Summary of an integrated lesson with TRIZ elements - RTV “Brother Rabbit”
"Brother Rabbit" TRIZ senior group
Abstract
integrated lesson with TRIZ - RTV elements
"Brer Rabbit"
senior group
Program content:
expand and clarify children’s ideas about domestic and wild animals, about seasonal changes in nature.
Learn to observe natural phenomena, analyze and draw conclusions about certain patterns and relationships. Introduce adjectives into children's dictionaries that denote characteristics of objects. Learn to form words with the same root. Develop the ability to independently convey well-known events. Cultivate a love for the nature of your native land, behave correctly in nature: treat animals with care, care for them. To consolidate a systemic vision of the world, to reveal to the child not random connections, but their essential aspects. Learn to formulate contradictions and resolve them using the “color change” principle. To develop in children the ability to give a large number of ideas within a given topic, to choose an original solution to a problem. Progress of the lesson:
Children enter the hall. Someone can be heard crying in the audio recording. The teacher asks a question about who can cry. Children's answer options. If the children guess the riddle, they will find out who is crying. What kind of forest animal stands up like a post under a pine tree and stands among the grass - with ears bigger than its head? (hare) Educator - Where can I find a bunny? (children's answers) Children's answer options. Children with a teacher approach a forest clearing and find a hare. The teacher talks about why the bunny is crying. - He was left alone in the forest. He has no one. All the relatives ran away somewhere. The teacher invites the children to help the bunny and find his relatives. -Who is the hare's relative? (children's answers) The children will find out whether this is right or wrong from grandmother Aksinya. The teacher offers to go to her. Grandmother meets children and a bunny. Children ask to help the bunny. Grandmother shows pictures (graphic analogy), children guess the animals. We found a relative - it's a rabbit. Consider the "Rabbit" system operator. Grandma offers to look at the rabbit and the hare. Circles of Lull. — 1st circle – wild animals 2nd circle – domestic animals 3rd circle – place of residence 4th circle – food Children independently practice with circles. Find the common features between a hare and a rabbit and the differences between them. Children's answer options. One answer is that the hare changes the color of its fur, but the rabbit does not. Children explain why. Contradiction: there is a hare in the winter, in the snow, and it is not there. “The principle of “color change.” Analogy by functions. Grandmother: “Who and what jumps like a bunny and like a rabbit?” (ball, grasshopper, etc.). Children show how and what jumps. The teacher invites the children to imagine that they are petting a rabbit or bunny. Express your feelings. Psycho-gymnastics. The teacher asks whether the hare and the rabbit have enemies. Who is this? How can they escape from them? Is it possible to bring a hare and a rabbit to live in a city apartment? Contradictions: there are animals, there are houses and they are not there. These are toy animals. Children's game "Good - bad." Educator: “Let’s change the color of the rabbit so that it is not a hare.” - Red Rabbit - When does this happen? (children's answer options) Educator: “Let's make a portrait of a rabbit for the bunny as a souvenir.” Volumetric applique to music.
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Thursday, September 12, 2013 23:28 + to quote book TRIZ CLASSES IN KINDERGARTEN. LESSON 1 CONTRADICTIONS IN THE WEATHER Objectives • to activate children's interest in the world around them; • systematize children's knowledge about natural phenomena. Equipment • “black box”; • towel. 1. MEETING THE ASSISTANT TEACHER The teacher (hereinafter - V.) offers to guess what is in the chest (black box, under a scarf, etc.), and then takes out and introduces the “assistant teacher” to the children - a Toy (hereinafter - I.), who will help conduct classes. It is advisable to pass the Toy around in a circle so that the children can “say hello” and get to know it. 2. DIALOGUE WITH THE TOY ABOUT THE WEATHER The toy comes to class wet. The teacher wipes her and talks to her: Q: Why are you so wet? I.: And I really love rain! V.: But the rain is bad, you can get sick! I.: No, the rain is good, you can run through puddles, it waters the flowers, it makes everything clean! V.: No, it’s the good sun, not the rain. I.: No, the sun is bad! When it’s hot, your head hurts and you’re thirsty; all the flowers will wither... V.: But our children, on the contrary, like the sun. When it’s sunny, people are in a good mood, they want to be happy and play... Let’s play with the guys now too, and then continue the conversation. 3. ACTIVE GAME “SUN AND RAIN” Rules of the game When the teacher says “sun”, children play and run; when it “rains,” they crouch down and “hide under umbrellas.” The teacher can add complications, adding the words “warm summer rain” (you can also run and play) or “intense, intense heat” (you need to hide under umbrellas so as not to get burned). 