, on cards of different colors (with a different color signal). The time required for the implementation of each stage of joint activities is determined;

2. Individual work in the main group (G): the student group is divided into several microgroups. A core group is created in which mutual learning will take place. The educational material is distributed among students and its primary assimilation, individual study is organized.

3. Work in a temporary group (C D): students leave their group for a while and create a temporary one, uniting on the basis that they have cards with educational material of the same color and contain the same block of educational material. They discuss this material, work through and assimilate it, perform tasks for its application, jointly develop requirements for explaining this material to other students. At this stage, the teacher assists the group and monitors the quality of assimilation, the readiness of students to teach others.

4. Mutual education in the main groups: each student returns to his group and teaches its participants in turn, helps them complete the proposed tasks, summarizes and systematizes the studied material, writes down the main provisions, concepts, principles, methods of activity, etc.

The advantage of this method is the activation of the cognitive activity of students, the expansion of communication through the organization of joint activities in groups with different composition of participants, the possibility of mutual control and correction of the assimilation of educational material in the process of its joint study in a temporary group. At the same time, it is facilitated by the teacher to fulfill the roles of a facilitator and controller, which ensure a higher efficiency of students' educational activities.

business game

Learning in the game is the most important condition for the development of professional activity, provided by recreating in the learning situation the context of a specific situation of professional activity (A. Verbitsky). Ideas about the essence and specifics of the business game are rather vague. On the one hand, in a business game they see a kind of simulation modeling - a game construction, which is a “substitute” for real life or professional situations, and is associated with the performance of roles corresponding to these situations. On the other hand, a business game is considered as a way to intensify creative mental activity in the context of organizing group and collective interaction to develop a sequence of decisions in an artificially created situation that does not necessarily require role-playing behavior (organizational activity games - ODI and problem-based business games - PDI).

In the most general form, a business game (BI) is defined as a systematic way of modeling various managerial and production situations, with the aim of teaching individuals and groups to make decisions.

A role-playing business game can be considered as a way of reproducing role-playing functions and attitudes in educational activities for modeling the process of making production decisions, possible relationships that are characteristic of a particular professional activity.

Business games were first developed and applied as a way to solve production problems and a method of teaching students and production personnel in our country in the 1930s.

In 1957, they were introduced into the educational process of training managers in the United States. Currently, the business game is intensively used in vocational training as one of the most productive gaming technologies.

The significance of the business game in the professional training of specialists is determined by its versatility, complex nature, which provides the simultaneous solution of many tasks: DI creates conditions for deep and complete assimilation of educational material based on the systematic application of knowledge in the process of simultaneously solving educational and simulated professional problems; it allows you to synthesize knowledge from different disciplines and overcome their disunity in the mind of the student;

DI allows to intensify the educational activity of students, creates conditions for the development of their creative thinking in the process of analyzing production situations and searching for non-standard ways to solve them;

participation in CI stimulates the development of the student's personal potential, his self-realization and self-affirmation in creative situations of game interaction;

DI forms interest and emotional-valuable attitude to educational and professional activities;

DI provides the student with the experience of performing professional functions, as well as mastering the methodology for solving production problems;

the diagnostic function of DI is to identify the creative and professional abilities and value orientations of students, in their awareness of their potential;

the psychotherapeutic effect of DI is determined by its ability to create conditions for the emotional and psychological relief of students, the removal of psychological barriers, the impact of the emerging atmosphere on personal properties, mastering the methods of psychological protection in difficult professional situations, etc.

A specific feature of a business game, unlike other technologies of collective interaction, is its two-dimensionality: on the one hand, the player performs real activities related to the solution of specific educational tasks, on the other hand, this activity is conditional, allowing you to distract from the real situation with its responsibility , to be quite free, uninhibited, acting in a certain role and removing those psychological clamps that prevent them from showing their abilities and capabilities. It is this duality of the game that ensures its developmental nature and makes the game educational activity emotionally attractive for those participating in it.

At the same time, the two-dimensionality of the business game gives rise to some organizational problems. They are connected, first of all, with the possibility of "replaying", i.e., the frivolous attitude of students to the game educational activity, leading to the fact that its educational potential is not realized. The teacher's task is to find the right balance of educational and gaming activities that ensure the general and professional development of the specialist's personality. Therefore, the teacher needs to have a good idea not only of the didactic essence and possibilities of DI, but also methodically competently design and build it in accordance with certain principles.

The basic principles for the design and organization of DI are formulated by A. A. Verbitsky.