4. DISCUSSING CONTRADICTIONS IN THE WEATHER WITH CHILDREN Q: Guys, do you think the rain is good or bad? Q: What's good about rain? (Children's answers: everything is growing, fresh air after the rain...) Q: What's bad about rain? V.: So, it turns out that there is both good and bad in rain. We say that rain is good when..., and rain is bad for us when... I.: What about the sun, good or bad? V.: It depends when, for whom and for what. Guys, what's good about the sun? (Children's answers: it is affectionate, warm, it makes it light...) Q: What could be bad about the sun? V.: It turns out that there is also something good and something bad in the sun. 5. SUMMARY - What did you like about the lesson today? What didn't you like? What new did you learn? What was the most interesting? The teacher draws attention to a typical mistake children make: mixing the content of the activity (liked the sun and didn’t like the rain) and the form, organizational aspects (liked the introduction to the Toy, the outdoor game...). The main goal in summing up the results is to teach collective reflective analysis and to “officially” end the lesson (farewell to the Toy). At the same time, the teacher does not limit the children’s initiative if the plot of the lesson requires continued play and discussion. LESSON 2 CONTRADICTIONS IN OBJECTS Objectives • systematize the skill of classifying objects according to external characteristics; • systematize knowledge about the properties of objects. Equipment • bag; • small toys; • two boxes; • ball; • pipe (whistle). 1. CLASSIFICATION OF TOYS ACCORDING TO VARIOUS SIGNS The toy comes to class with a large bag. She loves to play and brought with her various toys (7-8 pieces). All the objects are laid out on the table (you can invite the children to name them in unison), the Toy plays for a bit, and then gets ready to leave - “has had enough of playing.” V: Where are you going? You need to put the toys away first. Here are two boxes for you, collect the toys. The toy not only collects, but arranges objects into two boxes according to different characteristics. I.: I’ll put all the big toys in this box, and the small ones in this one... No, it’s better to put all the red ones in this one, and all the green ones here... No, in one box all the wooden ones, and in the other all the soft ones... etc Then the Toy begins to “make mistakes”, making incorrect classifications: “I’ll put all the green ones in this box, and all the wooden ones in this one; no, it’s better to come here with soft toys, and here with big toys...” V.: You’re completely confused! Toys can be divided either by color - red, green, blue, or by size - large and small, or by material - plastic, wood or paper... But dividing them into green and wooden is wrong, otherwise where would you put that wooden truck? Green colour? I.: I’m already tired... V.: Well then, go and rest, and then you will continue, okay? 2. ACTIVITY GAME “RUN AWAY!” Rules of the game Children stand on the carpet in random order. The teacher stands in front of them, names a sign and shows with his hands in which direction the children should run. For example: boys to the right, girls to the left; those who have red in their clothes go to the door, those who don’t have it go to the window, etc. It is advisable to name the signs that clearly allow children to be divided into two groups. For example, those who have clothes with pockets do not have pockets; long sleeves - short; in sandals - not in sandals; who flew on an airplane - who didn’t fly, who was brought to kindergarten by dad - who wasn’t dad, etc. It is not recommended to name situations that require comparisons (high - to the right, low - to the left), suggesting variability in the answer (“Who likes candy, who doesn’t ” - what if he loves chocolates, but not lollipops?), dividing the children into more than two groups (“Loves dogs - loves cats” - what if he loves other animals?). The toy also takes part in the game and follows the appropriate commands. The game can be played at a fast pace in a knockout format. 3. DISCUSSION OF CONTRADICTIONS IN OBJECTS While the children were playing, someone removed almost all the toys from the table, only two remained: a ball and a whistle (pipe). I.: There are only two toys left, I will quickly put them away: I will put a good toy in this box, and a bad one in this box. V.: What kind of ball? What's good about it? I.: You can play different games. V.: What's bad? Q: Is the whistle good or bad? Why is he good? Q: What's bad about it? I.: What should I do, where should I put them? And there is good and bad in the ball, and in the whistle too... V.: And you can not put them away yet, but go play with them, just don’t forget that when you play with the ball, you need..., and when with the whistle - be careful so that... (Children complement the teacher’s advice.) After class, it is advisable to organize games with a ball and a whistle (pipe). LESSON 3 CONTRADICTIONS IN SUBJECTS (CONTINUED) Objectives • systematize children's knowledge about professions; • teach to identify opposite features of objects; • develop attention and empathy. Equipment • ball; • candy; • knife; • alarm. 1. CONVERSATION ABOUT PROFESSIONS The toy comes and asks the children: - You came to kindergarten, and your parents went to work. What do they do at work, what do they do? The teacher listens to the children's answers (in the form of a game with a ball or along a chain), then asks questions about professions to broaden their horizons (Who treats people? What does a driver do? etc.). 2. GAME “TRAINERS” Questions for the introductory conversation • Do you like going to the circus? • What's good and bad about the circus? • What circus professions do you know? - Let's play trainer. You will be pretend animals to whom I will give different commands. But you are still small animals, not very obedient, and therefore you only carry out those commands that are pronounced along with the word “Please...”. If this word is not there, then you do not follow the commands, but do what you want. - Animals, please jump up!.. The teacher pronounces commands in any order and tempo. 