1. Principles of simulation modeling of specific conditions and game modeling of the content and forms of professional activity. In accordance with these principles, the teacher at the design stage of the game must create two models: a simulation model of a fragment of production activity (using engineering tools) and a game model of the professional activity of people involved in this fragment (using didactic tools). Underestimation and poor elaboration of the psychological and pedagogical component of the game educational activity often leads to the fact that the game is reduced to the usual training, which, according to A. A. Verbitsky, has a completely different didactic nature and is a kind of non-imitation modeling. It is unacceptable to use DI only for the assimilation of professional knowledge, which can be carried out using other teaching methods. The game, first of all, should be aimed at developing the personality of the future specialist, mastering his professional activities, developing professional thinking, carried out on the material of dynamically generated and resolved learning situations through joint efforts.

2. The principle of problematic content of simulation modeling and the process of its deployment in the game model. The essence of this principle is that DI is based on a system of learning tasks in the form of a description of specific production situations containing conflicting data, mutually exclusive alternatives, incomplete information, etc. During the game, students must analyze these situations, isolate the problem, translate it into their own tasks, develop methods and means of solving and make this decision, convince others of its correctness. The process of solving these problems is carried out on the basis of the active use and inclusion in the DI of other teaching methods and technologies (discussion, brainstorming, etc.).

3. The principle of joint activity lies in the fact that CI unfolds as a process of making joint decisions in the conditions of role-playing interaction and requires psychological and pedagogical support for the joint activity of students at all its stages: joint planning; distribution of functions, roles; implementation; reflection of the results of activities; determination of organizational and psychological conditions of group interaction.

4. The principle of dialogical communication implies the involvement of each participant in joint activities, the provision of the right to express their point of view on all issues that arise in the game, which is achieved by providing each student with a certain role, providing for his active involvement in dialogue and polylogue, as well as the choice of situations allowing to discuss the emerging problem from different points of view.

5. The principle of two-dimensionality of game educational activity lies in the fact that the achievement of game goals should serve as a means of realizing the goals of education and upbringing, and the development of the student's personality. Orientation of students mainly on game goals forms achievement motivation, focuses their attention not on the process, but on the result of work, awakens the desire to be the first at all costs and most often leads to “replaying”, distortion of the real situation of professional activity, inadequate behavior and inefficient problem solving. Students' awareness of the duality of goals and results of the game is ensured by including them in the joint goal-setting and analysis of its results according to two criteria: achievement of game goals (the nature and result of game interaction); achievement of pedagogical goals (assimilation of educational material, formation of professional and socially valuable qualities, development of the personal potential of a future specialist).

Types of business games. Classification of business games can be carried out for various reasons.

According to the target orientation, there are:

situational games - aimed at analyzing the proposed situations, overcoming the problems identified in them, resolving these situations and mastering the learners' ways of acting in these situations;

role-playing (positional) games - primarily solving the tasks of forming the communicative component of professional activity, determining the role position, forming stereotypes of professional behavior and its correction in communication with others;

complex games - combining the target orientation of the first and second;

organizational and activity games - aimed at teaching the players the principles of methodological work to solve various production problems: systemic methods for identifying and analyzing production problems, organizing mental activity that ensures their solution. According to some authors, these games are very complex and have practically no didactic component, therefore they are rarely used in the pedagogical process.

According to the degree of "closedness" or "openness", algorithmic or creative orientation, one can distinguish: simulation games, in which a rigid simulation of some standard real or imaginary situation is carried out with the fixing of certain roles, the purpose of which is to make a decision that meets professional requirements in this situation ( according to the type of tasks to be solved, they are situational and didactic);

innovative games are open-type games that have a complex organizational structure, providing for the possibility of self-development of their participants, the redistribution of their roles in the process of solving tasks (the roles are not strictly defined, but are chosen and developed by the participants themselves during the game). They are used to solve non-standard tasks and actions in problematic, difficult situations.

According to the presence or absence of conflict in the scenario, they distinguish:

games in conflict-free (cooperative) situations in which the principle of "individual contributions" is implemented. These games are characterized by partial or complete coincidence of interests of the players, joint development of various aspects of the problem (for example, the investigation of a crime in the roles of "investigator", "criminal investigation officer", "experts");

games with non-strict rivalry based on competition, rivalry in the development of one problem, which makes the game sharper and ensures the creative activity of students in putting forward new ideas and approaches;

games with strict rivalry, based on the complete opposite of the gaming interests of rivals (for example, the business game "Court Session").

According to the degree of students' participation in the preparation of DI, there are: games with preliminary preparation of students, which form the ability to analyze and systematize the source material and design possible actions and situations. A variety of such games are games based on the inclusion of students in active research activities already at the stage of preparation (search for additional information, collection and analysis of production documents, consultation with practitioners, etc.);

business blitz games without prior training of students, allowing to create conditions for the development of the ability to improvise, the rapid application of knowledge, and the acquisition of decision-making experience in extreme situations.

In terms of duration, CI can be short, taking up part of a lesson, or long, lasting an entire lesson or even several lessons.

According to the method of creating and resolving problem situations, they differ:

DI with an initially given problem situation, which can be resolved at the stage of group discussion and joint decision-making. Having outlined the solutions, having determined the role behavior of the participants, the students act out the situation, implementing the scenario prepared by them, illustrating the decision made. The most productive in this case is the first part of the game;

DI with problematic situations that arise during the game itself. The situation itself is not of a problematic nature and can be reproduced according to existing standards (depending on the position of the participants, their professional knowledge and experience, creative orientation) or built in such a way that problem situations arise during it, when the participants take conflicting positions in accordance with accepted them into roles. In such cases, the scenario is not completely described, but only outlines the main contours of the game and the possible positions of the participants, which are finally specified already in the game, in a situation of role-playing interaction. Thus, in the course of the game, role-playing problem situations arise that imitate the conflict relations of role-playing communication, based on an unknown method or condition of action, analysis of difficulties arising from an insufficient level of knowledge or previous experience. The share of improvisation is increasing, and the inability to fully implement the previously planned actions stimulates reflection, analytical activity of students in the course of the interaction process itself. This type of situational DI has the greatest diagnostic potential and creative potential; in situations of improvisation, value orientations and creative abilities of the individual are most clearly manifested, and the ability to make non-standard, creative decisions develops.

According to didactic purposes and scope, we can distinguish games used:

to create a problem situation that provides motivation and goal-setting for students when studying new material;

organization of student research work (for example, to develop ideas and main aspects of a course project);

ensuring the systematization and generalization of the studied educational material on the basis of its application in a specific production situation;

controls are DI aimed at checking the level of assimilation of educational material, establishing the degree of readiness of students for professional activities (“creative test”, “creative exam” in the form of a business game, during which students simulate situations of professional activity that require complex application and creative use acquired knowledge, skills and abilities.

Stages of organizing a business game (DI algorithm), The algorithm for preparing and conducting a business game is determined by its type and features of the simulated professional activity. In its most general form, the DI model may contain the following stages and stages.

Preparation of a business game. Stage 1, diagnosis of the main elements of DI:

1) choice of topic and diagnosis of the initial situation;

2) definition of goals and objectives, forecasting of expected results (game and pedagogical);

3) determination of the structure of DI;

4) diagnostics of the group's capabilities, playing qualities of future performers of role functions;

5) diagnosis of objective circumstances affecting the course of the game.

Stage 2, script preparation:

1) system analysis of initial information;

2) analysis of existing methods for solving the problems posed;

3) the choice of the most optimal methods, methods and its creative processing in relation to this DI;

4) preparation of the script.

Conducting a business game. Stage 1, familiarization of students with the initial information:

1) presentation by the teacher of the initial information, joint definition of the tasks of the game and learning tasks;

2) distribution of roles.

Stage 2, preparing students for the game:

1) analysis of the initial information;

2) study of special literature;

3) preparation for the performance of role functions.

Stage 3, playing the game:

4) performance by participants of role functions;

5) procedure management;

6) analysis of the results of the game by students;

7) summing up the results of the game by the teacher.

Joint discussion of its results, analysis of the gained experience acquires special significance in DI. According to D. I. Kavtaradze, the task of the teacher in the post-game discussion is to direct the output of the psychic energy accumulated among students to search for and discover the meanings of the game, to realize its value, to help them break into a new circle of understanding: changing their ideas about the problem, discovering something new in themselves .

So, the final assessment of the results of the game should be predominantly meaningful, semantic. The scoring system, which is sometimes used to assess the work of students, leads away from the purpose and meaning of the game as a means of creative development of students and solving other educational problems. At the same time, of course, when discussing the results of the game, students should be invited to note who made the greatest contribution to it, to what extent the actions of the players corresponded to the prescribed role.

D. Meadows proposes to single out six stages of post-game discussion:

1. establish the problems and phenomena that took place in the game;

2. determine and show the correspondence of the game to real life;

3. identify the reasons for the behavior of participants in the game;

4. to establish whether such patterns of behavior take place in real life;

5. suggest what needs to be changed in the game in order to achieve a better result;

6. suggest what needs to be changed in real life.