3. DIDACTICAL GAME “SHOP” V.: While you and I were playing circus, our Toy decided to play “Shop”. I.: Only this store will not be simple, but fabulous. And the buyers in it will be fairy-tale characters, and I will be the seller. V.: Our guys will help you, do you agree? I.: I agree, but in my store I want to sell goods only to good fairy-tale characters, and I don’t want to sell bad ones. V.: Let's try it and see what happens. The plot of the game is based on the fact that the same object (product) is first offered to the “bad” hero, indicating the negative aspects of the object, and then the positive character is told about the positive aspects. The game clearly demonstrates the conclusion that in every object there is both good and bad. Game option Included in Barmaley's store. B: I want to buy paints. I.: Why do you need paints, they are bad! You can get dirty with them! B.: I won’t buy it. Then Cinderella enters. I.: Cinderella, buy paints! Look how good they are, colorful and bright. You can paint any picture with them! Z.: Okay, I’ll buy it. During the game, sweets, a knife, and an alarm clock are “sold”, and the teacher provides the organizational side of the game, and the children express the arguments for and against the purchase. At the end of the lesson, the alarm clock rings, and Toy remembers that it is time for her to leave. 4. SUMMARY LESSON 4 CONTRADICTIONS IN SITUATIONS Objectives • teach to identify contradictions in various life situations; • guide children towards a healthy lifestyle. Equipment • bandage; • scarf. 1. CONTRADICTIONS IN ILLNESS A toy arrives with its throat tied - “sick.” The children begin to sympathize with her (being sick is bad), and Toy begins to prove that there is good in illness (everyone loves her, they feel sorry for her, she can watch TV all day, her mother is always there, etc.). The teacher asks to name what is bad about the disease. As a result of the analysis, it turns out that although there is good and bad in the disease, it is still better not to get sick. 2. GAME “COLD” The plot of the game is similar to the game “Cat and Mouse”. The difference is that instead of a cat, the role of “Cold” (a child tied with a scarf) is introduced, which chases the children (wants them to get sick). At the end of the game, it is advisable to discuss what needs to be done so that a real cold never “catch up” with you (so as not to get sick). 3. ANALYSIS OF SITUATIONS A healthy person’s life is much more varied and interesting than that of a sick person. The toy names various situations (watching TV, swimming, playing outside, drawing, etc.), and children analyze what is good and what is bad about them. In the end, the conclusion is that in every situation there is something good and something bad. 4. SUMMARY LESSON 5 CONTRADICTIONS IN DIMENSIONS Objectives • to activate thinking by resolving a problem situation; • develop an understanding of the relativity of size; • systematize children's knowledge about the sizes of animals. Equipment • cubes of different colors and sizes; • cards with pictures of animals. 1. ANALYSIS OF A PROBLEM SITUATION Toy comes and says: I.: Yesterday I was invited to visit. They said that we needed to come to the little red house. I came outside (puts out multi-colored cubes), went into one red house - the wrong one, another - the wrong one... So I didn’t get to visit... V.: Guys, let’s help Toy find the right house. Your suggestions? Q: Did you go into this one (points to the big red cube)? I.: So this is a big house, but they told me I need to go to a small one... V.: Who invited you? I.: Baby elephant... V.: So this house is big for you, but for the baby elephant it is small. I.: Oh, exactly! V.: And this red house (shows) seems small to you, but for the ant that lives there, it is very big. I.: So, it turns out that the same thing can be both big and small? V.: Of course, depending on who. I.: How interesting! What am I like: big or small? V.: Both big and small. Guys, for whom is our Toy big? I.: And for whom is it small? I.: What are you like: big or small? 2. GAME “BIG - SMALL” Rules of the game Children go in a circle. To the team “Big!” raise their hands up and walk on their tiptoes to the command “Little ones!” - squat and walk on their haunches. The teacher names the commands in any order and pace. You can indicate a comparison with other objects (for a chicken, for a dinosaur, etc.). 3. EXERCISE “PUT IN ORDER” The teacher shows the children 5-6 cards with images of different animals (for example: mouse, cat, dog, horse, elephant), they need to be arranged by height, starting with the smallest one. After this there is a discussion of each card. For example, is the cat big or small? Big for whom? Small for whom? When answering, children can use the contents of adjacent cards. When analyzing situations “For whom is the mouse big?”, “For whom is the elephant small?”, children use knowledge from personal experience. LESSON 6 CONTRADICTIONS IN QUANTITY Goals • to activate thinking by resolving a problem situation; • develop an understanding of the relativity of quantity. Equipment • candy. 1. ANALYSIS OF A PROBLEM SITUATION A Toy arrives with candy. I.: I brought candy, I want to treat the guys. V.: But you only have one candy, and we guys have, look how much! I.: Is this a lot? There really are a lot of children in the circus, but you have few! V.: No, it’s not enough, it’s when you’re at home: one or two, but we have twenty of them - that’s a lot! I.: Guys, what do you think: are there many of you or few? During the discussion, children formulate a conclusion: both a lot and a little, depending on what in comparison: compared to the number of children in some situations (indicated) there are many children in the group, compared to other situations (indicated) there are few. V.: And one candy for all of us, of course, is not enough! I.: Could it be that there will be too much of this candy for someone? V.: Of course it can! Guys, let's help Toy. For whom is one candy too much? I.: Is one watermelon too much or too little? V.: Both a lot and a little. Looking for someone. Help out again, guys! I.: And a whole barrel of water? D.: Both a lot and a little. For... it’s a lot, but for... it’s not enough. 2. GAME “A LOT - A LITTLE” Rules of the game Children sit on the carpet. The teacher names various situations, the children must react accordingly. If there is a lot, spread your arms wide apart, if there is a little, bring your palms together, enough - hand on hand. It is advisable to first practice the gestures themselves. Examples of situations (conditions must be specified): one bucket of water for an ant? one bucket of water for an elephant? one sun in the sky? one plane in the sky? one mother for a child? Mom has one child? one house for all people? does a person have one leg? one leg of a mushroom? one snake in the apartment? one snake in the forest? etc. 3. CONTRADICTIONS IN QUANTITY I.: One candy for all children is not enough, because there is not enough for everyone. If there is a lot of candy, there will be enough for everyone. It turns out that when there is little of something, it is bad, and when there is a lot, it is good... V.: An interesting conclusion... Are there other examples of this? I.: And also toys, gifts, sweets... V.: But if you eat a lot of sweets, then you can get sick... It turns out like this: too little is bad, too much is good, and if too much is bad again... I. : Does it happen the other way around: that there is little of something, and that is good, better than if there was a lot? will you hit, or a lot, hard? I.: Of course, if it’s not enough, it’s better! Q: And if they give you something tasteless, what’s better: a lot or a little? I.: Not enough, not enough! And if they don’t give it at all, even better! Q: Guys, do you know examples when something is not enough - and that’s good? I.: And I seem to understand: if we like something, it’s nice, then when there’s little of it, it’s bad, and when there’s a lot, it’s good. And if something is unpleasant, bad, then it’s good when there is less of it. V.: Good girl, everything is correct. And so that the guys understand this well, now I will name different situations, and you will have to say, if this is not enough, is it good or bad? Examples of situations They praise, scold, give ice cream, give a bitter medicine, take them to the circus, take them on a visit, leave them at home alone, etc. Note It is advisable to draw the attention of children to the fact that there may be different reactions to the same situation. 4. SUMMARY ACTIVITY 7 OPPOSITE SIGNS Objectives • to systematize children’s knowledge about seasonal changes in nature; • intensify the use of antonyms in speech; • activate children's thinking; • teach group work skills in “Brainstorming” mode. Equipment • gift package. 1. CONTRADICTIONS IN WINTER The toy comes to class with an empty large gift bag. I.: How I love winter! After all, in winter, my favorite holiday is New Year, and the Christmas tree needs to be decorated, and Santa Claus gives gifts! I saved this package as a souvenir from the last holiday and I can’t wait for the new one! You can also sled and ski, play snowballs and build a fortress! Winter is my favorite time of the year, it’s so good... V.: And you’re not the only one who loves winter. I think our guys like it too. Why do you love winter? V.: I agree with you that New Year and gifts are good. But in winter you can freeze or slip on ice, and this is bad. I.: So it turns out that winter also has both good and bad? I.: You already know this, but can you answer how winter differs from summer? V.: Come on, Toy, you will now play with our children: you will say what happens in the summer, and the guys - what happens in the winter. And good. I start. It’s hot in the summer, and… D.: It’s cold in the winter. I.: In summer there are leaves on the trees, and in winter -... D.: There are no leaves (or there is snow). Note The teacher selects questions so that children can use antonyms when answering. Examples of questions • In summer the day is long, and in winter - ... • In winter, the sun is low, and in summer - ... • In summer, they walk a lot on the street, and in winter - ... • In winter, rowan berries are sweet, and in summer - ... • In winter, the birds are hungry, and in summer - ... • In winter, the ground is covered with snow, and in summer - ... etc. You can invite children to come up with similar questions on their own. 2. ATTENTION GAME V.: Now let’s play the “Winter-Summer” game (children are standing on the carpet.) When I say winter, you must squat down and clap yourself - “warm up.” When it's summer, you get up and run. The teacher calls not only the words “winter” and “summer”, but also characteristic signs of the seasons (snow, thunderstorm, cold, puddles, etc.), children should respond accordingly. 3. The problem situation and.: My grandmother lives far in the south and never saw snow. And grandfather lives in the Far North, there it never melts there. What would I come up with that my grandmother can touch the snow, and my grandfather is grass and trees (they only do not want to move anywhere)? The most successful are selected. I.: Thank you very much! You helped me a lot! And now I’ll write a letter and tell you everything that you came up with! I can imagine how grandfather and grandmother will be happy. It will be my New Year's gift for them! Have you come up with gifts for your loved ones for the New Year? .. If not yet, then I will definitely help you! Lesson 8 Summarizing lesson on the contradictions of the goal • Systematize children's ideas about contradictions; • evaluate the ability to perceive objects as a set of opposites. The lesson is carried out according to individual plans for educators. It is advisable to consider the main topics: contradictions in the subject, contradictions in the situation, contradictions in the amount and quantity. It is recommended to consider objects that were not discussed in previous classes. Human Human Excesses • systematize knowledge about the structure of a person; • develop attention, the ability to compare, generalize; • Develop imagination. Equipment • Paper parts of the robot body. 1. The “assembly of the robot” to the toy comes to the lesson with various parts of the body carved from paper: head, arms, trunk, legs, neck. I.: So I found some circles, sticks at home; I don’t even know what it is ... in: and you let it decompose it on the carpet, so that it is convenient, and then we'll see. The toy lays all parts on the carpet in an arbitrary order. V.: Guys, do you also know what it is? V.: That's right, parts of the body. If they are correctly decomposed, then you can get a robot. I.: Let me, I can! He begins to lay out incorrectly: legs to the head, two hands on one side, etc. Children advise how to do the right thing. I.: Now everything is as it should. And it turns out that the robot is very similar to a person ... in: It seems to me that a real person is different from this robot. Do you think guys? V.: Is it possible to "turn" him into a person? Children's answers, if possible, are “embodied in life”: parts of the robot body are interconnected, facial features, hair are finished; Clothing is drawn, etc. 2. The game “Hands, legs, head” The teacher calls the rules of the game various parts of the body, you need to touch them. Who was mistaken - leaves the game. 3. Discussion "What - for what?" The teacher calls various parts of the human body and asks questions why they are needed. It is advisable to first consider the larger subsystems (head, arms, legs, etc.), then smaller, when the subsystem becomes the system under consideration (why on the head of the eye, nose, mouth, etc.; on the hands of the fingers, palms, elbows, etc. .). At the end, a discussion is held: what, which parts are not needed by a person, are superfluous? If desired, it is possible to analyze the consequences of fantastic assumptions: what happened if the eyes were on the back of the head, ears on his knees, fingers instead of nose, etc. The conclusion: everything that a person has, he needs and is where he needs. 4. Summing up the occupation of 10 subsystems of objects: object "Teapot" Objectives • Systematize knowledge about dishes; • teach the functional approach of the perception of subsystems; • develop dialectical thinking; • Develop the ability to predict. Equipment • Real and toy teapots. 1. Discussion "Which kettle is better?" The toy comes to the lesson all frozen, wants to warm up and asks to boil the kettle. While the kettle is warming up, it is proposed to discuss the issues: • Why do you need a kettle at all? • Is it possible to replace it with another object (pots, cup, etc.), why? What will be inconvenient? • What is good, what's wrong in the teapot? • What is the kettle made of? • Are there glass teapots, why? • What is good and what is bad in glass (paper, fabric, wooden, plastic) teapot? 2. The relay game “Fill the Teaker” The group is divided into several teams. It is necessary to fill with water a kettle at a distance. Each participant in the command with a spoon scoops up water from a glass and runs to pour it into a kettle. The team that is the first to complete the task wins. 3. The analysis of subsystems is proposed to analyze all the teapot subsystems in the sequence: • the name of the subsystem; • what is needed for; • what is good in it and what is bad; • what will happen if this subsystem does not exist; • What will happen if there are several such subsystems. An example of the discussion - what parts does the teapot consist of? - Nosik, pen, walls, bottom ... - Why do you need a nose? - To pour water out of it. - What is good and what is bad in the nose? - It is good that through it the water is pouring exactly with a stream, but it is bad that you can catch on it and overturn the kettle. - And if there is no nose? - This is bad, because the water from the hole will immediately pour out, it will be inconvenient to pour. - And if several spouts and pour three cups at once? - When the guests came, it will be more convenient, and if one is at home, then through the other nose the water will be poured out, they will have to close them ... - Why do you need a pen? Etc. 4. It is desirable to organize the results in the form of a tea party (the kettle - “hero” of classes - in the middle of the table). Lesson 11 subsystems of objects: object "Machine" Objectives • Systematize children's ideas about transport; • teach the system analysis of the object; • To consolidate knowledge of the rules of the road. Equipment • car "Truck"; • a toy or paper traffic light; • Toys or drawings of various machines. 1. Analysis of subsystems toy in the group arrives in a truck (“to get faster”). Discussion: - Why are cars needed? - What is good and bad in cars? - What parts does the car consist of? - Why do you need each of the parts? - What parts is the real car different from the toy? 2. The Game "Traffic Light" The teacher "turns" the children into cars and offers them to "ride", while respectively react to traffic light signals. The commands can be presented in a voice, or you can show the corresponding color of the traffic light. “Traps” are possible when one color is called, but another is shown (children should respond to the image). 3. The discussion “what kind of vehicles are for their intended purpose” invites children to name what specialized machines they know (fire, ambulance, “milk”, “bread”, “police”, etc.). Then it is discussed why specialized machines are needed, how (what parts) they differ from others (and why are these differences: why all cars cannot be the same?). During the discussion, it is recommended to use drawings of different types of machines or appropriate toys. 4. Summing up Anyatia 12 Summarizing lesson on the target subsystems • Systematize the perception of objects as a set of interconnected parts; • introduce the techniques of compositions of riddles; • Develop imagination. Equipment • collapsible toys. 1. The discussion of the “designers” comes to the toy, says: - They gave me a designer yesterday, such an interesting game: many parts, and whatever you want, you can collect. And in your group of designers, it is not interesting. V.: Why is it not interesting? We have many designers in our group, we can even say that we have only some designers! I.: How is it? V.: So, not only the designer consists of the parts, but everything else too. For example, a chair: what parts does it consist of? I.: Four legs, seat and back. V.: Absolutely. The chair can be disassembled and these parts will turn out, or you can collect a new chair from such parts. So it turns out a chair as a designer: it can also be collected and disassembled ... and.: Oh, for sure! And what else? The teacher similarly calls several objects, then gives out objects or their images to the children and offers to name all the details of these “designers” in the chain. Examples of objects • house; • pyramid; • puppet bed; • toy phone; • felt -tip pen; • briefcase. At the end, it is advisable to analyze how these "designers" differ from the real ones. 2. The game "Who is more?" Children are divided into two teams, the teacher shows a subject. Children alternately call subsystems. The team that will call more subsystems wins. Exercise can be organized in the form of a relay or game with a ball. 3. Composition of riddles in.: Now I will make a riddle, and you try to determine how it is “arranged” and guess it. What is it: two wheels, steering wheel and pedals? I.: Only parts are called in the riddle. This is a bicycle! V.: And here is a mystery: 4 legs and a seat. What is this? D: Stool. V.: True. And you can make a different way: 4 rays and a square sun. This is also a mystery about stool, but comparisons are used here. I.: And try to come up with a riddle about glasses. V.: Good. What parts are points consist of? D: ... and.: This is not interesting, such a riddle is very easy to guess! V.: Take a hurry, toy! After all, we still did not name with the guys what these parts are similar to. D: ... B.: Now the riddle is ready: what is this: two lakes on the legs? I.: Such a riddle is much better. So, in order to come up with a riddle, one must name what parts the object consists of and come up with what they are like! V.: Clever. Absolutely right! The teacher offers to come up with a few similar riddles (children can be divided into groups). 4. Summing up the farewell toy “expresses thought” that all surrounding objects consist of various parts, that everything around is “designers”. The teacher offers children to think about it and discuss in the next lesson. Lesson 13 Method of little men of the goal • To introduce the method of little men; • summarize the ideas of children about the properties of solids; • develop imagination, the ability to stage; • Develop cognitive interest, the ability to analyze the causes. Equipment • Ball. 1. Discussion "What is not divided into parts?" The teacher resembles the withdrawal of toys in the previous lesson (all objects consist of parts) and offers to name what parts the brick consists of (paper, soap, wire, stone, etc.). Typically, children give answers such as “brick consists of small pieces of brick”, “soap from small pieces of soap”, etc. Summarizing the answers of the children, the teacher indicates that these “small particles” of which substances consist are called “molecules”. We can say that the brick consists of brick molecules, water from water molecules, paper from paper molecules, etc. - You will study about molecules in detail when you study at school. In the meantime, you are still small, instead of the word “molecules” we will say “little men”. Different objects consist of different men. The house, the table, the car are not very similar, but they are all firm, which means that the men are similar there. In solid objects, the little men hold their hands tightly ... 2. The game “Name the solid” the teacher threws the ball in turn to the children, the children should call various solid items. Who was mistaken or repeated - comes out of the game. Often, children confuse the concepts of “solid” (in the sense of strong) and “solid” as an aggregate state of a substance (in contrast to liquid and gaseous). There may be situations like: “No, the paper is not hard, here is a hard plywood ...). In the event of such situations, the teacher clarifies the task: the solid is that which is not liquid. (“Paper is not a liquid, it consists of solid men, but they probably don’t hold hands very much, which is why the paper is easily torn.”) 3. The teacher “turns” children into little men and offers to portray with little men wire, bar, match (children become in the line, holding hands). In this case, the properties of these objects are analyzed: why the wire can be bent, but there is no bar; Why the match does not bend, but breaks. How to show the gum, why does it stretch, what happens if the stretched gum is released? Continue to stretch? (all answers are simulated). 4. Summing up the classes in TRIZ in kindergarten Gin Svetlana Lesson of 14 solid and liquid little men goals • activate the thinking of children; • consolidate children's ideas about the properties of liquid substances; • Teach the ability to compare and analyze the properties of objects. Equipment • paper box; • a glass of water; • Cubes. 1. The solution of the problem situation comes to the toy and says: - On Sunday, I was at the birthday of the Snow Queen. In the north, everything is so beautiful around, sparkles, shimmers ... I especially liked the dishes: thin, transparent, sparkling ... The snow queen even gave me one cup for memory. I put it in a box so as not to break and brought you; Now I will show ... the toy opens the box, but there is nothing there, only the bottom is wet. - Oh, where did she go? How could she disappear? In the process of discussion, it turns out that the cup of the Snow Queen was made of ice, and the ice melted. 2. Comparison of solid and liquid substances in.: It turns out that ice is magical, it knows how to turn. Ice is a solid substance, in it men hold their hands tightly. When it becomes warm, the men stop holding hands - and the liquid, water is obtained. And how do liquid substances differ from solid? What can be done with water, and what - with ice? It is advisable to accompany children's answers with the appropriate show of various properties of solid and liquid substances: put a glass of water and a glass with ice cubes nearby (you can replace with ordinary cubes (they are also solid, but do not melt). The following experiments can be shown: the liquid is growing, it can be absorbed, it can be absorbed, it can be absorbed, it can be absorbed, it can be absorbed, it can be absorbed. It takes the form of the container in which it is; and the solids retain their shape in any container; liquid men are easily moved (if touched the water, the finger will become wet, and if it does not become a wooden or plastic to the cubes), the water occupies the entire glass without “voids”, it doesn’t work out with cubes (and you can put the cubes in the box tightly, why?), If you pour water into a rag bag, it will flow out, and the cubes will remain, etc. 3. The game “Delay” children freely move along Group. When the teacher gives a signal (tambourine or bell), they turn into ice, they must freeze - “freeze”. Repeated signal - “melt”, etc. 4. Modeling the situation The teacher causes a group of children and offers to deduct the situation “Icrop in the spring ": What happens when the sun warms? What is formed under icicle? What happens at night? 5. Summing up the results can be offered to answer the question: "Is it possible so that people go through the water?" Lesson 13 Literature Literature 1. Altshuller G. S. Paint for fantasy. Prelude to the theory of development of creative imagination // Chance of Adventure. / Comp. Selyutsky A. B. - Petrozavodsk, 1991. 2. Ardasheva N.I. et al. Stories about ... - Ulyanovsk, 1993. 3. Vygotsky L. S. Imagination and creativity in childhood. - M.: Education, 1991. 4. Gin A. A. “Yes” and “No” Speak ... // Pedagogy + Triz: Sat. Articles for teachers, educators and education managers. Issue 2. - Gomel: IPP "Izzh", 1997. 5. Gin S.I. World of Fantasy. - Gomel, 1995. 6. Gin S.I. The world of man. - Gomel, 1993. 7. Didactic games for the development of the creative imagination of children / Comp. A.I. Nikashin. -Rostov-on-Don, 1991. 8. Dyachenko O. M. The imagination of a preschooler. - M.: Knowledge, 1986. 9. Zaika E.V. Complex of games for the development of imagination // Questions of Psychology, 1993. - No. 2. 10. “Golden Key” of creative thinking / Ed. T. A. Sidorchuk. - Chelyabinsk, 2000. 11. Kipling R. Tales. - M.: Children's literature, 1986. 12. Korzun A.V. Veseloy didactics: elements of TRIZ and RTV in work with preschoolers. - Mn.: University, 2000. 13. Ladushkina S. N. Cycle of RTV classes with preschool children (manuscript in the CHOUNB Foundation). - Novosibirsk, 1990. 14. Ladoshkina S. N. Fairytale tasks (manuscript in the Chongb Foundation) .- Novosibirsk, 1989. 15. Murashkovsk I. N. Valyums N.P. Pictures without hesitation. - St. Petersburg, 1995. 16. Murashkovsk I.N. Games for classes TRIZ with young children // Pedagogy + TRIZ: Sat. Articles for teachers, educators and education managers. Issue 2.-Gomel: IPP "Izzh", 1997. 17. Murashkovsk I.N. When I become a wizard // Knowledge: Inf.-method. Collection for teachers and students. Issue 5. - Riga, 1993. 18. Nesterenko A. A. country of the Nazygadok. -Rostov-on-Don, 1993. 19. Rodari J. Grammar of fantasy. - M.: Progress, 1978. 20. Sidorchuk T. A. Program for the formation of the creative abilities of preschool children. - Obninsk, 1998. 21. Sidorchuk T. A., Gutkovich I. Ya. Methods for the development of the imagination of preschool children. - Ulyanovsk, 1997. 22. Sidorchuk T. A., Kuznetsova A. B. Training of preschool children creative storytelling in the picture. - Ulyanovsk, 1997. 23. Strauning A. M. Rostock. TRIZ-RTV program for preschool children. - Obninsk, 1995. 24. Creative tasks in working with preschool children / under the general. ed. T. A. Sidorchuk. - Chelyabinsk, 2000. 25. SHUSERMAN M. N. New Adventures of Kolobok. -M.: Pedagogy-Press, 1993. Lesson 14
Series of messages "TRIZ":
Part 1 - GCD "Cognition". Familiarization with the environment “Fire is a friend, fire is an enemy”, using TRIZ elements Part 2 - Experience of working using the TRIZ method Part 3 - There is a tower in a field. Summary of a lesson on FEMP in the middle group with TRIZ elements Part 4 - Children's experimentation as a means of intellectual development of preschool children Part 5 - TRIZ CLASSES IN KINDERGARTEN Part 6 - Self-education plan (TRIZ) Part 7 - Experience using the TRIZ method ... Part 9 — Consultations for educators “Method aimed at achieving an ideal result” (TRIZ). Part 10 — Master class Topic: “Application of TRIZ methods in the everyday life of a kindergarten” Part 11 — Summary of a lesson on the TRIZ method in the senior group on the topic: “The Four Elements.”
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Games and gaming exercises using TRIZ technologies in preschool educational institutions.
•An association
(remember the fairy tale “Puss in Boots”? How many associations are there: a guy and a cat, a cat and boots (!), a cat and a giant, a guy and the royal family, etc. So we had amazing adventures! And the “revival” technique or rather - humanization, there is also - what a cat! Talking, inventive! Not every person is like that!,,)
•Matryoshka
(one in another. The cat, in order to defeat the giant, first used the “Shrinking” technique - by cunning he forced the Giant to turn into a mouse. And then - the
“Matryoshka”
- ah! And he ate it! And the Giant in the fairy tale - what kind of technique is this? Correct -
"Increase"
!)
Simulation of a fairy tale plot
Option 1. “Symbolization”
The use of conventional pictures - symbols.
For example, in the fairy tale “Teremok” you can use letters - little animals.
For the fairy tale “Cinderella” the symbols may look like this:
“Propp's Maps” - work in stages:
1) a series of preparatory games (familiarization with cards);
2) children making their own cards;
3) selection of cards from the existing set for a familiar fairy tale (under the guidance of a teacher);
4) reproducing the plot of a familiar fairy tale using cards;
5) collective composition of your own fairy tale based on the proposed set of cards;
6) working with an individual set of cards (independently composing a new fairy tale or modifying a familiar text in accordance with a given set of cards; selecting cards “blindly” is possible).
The main motives identified by researcher Propp:
1. Once upon a time. We create a fabulous space. (Each fairy tale begins with the introductory words “a long time ago”, “once upon a time”, “in the thirtieth kingdom”). 2. Special circumstance (“father died”, “the sun disappeared from the sky”, “the rains stopped pouring and a drought set in”). 3. Prohibition (“don’t open the window”, “don’t leave the yard”, “don’t drink water”). 4. Violation of the ban (characters in fairy tales look out of the window, leave the yard, and drink water from a puddle; at the same time, a new person appears in the fairy tale - an antagonist, a pest). 5. The hero leaves home (in this case, the hero can either set off, be sent away from home, say, with the blessing of his parents to look for his sister, or be expelled, for example, a father takes his daughter expelled by his stepmother to the forest, or leave home, turning into a goat after the ban has been violated). 6. The appearance of a friend-helper (gray wolf, puss in boots). 7. A method of achieving the goal (this could be flying on a magic carpet, using a treasure sword, etc.). 8. The enemy begins to act (the snake kidnaps the princess, the witch poisons the apple). 9. Gaining victory (breaking evil spells, physical destruction of the antagonist - the Serpent, Koshchei the Immortal, victory in the competition). 10. Pursuit (what fairy tale, like a detective story, is complete without a chase? Heroes can be pursued by geese-swans, Serpent Gorynych, Baba Yaga, Dashing Accursed and other, no less “cute” characters). 11. The hero escapes from persecution (by hiding in a stove, turning into someone, or using magical means and covering vast distances). 12. The donor tests the hero. And then a new character appears - a wizard, a gnome, an old woman who needs help, or a beggar. Baba Yaga gives the girl the task of doing her homework, the Serpent invites the hero to lift a heavy stone. 13. The hero passes the test of the donor (everything is obvious). 14. Receiving a magical remedy (it can be transferred, made, bought, appear from nowhere, stolen, given by a donor). 15. Absence of the donor (Baba Yaga lets go in peace, the wizard disappears, the dragon hides back in the cave). 16. The hero enters into battle with the enemy (sometimes it is an open battle - with the Serpent Gorynych, sometimes a competition or a game of cards). 17. The enemy is defeated (in fairy tales, the antagonist is not only defeated in battle or competition, but also expelled or destroyed with the help of cunning). 18. The hero is marked (a mark is applied to the body or given a special object - a ring, a towel, an icon; he takes something from a defeated enemy). 19. The hero is given a difficult task (to get a ring from the bottom of the sea; to weave a carpet; to build a palace in one night; to bring something, I don’t know what). 20. The hero completes the task (how could it be otherwise?). 21. The hero is given a new look (a common technique is immersion in boiling water or hot milk, which makes the hero even more beautiful). 22. The hero returns home (usually this occurs in the same forms as the arrival, but it can also be a victorious arrival on a defeated dragon). 23. The hero is not recognized at home (sometimes due to external changes that have occurred to him, a spell cast, injury, growing up). 24. A false hero appears (that is, one who pretends to be a hero or takes credit for his merits). 25. Unmasking a false hero (this can happen as a result of special tests or testimony of authority figures). 26. Recognizing the hero. (And then a substitution is discovered. The false hero is expelled in disgrace, and our character is embraced by a loving royal couple) 27. Happy ending (a feast for the whole world, a wedding, half a kingdom to boot). 28. Moral (what conclusion can be drawn from the story that happened).