Position of the teacher in the business game. The leading role of the teacher is manifested in DI at the stages of its design and development, as well as when summing up and analyzing the results of the game. At the same time, it is important that the primary analysis of the results of the game and the reflection of their actions in the course of it should be carried out by the students themselves. At the stage of preparing students for the game, the teacher can act as a consultant, helping to find the necessary materials, suggesting possible options for action in certain roles. In some cases - with sufficiently good organizational skills and preparedness of the group, in order to teach students how to organize DI - the function of developing and preparing the game can also be transferred to students. In this case, summing up the results of the game should include an analysis of the effectiveness of the organizational activities of students.

During the game, the teacher can take three positions: be the leader of the game (game technician); act in one of the roles (playing position) or as an assistant and consultant (facilitator); observe and evaluate at the end of the actions of the participants (the position of the expert). Games based on the self-organization of students' activities have the greatest value, but the transition to this type of DI should be gradual.

The greatest efforts in the organization of DI fall on its preparatory stages. It is on how the work of students and the teacher at this stage is organized that its effectiveness and efficiency depend. As a rule, the preparation and conduct of the game require the use of a system of various methods, a set of means, various forms of work for students both in the classroom and outside it. An example of such an activity is a business game developed and conducted by the teacher of the discipline "Constitutional Law" of the Melekessky Agricultural College T.V. Kukharskaya (Dimitrovgrad, Ulyanovsk Region).

Business game "President Required". Game goals.

The educational system is built on the basis of project activities on a specific topic. The organization of joint activities is organized according to the following structure:

1. Organization of the first circle - morning greeting - news exchange - planning an activity or topic according to the “three questions” model (the beginning of the topic) or solving problematic tasks, special tasks, playing activities on the project topic

2. Organization of work in centers - presentation of centers - choice of activities by each child - work in development centers (together with an adult, together with other children, individually)

3. Organization of the second round - summing up the results of work in the centers by children - surprise activities (theatrical games, performances, dramatizations, individual performances)

4. Holidays (at the end of the topic) (sports activities, entertainment, holidays).

Working with the family (equipping the centers with didactic, playful material for the project theme, creating baby books, designing and creating newspapers, exhibitions, practical assistance in working in the centers, organizing tea parties, participating in informal holidays (Balloon Day, Tiger Day, etc.). P.)

DYNAMICS OF GROWTH OF THE SKILL OF TEACHERS IN ORGANIZING JOINT ACTIVITIES WITH CHILDREN

EDUCATIONAL SYSTEM SOFTWARE - EXAMPLES:

Physical development - Physical education in kindergarten. E. Stepanenkova - Program for the improvement of children in the preschool educational institution. L. Bannikova - "Growing up healthy" V. Zimonina - "Health" program (MDOU TsRR DS 25) Social and personal - Basics of safety for preschool children Russians" N. Arapova - Piskareva - "Light of Russia" Program of spiritual and patriotic education of children aged 5-7 years. - "Development of ideas about a person in history and culture" by I.Mulko. - Labor education in kindergarten. T. Komarova, L. Kutsakova, L. Pavlova Cognitive-speech development of speech in children 3-7 years old. T. Grizik - Formation of EMF in kindergarten. N.Arapova-Piskareva Mathematics in kindergarten. V. Novikova - "Living Ecology" A. Ivanova - "Preschoolers - about the history and culture of "Russia" G. Danilina Artistic and aesthetic - Aesthetic education program for 2-7 years. T. Komarova, A. Antonova, M. Zatsepin -" Nature and the artist" T. Kontseva - "Ladushki" I. Kaplunov, I. Novoskoltseva "Musical masterpieces" O. Radynova Software: - The main general educational program of preschool education "From birth to school" - "Kindergarten 2100"

THE COMMUNITY OF CHILDREN AND ADULTS AS A GREAT SUBJECT OF THE EDUCATIONAL SYSTEM"... to be "not near", "not necessary", but together!" Community interaction model

THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM - Raising the level of qualifications of teachers of the preschool educational institution - Monitoring the quality of the teacher's activities - Creating conditions for cooperation, co-creation, co-management - Work to create a positive image of the preschool educational institution Administration Teacher

THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM Joint participation in the implementation of the project - Joint participation in exhibitions, opening days, competitions - Participation in holidays, leisure, entertainment, promotions. - Participation in filling the developing environment of the group - Improvement of playgrounds, territory of the preschool educational institution Parent - Joint integrated planning of activities in all areas of development - Creation of favorable socio-emotional conditions for a comfortable stay of the child in the group - Studying the patterns of child development, collecting data, compiling reports on development children. - Providing conditions for the preservation and strengthening of mental and physical health based on the personal data of each child. Teacher - Providing conditions for the implementation of the educational process - Observation, conversations, participation in joint activities - Control over the quality of mastering programs Administration Child

THE NATURE OF RELATIONSHIPS BETWEEN THE SUBJECTS OF THE SYSTEM- Involving parents in the life of the group, preschool education - Report on the progress of the child - Pedagogical education of parents - Organizing and holding informal meetings - Collecting data about the child: health, interests, personality traits, favorite activities, etc. - Providing advice to parents Educator - Studying requests from parents - Surveys, questionnaires, testing - Provision of additional educational services - Consistency of actions to ensure the quality of life and the educational process Administration Parent

OPENNESS OF THE EDUCATIONAL SYSTEM OF THE DOE The openness of the pedagogical process, the cooperation of the kindergarten teaching staff with parents is one of the conditions for the successful implementation of the educational system of preschool educational institutions. The main result of the openness of the system is successful interaction with the society, mastering which the preschool educational institution itself becomes a powerful means of socializing the child's personality. Involvement of the family in the life of the preschool educational institution, continuity and unity of the requirements of the family and preschool educational institutions, relationships between parents in the family, parenting style in the family, parent community Space for the development of parents Space for the development of preschool educational institutions Teachers Space for the development of teachers Child Space for the development of the child Motivation and stimulation system, skill and professionalism, cooperation , co-creation, pedagogical community (social - psychological climate in the team, cohesion) Subject - developing environment, integration of specialists, educational space, additional educational space, social situation of development, medical - social - psychological - pedagogical support, children's community

Method of organizing joint activities

Signs of a group subject of labor

The object of research in the psychology of joint labor activity is the group subjects of labor - teams, brigades, labor collectives, and so on.

The group form of work involves the formation of a certain integrity (a group subject of labor and its joint activity) and is not a simple mechanical unification of the labor efforts of independently working people, it is a new, complexly organized formation.

Signs of collective labor were identified by B.F. Lomov (1972) and supplemented by A.L. Zhuravlev (1987). Zhuravlev considers the following eight components to be the main reasons for distinguishing a group subject of labor:

1. The presence of common goals for various participants in the labor process.

2. Formation of a general labor motivation that is not reduced to individual motives.

3. The division of a single labor process into separate actions and operations and the distribution of roles in the group, which leads to the formation of a structure of relationships between group members.

4. Combination / compatibility of production functions of participants in the labor process as components of a group subject of labor.

5. Strict coordination, coordination of the implementation of distributed and at the same time organizationally united actions of the group members in accordance with a predetermined program.

6. The need to allocate the management function in joint labor activity, aimed at the participants and through them on the subject of labor.

7. The presence of a single end result ͵ common for the labor collective and characterized by greater efficiency and quality compared to the individual form of labor organization.

8. Unity (coordination) of spatio-temporal functioning of participants in joint activities

B. F. Lomov considered the existence of a common labor goal among the members of the group as a key feature of joint professional activity. The group unites as a new organizational unity and exists in this capacity as long as the members of the group retain a common goal of activity.

In the minds of the members of collective labor, their duties and the way of interaction with each other, which depend on the nature of the organization and the type of its activity, should be reflected. Consider the following classification of organizations:

1. Government and non-government(the status of a governmental organization is given by official authorities).

2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-commercial as the main goal define the satisfaction of public needs.

3. Budgetary and non-budgetary. Budgetary organizations build their activities based on the funds allocated by the state.

4. Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.

5. Formal and informal. Formal organizations - ϶ᴛᴏ duly registered companies, partnerships, etc., which act as legal and non-legal entities.

As a special type of organization can be distinguished socio-economic organizations. Socio-economic organization is characterized by the presence of social and economic ties between workers.

Social connections include:

· interpersonal, domestic relations;

Relationships by levels of management;

relations with members of public organizations.

Economic links include:

financial incentives and responsibility;

living standard, benefits and privileges.

Organizations can also be classified according to the way they work together.

O. I. Zotova (1987) distinguishes the external structure of the brigade and the internal one.

External structure can be a purely external form of association of workers.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Low development team represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).

Medium level team has signs of an external and internal organizational structure, but there are often no connections between them, there are contradictions.

Team of the highest level of development has an interconnected external and internal structure, group norms and values ​​that are recognized and significant for its members.

The effectiveness of joint work is due not so much to the quality of interpersonal relations of team members and the ability to directly interact in the process of work, but to the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal.