intellectual development junior schoolchildren in Russian lessons
Koltunova Svetlana Dmitrievna MBOU Astrakhan "Secondary School No. 29"
teacher primary school 8-906-459-88-55 koltunova-76mail.ru
“If you want to instill in children the courage of the mind, interest in serious intellectual work, independence as a personality trait, instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts form a kingdom of thoughts, give them the opportunity to feel like rulers in it.”
Sh.A. Amonashvili
One of the fundamental areas of our work at school is the topic on which we have been working for several years: "Intellectual development of younger students in Russian language lessons."Because we believe that elementary school should teach children who entered school not only to read, count, but also to write correctly, continuing to develop the child as a person.
How to present educational material so that it is interesting for some and not difficult for others, so that all students learn the educational material?
Reflecting on this problem, we came to the conclusion that it is necessary to make certain changes in the content and organization of the learning process.
We change the content of the learning process by:
introduction of additional vocabulary during vocabulary and orthographic work, consolidation, repetition and generalization of the studied;
increasing the scale of the use of proverbs, sayings, phraseological units on different stages lessons;
expanding the scope of work with concepts and terms;
inclusion in the content of the lessons of various types of educational texts.
At any stage of the lesson, we try not to give ready-made information, but give students the right to be the first to formulate concepts, rules, lesson topics, etc.; more often give them the opportunity to ask questions; We try to create a benevolent creative atmosphere of partnership and cooperation.
Thinking abilities, like any other, can be developed by developing certain skills and abilities in oneself, and most importantly, the habit of thinking independently, looking for unusual ways to the right decision. These qualities are essential for a child to succeed in life.
When a child enters school, significant changes take place in his life, the social situation of development changes radically, and educational activities are formed, which are leading for him. It is on the basis of educational activity that the main psychological neoplasms of primary school age develop. Education brings thinking to the center of the child's consciousness. Thus, thinking becomes the dominant function.
The development of students' logical thinking in all lessons is one of the most essential requirements that ensure the quality of education.
In elementary school, students must master such elements of logical actions as: comparison, classification, highlighting the features of objects, defining a familiar concept through genus and species difference, and making simple inferences based on these premises. Therefore, it is advisable to start learning logical actions from the formation of appropriate elementary skills, gradually complicating tasks.
With the help of exercises, the knowledge of children is not only fixed, but also refined, skills of independent work are formed, skills of mental activity are strengthened. Children continuously have to analyze, compare, make phrases and sentences, abstract and generalize. This ensures the simultaneous development of a number of the most important intellectual qualities of the child: attention, memory, various types of thinking, speech, observation, etc.
Objects and phenomena of the surrounding world have similarities and differences. The similarity and difference of objects are reflected in their features. The most important features of objects are reflected in the concept.
Task examples.
Choose a generic term for the following words:
pike - …
Linden - …
chamomile - …
Specify the whole of which the following are:
pocket - ...
wing - ...
fin - ...
In these rows of words, underline the concepts that are in relation to rowing:
Ash, branches, tree, maple, leaf (ash, maple).
Milk, bottle, shop, oil, seller (milk, oil).
Horizon, north, compass, east, arrow (north, east).
Choose opposite terms:
big - …
light - …
joy -…
Match the following words with concepts that are related to the sequence:
February - …
Tuesday - …
the first - …
evening - ...
To the proposed concepts, select two more that are in functional relations with it:
spoon - ... (silver, yes).
paper - ... (white, write).
doctor - ... (children, treat).
The form of generalizing activity of schoolchildren at different levels of education does not remain constant. At first, it is usually built on an external analogy, then it is based on the classification of features related to the external properties and qualities of objects, and, finally, students move on to the systematization of essential features.
Get a new word by changing the first one by one letter:
Give the goat horns (horns - goat) horns - rose - goat.
Bring the cat to the cheese (cat - cheese) cat - com - catfish - litter - cheese.
Pick up right word:
bed - lie down, chair - ...
raspberry - berry, nine - ...
a man is a child, a dog is ...
Say in one word:
hang your ears...
bite your tongue...
beat the buckets - ...
From each word, take only the first syllables, make a new word:
ear, rose, cotton wool - ...
bark, loto, boxer - ...
ram, wound, bank - ...
Think of a sentence (short story) where all words begin with one letter.
For example: Chairman Pahom raced across a dusty field.
Exercises are carried out at different stages of the lesson.
A moment of cleansing.
1) Raccoon mesh hedgehog pencil case
Determine the letter, it is in each of these words and can divide them into two equal groups.
Identify the letter that is at the root of each word.
3) Children's reed messenger answer stairs difficult terrain
Determine the letter, it denotes the same spelling in all nouns of this series.
4) Holiday ... nickname st ... face ser ... tse ur ... zhay h ... nil with ... tank n ... zina star ... ny l ... tso
Name the letters, with their help you can divide these words into equal groups.
Vocabulary and spelling work.
1) Sliver Dinner Puck Trumpeter
Define a new word. It has a paired voiced, always solid hissing consonant.
2) B ... r ... yes n ... kind of willows ... lie b ... fishing ug .. sanie
l ... pata lawsuit ... rka og ... work t ... trade him ... for
to ... sa kr ... sitel atm ... sphere
- connect the first letters of nouns of the 1st declension, in the root of which a vowel is writtenabout and say a new word.
3) store-buyers
theater - spectators
transport- ?
- identify the semantic connection and name a new word.
Work with text.
1) Read parts of the text. Arrange them in the correct order. Formulate your task to the compiled text and complete it.
Later, people n ... learned to cook (from) sugar beets ... r. Sell it (in) pharmacies as a medicine. He was very d…r…goy.
(B) for a long time people did not know what sugar was. They ate myo…. they drank sweet juice of maple, linden, h ... th (s) beetroot slices.
(In) India, (in) Cuba, they get this sweetness (from) sugar cane ... nick. It has a sweet stem. They cut the cables ... nicks, throw them (into) the boiler and boil (on) the fire. You get sugar crystals.
2) Read the text. Define its main idea and title it. Choose a proverb that matches the main idea of the text and enter it into the text.
In ... sleepy birds come .. melt from z ..moves. (B) on their way, difficulties and troubles await them. (In) the damp darkness of the fogs, they lose their way ... the sharp rocks break (on) sharp rocks. The world's storms break their feathers, knock off their wings. Birds die (from) cold and cold, die (from) predators, fall (under) the shots of hunters. Nothing stops the winged wanderers. Through all the obstacles they fly (to) the Motherland, to their nests.
Proverbs:
To live and serve the Motherland.
Beloved homeland - dear mother.
Everyone has their own side.
In a foreign land, and spring is not red.
The correct and systematic use of this methodology makes it possible to ensure the effective development of the most important intellectual qualities of students necessary for the successful mastery of the Russian language, and make the educational process exciting and interesting for students..
Thus, in the process of forming the logical thinking of children 7-10 years old, perhaps the most important thing is to teach children to make small, but their own discoveries. The student must already lower grades to solve problems that required from him not a simple action by analogy (copying the actions of a teacher), but would conceal the possibility for a “mental breakthrough”. It is not so much the finished result that is useful, but the process of solving itself with its hypotheses, mistakes, comparisons of various ideas, assessments and discoveries, which, ultimately, can lead to personal victories in the development of the mind.
Bibliography
Akimova M.K., Kozlova V.T. Diagnosis of mental development of children. - St. Petersburg: Peter, 2006. - 240 p.
Bakulina G.A. A minute of calligraphy can be educational and interesting // Elementary School. 2000. No. 11. - S. 54-60.
Bakulina G.A. Intellectual development of schoolchildren (grades 3-4). – M.: VLADOS, 2004. – 208 p.
Bakulina G.A. Intellectual development of younger schoolchildren in Russian language lessons (grades 1-2) - M .: VLADOS, 2001. - 144 p.
Bakulina G.A. Intellectual-speech development of schoolchildren in the lessons of the Russian language / / Russian language at school. 2002. No. 1. - P.11-14.
Zach. A.Z. The development of mental abilities of younger students. M.: Enlightenment, 1994. - 320p.
Kiryukhina O. Use Russian language lessons (proverbs and sayings) // Elementary School. 2001. No. 1. - S. 50-55.
Methods of intellectual development of younger schoolchildren in the lessons of the Russian language / G.A. Bakulina, E.A. Obukhova, N.V. Dembitskaya. – M.: VLADOS, 2006. – 216 p.
Tikhomirova L.F. Exercises for every day: the development of cognitive abilities of younger students. - Yaroslavl, 2004. - 120 p.
The Russian language, giving knowledge and forming skills, develops students, i.e. forms a higher level of understanding and proficiency in the language. The development of students in the lessons of the Russian language is not an independent process, but is closely related to the development of the content of education and upbringing of schoolchildren.
The development of students is the process of their transition from one idea of the language to a qualitatively new, more perfect and more complex one, this is the formation of their scientific and linguistic worldview.
The learning process is triune: -training -development -education “only that training is developmental, which runs ahead of development. » L. S. Vygotsky
Language is a special phenomenon that, as it were, exists in the minds of children by itself and is not spontaneously recognized by them as a subject of study. Awareness of language as a special phenomenon that can be studied in different directions leads to the formation of a linguistic view in children. A linguistic view of language is an idea of language as a means of communication, expression of thoughts and their fixation, as a special phenomenon their functions, structure and meaning, their peculiar use in speech.
Components of a linguistic view of the language: - communicative and semantic significance of the language - leveled nature of the language - structural and semantic representation of the units of the language - functional and stylistic nature of speech All of them are interconnected. Mastering them characterizes a fairly high level of development received by children in Russian language lessons.
The zone of proximal development is a concept introduced by L. S. Vygotsky. Characterizes the process of pulling up mental development after training. This zone is determined by the content of such tasks that the child can solve only with the help of an adult, but after acquiring experience in joint activities, he becomes capable of independently solving similar problems.
In order to manage the development process through teaching his subject, the teacher must know what a linguistic personality finds in front of him - any wear of a particular language, characterized on the basis of an analysis of the texts produced by him in terms of using the means of this language to reflect the surrounding reality (picture of the world).
To date, several levels and several stages of development are distinguished in the linguistic personality. The most significant stages in the development of a linguistic personality fall on elementary school, on senior teenage and adolescence. And therefore, work on the development of a linguistic personality and its improvement is an obligatory activity of a teacher.
Human thinking exists in 2 forms - sensory-visual and verbal. The sensory-visual reflects the world in the images of concrete objects. The verbal-logical reflects the world in the form of concepts. The language is especially related to the second. It acts as a means of implementing human thinking, and a cognitive level is distinguished in a linguistic personality, that is, the level of mastering the concepts of the surrounding reality.
A linguistic personality combines 3 levels: - verbal-semantic, giving an idea of the language system; -cognitive - the concept of an idea, representation, creating a picture of the world; - pragmatic - goals, motives, interests manifested in speech activity, for its improvement, mandatory training in speech activity is necessary
The ability to apply the acquired knowledge when operating with new, previously unknown material is one of the most important indicators of the student's linguistic development. Assimilated knowledge is applied by the student either directly or indirectly through other definitions and rules. Direct transfer is the application of knowledge to phenomena of the same kind, Indirect transfer is the application of knowledge from one area to mastering either knowledge or skills in another area.
A sense of language is the ability of a speaker or writer to recognize and evaluate his speech and the speech of other people on the basis of knowledge and skills learned from other people or a school subject. Linguistic flair has 2 sides - a flair for the norm and a flair for style. The first is based on whether the student understands that there are phenomena that cannot be expressed in any other way. The second is based on the awareness of the admissibility of several ways of expressing the meaning of speech and on the exact speech action of choosing the right one, i.e. the flair for the norm and the flair for style require mandatory training in Russian language lessons. And this will contribute to the development of a linguistic personality.
The sense of the norm includes phonetic, lexico-semantic and grammatical sense. It is formed in students in the process of studying phonetics, vocabulary and phraseology and grammar - word formation, morphology and syntax.
The flair for style includes the flair for the sphere of use of the language, the theme of the utterance and the genre, on which the choice of language means depends. A sense of style develops in students in the study of speech styles and the totality of work on the development of coherent speech of children.
At the lessons of the Russian language, the development of the logical thinking of schoolchildren is carried out. The development of logical thinking is the formation of a system of mental operations in schoolchildren. For developed logical thinking it is not necessary to allocate special time. It is necessary to choose such methods and techniques for mastering the content of education so that students are forced to rely on Analysis Synthesis Comparison Abstraction - distraction Generalization Classification Systematization
DEVELOPMENT OF THINKING. The development of thinking is carried out both in the formation of knowledge and the formation and improvement of the skills of the student. In the formation of knowledge, the teacher should especially clearly work on the formation of concepts. The most important concepts are given to schoolchildren in precise formulations. (Generic, specific concept and differential features) The very process of assimilation of the theory will develop logical thinking. Algorithms play an important role in the development of logical thinking. Algorithms are different types: question, command, combined The number of algorithm operations in any of its types should not exceed a number from 5 to 7
The development of thinking is also carried out in the formation of the skills of schoolchildren. For this purpose, methodologists have developed technological systems of exercises that ensure this process. So, for example, in the system of linguistic exercises, the logic is chosen from the recognition of the linguistic factor to its application in speech. Didactic material is also selected first elementary, and then already containing various linguistic competing phenomena and tasks are performed first according to the model, and then independently and in new situations. This also contributes to the development of students.
Municipal Competition of Professional Excellence teaching staff institutions of general, additional and preschool education
« Methodical development- 2016"
Speech Development of Primary School Students in Russian Language Lessons by Means of Game Technologies
primary school teacher MBOU "Gymnasium No. 26"
Miass urban district
Introduction 3
Gaming technologies 4
Didactic game 6
8
Conclusion 10
APPENDIX 11
Appendix 2. Business card of the project 15
Annex 3. Booklet "King of the Ural Mountains" 16
Appendix 4. Booklet Evaluation Criteria 17
Annex 5. Criteria for evaluating a multimedia presentation 18
Appendix 6 19
Appendix 7 25
Appendix 8. Presentation "Children's drawings" 28
Appendix 9 31
Annex 10. Presentation of the teacher "Mushrooms - a miracle of wildlife" 32
Appendix 11 36
Appendix 12 40
Annex 13. Presentation "What role do mushrooms play in the life of the forest?" 1st grade students 43
Appendix 14 47
Appendix 15. Presentation "What is a mycelium?" 1st grade students………..48
Annex 16. Presentation "Who wears a hat on his leg?" 1st grade students..53
Annex 17
Introduction
Man only plays
when he is in the full sense of the word a man,
and he is fully human only when he plays.
(F. Schiller)
Language education and speech development of younger students is one of the central problems in modern elementary school. The study of the Russian language is focused on solving such urgent problems as linguistic, emotional, moral and intellectual development.
AT recent times communicative perception of schoolchildren is of particular importance, since success in speech development determines the effectiveness of mastering other school disciplines, fluency in speech creates the prerequisites for active and meaningful participation in public life, equips children with the necessary skills of speech behavior, culture speech development.
Modern pedagogical technologies directed at the main figure of the school - the student. To select a technology, it is necessary to rebuild the traditional stereotype of a teacher's activity: to understand the student, to accept the student, to recognize the student as a subject of the learning process and to select educational knowledge technologies, taking into account the selection of the class and age, the topic and the presence of didactic provision of training, not forgetting the result that you want get. Therefore, modern educational technologies which are aimed at organizing the activities of students, at developing through this activity their skills, qualities, and competences.
The purpose of methodological development: Formation of positive motivation of younger schoolchildren for Russian language lessons, to increase the level of speech development through the use of gaming technologies.
Tasks:
Formation of positive motivation for educational and cognitive activity in the study of the Russian language.
Formation of tolerance in educational interactions.
Development of communicative competence in students.
Creation of a favorable psychological climate in the psychological team.
Gaming technologies
“We almost never teach to speak,” linguist and methodologist V.I. Chernyshov expressed his opinion about the state of education. These words, unfortunately, can be attributed to our time. The teacher should make sure that primary school graduates have a good command of oral and written speech. And for this, it is necessary to “open the mouths of children”, provide them with the opportunity to speak and write freely about what excites them, interests them, and support the children’s desire for self-expression through the word. But how to do this in a rigid framework of the curriculum? A wonderful tool comes to the aid of the teacher - the game.
The game is a huge window through which spiritual world the child is infused with a life-giving stream of ideas, concepts about the world around him. The game is a spark that ignites the flame of inquisitiveness and curiosity. Such a definition of the game is given by the great teacher V.A. Sukhomlinsky. The game as a method of teaching, transferring the experience of older generations to younger ones has been used since ancient times. In the educational process of the school, until recently, the use of the game was very limited. In a modern school that relies on activation and intensification educational process, game activity is used in the following cases:
as amateur technologies for mastering a concept, topic, and even a section of a subject;
as a lesson or part of it (introduction, explanation, consolidation, exercise, control);
as technologies for extracurricular activities (collective creative activities).
The concept of "game pedagogical technologies" includes an extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games, which differ from games in general in that they have a clearly defined learning goal and a pedagogical result corresponding to it, which are justified and characterized by an educational and cognitive orientation.
The gaming technology has the following components:
a) motivational component - it is associated with the student's attitude to the content and process of the activity, provides activity in the game and connection with other activities, is laid in the process of the game;
b) the orientational-target component - it is connected with the fact that the student perceives the goals of educational and cognitive activity, moral attitudes, values, which, having become personally significant, become regulators of the students' playing behavior;
d) value-volitional component provides a high degree of focus cognitive activity, includes attention, emotional experiences; e) the evaluative component of the game provides a comparison of the results of game activity with the goal of the game, as well as self-management of the game process and reflection of one's own activity. All these components of the game determine its technological structure.
The game form of classes is created in the classroom with the help of game techniques and situations that should act as a means of encouraging and stimulating students to learning activities. The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:
1. The didactic goal is set for students in the form of a game task.
2. Learning activities are subject to the rules of the game.
3. Educational material is used as its means.
4. Competitions are introduced into educational activities, which contribute to the transition of didactic tasks to the category of gaming ones.
5. The successful completion of the didactic task is associated with the game result.
Experience shows that gaming technologies help students to become liberated, self-confidence appears. Getting into situations of real life, situations of success created by gaming technologies, students better absorb material of any complexity.
Spectrum of target orientations:
Didactic: expanding horizons, cognitive activity; application of ZUN in practice; the formation of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of labor skills.
Educators: education of independence, will; the formation of certain approaches, positions, moral, aesthetic and worldview attitudes; education of cooperation, collectivism, sociability, communication.
Developing: development of attention, memory, speech, thinking, the ability to compare, contrast, find analogies, imagination, fantasies, creativity, empathy, reflection, the ability to find optimal solutions; development of motivation for learning activities.
Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.
Among the variety of games that are used in working with children at school, the most effective tool that can arouse interest in Russian language classes is a didactic game.
Didactic game
The lesson is the main component in school education and upbringing, a form of implementation of pedagogical influences, where direct and systematic communication between the teacher and students takes place. At present, widespread non-traditional forms lessons where game technologies are used. The game in the lesson activates students, increases cognitive interest. It causes an emotional upsurge in children, increases efficiency, which turns into creativity. The new always gives rise to curiosity and inquisitiveness, in the manifestation of which students strive to acquire new knowledge. Lessons-games are very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, freedom, equality, in the absence of constraint. A special communication between the teacher and the students is established.
Didactic games are specially created by teachers for educational purposes, they are cognitive and developing.
Didactic games are not only a means of intellectual development, as well as the development of cognitive mental processes, but also a game form of education.
A characteristic feature of a lesson with a didactic game is the inclusion of a game in its design as one of the structural elements of the lesson. There are certain requirements for the selection of games.
1. Games must comply with certain educational tasks, program requirements for knowledge, skills, and standard requirements.
2. Games should correspond to the material being studied and be built taking into account the readiness of students and their psychological characteristics.
3. Games should be based on certain didactic material and methods of its application.
The game is part of the learning process, it's not a secret for anyone. Playing in the Russian language classes enriches the child with new information, activates mental activity, attention, and most importantly stimulates speech and forms the spelling vigilance of the younger student, which, in my opinion, is very important!
The following structural components of the didactic game are distinguished:
didactic task;
game task;
game actions;
rules of the game;
result.
Didactic task due to the purpose of teaching and educational influence.
game task defines game actions. It is formed by the teacher and reflects his teaching activity in front of children in the form of a game plan.
Game actions(the foundations of the game) are related to the game intent and come from it. The more diverse they are, i.e. the more interesting the game, the more successfully cognitive and game tasks are solved.
Rules of the game contain moral requirements for the relationship of children, for their compliance with the norms of behavior and influence the solution of the didactic task - imperceptibly limit the actions of children, direct their attention to the fulfillment of a specific task of the subject.
Summarizing(result) helps to identify children who completed the game task better, determine the winning team, etc. The teacher should note the achievements of each child, emphasize the successes of lagging behind children.
The main functions of the didactic game is the formation of:
sustainable interest in learning; relieving stress associated with the process of adapting the child to the school regime;
mental neoplasms;
the actual educational activity of the child;
social skills, educational and independent work;
skills of self-control and self-assessment;
adequate relationships and development of social roles.
The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with the usual didactic exercises.
Experience in using didactic games in Russian language lessons
While observing the activities of the teacher and students in the classroom, I noticed that Russian language classes do not always arouse interest among students. The problem arises of how to arouse interest in classes, how to increase the level of formation of oral and written speech of students.
As a result of the analysis of the literature, my lessons and the lessons of my colleagues, I came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate and select fascinating material that can attract the attention of each student.
It is known that the child learns with pleasure, while he is interested. And for this it is necessary that the teacher knows and loves his subject. “Children's love for an object depends on our love,” L.N. Tolstoy emphasized. So, the more erudition of the teacher, the more convincing his speech, the more interest the student has.
In the lesson, I use and apply didactic materials, puzzles, riddles, anagrams, cards, illustrations, plot pictures. When working with text or showing pictures, I ask questions and demand a full answer, as oral speech develops, vocabulary is replenished. Children are happy to compose dialogues similar to the dialogues in the exercises, oral and written stories from pictures. And interestingly, children are more and more addicted to such tasks, asking for additional materials.
Each time preparing for the next lesson, I think about what to interest the children this time, what games or tasks to use. Here are some didactic games and game techniques that I use in my lessons.
1. Didactic game "Hard - soft"
At the lesson of the Russian language, instead of physical education minutes, in order to repeat the spelling of hard and soft signs, the development of speech, logical thinking, and the activation of mental activity, they tried to play such a game.
2. Didactic game: "All the way around."
Children need to replace the word combinations of the noun + noun type proposed by them with another one so that one of the words includes the combination -ch- in its composition.
Apple juice-… (apple juice)
Strawberry jam - ... (strawberry jam), etc.
3. Pick a word
(table, fish window, throne).
4. Five words
The goal is to teach to analyze the syllabic structure of a word, to expand vocabulary.
Option 1. Choose five words each:
in the first - one syllable,
in the second, two
in the third - three,
in the fourth - four,
in the fifth - five.
Option 2. Dashes are letters in a word.
5. The game "Compositor" - write one word for each letter;
6. Fix bugs:
camel (d), kaza (o), achki (o), call (o), agarot (o, o, d), zagatka (d), daska (o), so\ntse (l), garoh (o) , granddaughter (h), ana (o), krushka (f);
Often when repeating the rules, we used the "Auction" for the sale of the name of a noun, adjective, verb. Children protect these parts of speech in an unusual form - they come up with fairy tales, for example: “There was a king verb in the world, he liked to ask “what to do?”, “What is he doing?”, “What to do?” etc., most often the king of the verb was friends with the noun, together they were sometimes in the singular, sometimes in the plural. The verb in the family was the main one, ”etc.
Often the children prepared for the "Auction" at home, these are the tales some of the guys got.
Dokshina Nadezhda
Once upon a time there was a Verb in the country of Glagolia. He terribly hated the lazy and calm, since he himself did something all day long: he ran, swam, read, drew, made, built. He could be seen everywhere where they STUDY, where they WORK, where they HELP. The verb is a great worker, because it DOES and DOES everything as it should be in every sentence. it is written SEPARATELY: does not love, does not know, does not want - in general, HATES (as an exception). And the Verb can do things that no other respectable part of speech can do. So what? Look: LIVED, LIVES, WILL LIVE. Correctly! Change over time.
Businessman Ivan
Long ago, when you and I were not yet in the world, in the realm of Grammar lived the glorious King Verb with his verbal people. Its people were industrious, active: all the time they were in a hurry somewhere, doing something, doing something.
The king had 2 sons: I conjugation and II conjugation. The sons loved the father of the Verb and helped him in the reign.
Postman game:
vegetable garden park sea school cafeteria zoo
dirt-ki doro-ki plo-ts books-ki bread-ts kle-ka
cali-ka bere-ki fla-ki oblo-ki pyro-ki marty-ka
redi-ka doo-ki lo-ki tetra-ka sli-ki tra-ka
carrot-ka-li-ki spicy-ki blot-ka-ka-bou-tsy reshe-ka
Grammar coloring.
In order to saturate the Russian language lessons with vivid emotions, we used such coloring pages. The children had great fun.
Interactive trainers.
The modern age is the age of the latest information technologies, in order to keep up with the times it is time to move from the traditional teaching method to a more modern one. The use of the latest technologies in the teaching of the Russian language is a necessity, as they contribute to the improvement of practical skills and increase interest in Russian language lessons. (see Attachment)
The value of such games lies in the fact that on their material you can also work out the speed of reading, the syllabic composition of the word, develop spelling vigilance, and much more.
Such puzzles, games, puzzles in the Russian language lessons contribute to the enrichment of vocabulary, broaden their horizons. They carry a huge emotional charge, bring up such qualities as initiative, perseverance, determination. The atmosphere in the class is friendly. If they do not fit in before the call, they regret that they did not have time. In games, especially collective ones, moral qualities are formed. During the game, children learn to help their comrades, a sense of responsibility, collectivism appears, character, will, desire to win are brought up, a different worldview on the subject opens - it has become accessible, understandable for him, and most importantly - interest and love for the Russian language.
Conclusion
My painstaking work on the development of speech with younger students is not in vain.
I believe that the use of didactic games ensures the flexibility of the educational process, increases the cognitive interest of students, and helps to correct their developmental deficiencies and creative activity. Thanks to the introduction of modern, interesting forms of education into the educational process, children have a greater chance of acquiring the necessary skills for later life, and increasing the level of motivation for learning.
An important role of entertaining didactic games also lies in the fact that they help relieve tension and fear when writing in children who feel their own failure, and creates a positive emotional mood during the lesson. The child is happy to perform any tasks and exercises of the teacher. And the teacher, thus, stimulates the correct speech of the student, both oral and written.
Currently, there are a large number of games that a teacher can use in a Russian language lesson in the process of working on game technology (travel games, linguistic crosswords, lotto, outdoor games, for example, with a ball, etc.). The main thing is that while managing the course of the game, you need to keep the whole class in sight. The effectiveness of a game lesson always depends on compliance with all the conditions of the game and the competent sequence of its stages.
After analyzing and studying the literature, the experience of teachers in working on this problem, I compiled a methodological collection of didactic games aimed at developing the speech of younger students in Russian language lessons.
Application
Attachment 1
Collection
"Didactic games - exercises in the lessons of the Russian language"
Primary classes
A school of properly directed play opens a wider and more reliable window to the child than reading.
Fabre J.
How to make a Russian language lesson interesting, entertaining, loved and understandable for a child? One of the means of preserving and getting joy while studying is the game. It's no secret that play is part of the learning process.
The use of games in studies develops activity, logic, thinking, observation, attentiveness, creative imagination. As a result, children have an interest in the Russian language.
The purpose of the game is to help make serious hard work entertaining and interesting for students. Didactic games are used to increase interest in the lessons of the Russian language, to create the psychological readiness of children for verbal communication.
1. A mini-essay on the supporting words that we will come up with ourselves, except for one - frost: (you can use the ball, throw the ball to the student, and the student in response - the word):
h and m a
about stiffen
de R evya
snow about OK
h wonko
sn e kettlebell
c numb
2. To repeat the rules, the game "Auction" is used to sell the name of a noun, adjective, verb. Children protect these parts of speech in an unusual form - they come up with fairy tales, for example: “There was a king verb in the world, he liked to ask “what to do?”, “What is he doing?”, “What to do?” etc., most often the king of the verb was friends with the noun, together they were sometimes in the singular, sometimes in the plural. The verb in the family was the main one, ”etc.
At the lesson of the Russian language, instead of physical education minutes, in order to develop speech, logical thinking, and enhance mental activity, you can write poetry - they played in burim:
Falling, falling white snowball.
And covers the green meadow.
The guys made snow lump,
Have fun got up in the wide circle to.
The boys began to play snowy to,
The dog plays with them friendly to.
Everyone has fun, everyone is happy winters e,
These winter days won't be forgotten to me.
4. Game "Postman":
Purpose: to consolidate students' knowledge of the selection of a test word, expand vocabulary, develop phonemic hearing.
Course: The postman distributes invitations to a group of children (4-5 people each).
Children determine where they are invited.
| canteen | |||||
| wet-ka |
Tasks:
Explain spellings by choosing test words.
Make sentences using these words.
5. The game "Cryptists"
Purpose: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the semantic-distinctive function of sound and letters, enrichment of students' vocabulary, development of logical thinking.
Move: They play in pairs: one as a cryptographer, the other as a guesser. The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences. It is necessary not only to guess the words, but also to choose an extra word from each group.
For example:
1. Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)
2. Oars, straa, enkl, roamksha (rose, aster, maple, chamomile)
3. Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)
6. Didactic game "Hard - soft"
Purpose: repetition of the spelling of hard and soft characters.
The students are divided into two teams. One team is called “Stone”, the other is called “Water”. The “Stone” team gets up if I read a word with a hard sign, if I read a word with a soft sign, the “Water” team gets up.
Words: congress, drive in, blizzard, pours, entrance, pour, announcement, stakes, runners, detour, ears of corn, drink, shooting, etc.
7. Didactic game "Be careful."
Purpose: to activate memory, attention, vocabulary, based on knowledge of the rules.
From the proposed poems write out words with combinations of zhi, shi:
1. They lived in a hut siskins,
Mice, hedgehogs, swifts,
Walruses come to visit them
And giraffes and snakes.
2. Vest, animal, belly,
giraffes, painting, lives,
Rosehip, tires, reeds,
Cars and pencils
Circle, serve, make friends and live,
Hurry, mix
Hiss and sew.
All combinations of ZhI and SHI
Only with the letter And write!
8. Game "Boomerang"
educates children's attention and speed of reaction: the student needs to remember the right word and "return" it to the teacher.
Find a synonym.
Simple man (simple), simple task (easy), simple truth (capital); restless person (restless), restless look (anxious); strong friendship (reliable), strong sole (strong).
Find an antonym.
Close shore (far) close person(stranger); funny comedy (boring), cheerful mood (sad); deep well (shallow), deep knowledge (superficial); small fish (large), shallow river (deep).
9. "Phraseological menagerie".
Purpose: to expand the vocabulary of students.
Add the missing word - the name of the animal. Hungry like ... (wolf). Cunning, like ... (fox). Cowardly, like ... (hare). It's like ... (fish). Prickly like ... (hedgehog). Healthy as ... (bull).
10. "How many points - so many sounds"
Equipment: a cube, on the sides of which there are a different number of points: two, three, four, five, six; one side is empty.
Children take it in turns to throw the dice and name words in which the number of sounds is equal to the number of dots on the top of the dice. If zero is rolled, the player skips a turn and passes the die to the next player.
11. Didactic game: "In a word."
Purpose: to activate the vocabulary of children, to develop the ability to generalize.
Students are invited to replace combinations of words and sentences with one word that has the syllables cha, shcha, chu.shu.
1. Stump of a tree - ... (block).
2. Sixty minutes - ... (hour).
3. Dense frequent forest - ... (thicket).
4. Predatory fish with sharp teeth - ... (pike).
5. What heavy pans are made of - ... (cast iron).
6. Cover your eyes from the sun - ... (squint).
7. A vessel with a handle and a spout for boiling water or brewing tea - ... (teapot) and
12. Didactic game: "All the way around."
Purpose: to fix the spelling of words with the combination -ch-.
The teacher invites the children to replace the word combinations of the noun + noun type proposed by them with another one so that one of the words includes the combination -ch- in its composition.
Christmas tree toy - ... (Christmas tree toy)
Fairy tale hero - ... (fairy tale hero)
Apple juice-… (apple juice)
Milk soup - ... (milk soup)
Strawberry jam - ... (strawberry jam)
Buckwheat porridge - ... (buckwheat porridge)
Water from the river - ... (river water)
Well in the castle - ... (keyhole)
Wheat flour - ... (wheat flour), etc.
13. Didactic game: "Replace the letter."
Purpose: to activate the mental activity of students, to develop spelling and phonetic vigilance, attentiveness, logical thinking.
Children are offered the original word with a spelling, they change either one or two sounds in it sequentially, while maintaining the combination -chk-, and get new words. The one with the most words wins.
daughter pen
barrel river
night candle
tussock stove
kidney point
cloud daughter
wheelbarrow night
14. Didactic game "Find the mistake."
Purpose: to develop the ability to highlight in speech words denoting an object.
The teacher names a number of words denoting the names of objects and makes one "mistake". Pupils must determine which word is superfluous and why.
1. Doll, house, sea, left, student.
2. Map, sun, iron, door, sailor.
3. Girl, chalk, more, pencil, toad.
4. Castle, hard, rooster, plate, cherry.
5. Runs, book, window, gate, elephant, etc.
15. Didactic game "Find a couple."
Purpose: to develop the ability to correctly correlate the name of the object and action.
Equipment: each student has a card on the desk, on which the words are written in one column: blizzard, thunder, sun, lightning, wind, rain, snow, clouds, fog, frost, and in the other column the action words: dripping, floating, falling , creeps, floats, sweeps, rattles, bakes, sparkles, blows, cracks.
For each word denoting the name of the phenomenon, students select a word denoting the action of the object, marking with an arrow.
16. Didactic tasks and exercises.
Purpose: to consolidate children's knowledge on the topic "Dividing soft sign", develop memory, thinking.
1. First name the words in which you need to write the letter b at the end, and then in the middle.
2. Find words with a dividing soft sign. Emphasize them: drink, sew, beat, family, ring, spear, pony, dress, coat, sparrow, sew, etc.
3. Write out the words with a separating b:
The seal lies all day
And he is not too lazy to lie down.
It's a pity, seal diligence
Not a role model.
(B. Zakhoder)
Here you are, hare, and fox teeth!
I wish you gray, but wolf legs!
Here you are, oblique, and lynx claws!
Uh, what do I need fangs and claws?
Soul - then I still have a hare.
I'm with L softened - underground With hard L I'm on the wall
I am stone and brown. (books, for example, on me),
And with a hard one - in any room, But as soon as you soften L,
AT geometric figure. Turn it into a dance.
(Coal-corner) (Polka-shelf).
Without M - in the forest I show off;
With M - the courts are afraid of me.
(Spruce strand).
17. The game "Compositor" - write one word for each letter;
Book: k- cat; n- nose; i-needle; Mr. goose; a- watermelon;
18. The game "Find the letter", for example: t..kv. (pumpkin), b.n.n (banana), sh.o.l. (school). etc
19. The game "Confusion" - watermelon-raboose, onkfet-sweets, kaley-watering can, beyrovo-sparrow; feltrop (briefcase), malbo (album), migazian (gymnasium), dinaro (Motherland), tsoyai (egg).
20. The game "Snake", for example: aster-stork-shoes-needle-orange-nose-sled-toy, etc.
Who is whose child? Point with arrows:
cow foal,
Chicken calf;
horse chick
21. Compose words from syllables: mo, ko, lo; (milk); a, blue, pel (orange); re, for, be (birch); ko, lo, yab (apple); after all, honey (bear), etc.
22. Fix bugs:
camel (d), kaza (o), achki (o), call (o), agarot (o, o, d), zagatka (d), daska (o), so\ntse (l), garoh (o) , granddaughter (h), ana (o), krushka (f).
23. Missing syllables: .... strulya; ..chik; ... for the sake of; ... sa; ... after all; ...nan; .... la; In this game, children give many answers to one word, for example (chick) - boy, bunny, tip, finger, etc., that is, again, interest in the subject, vocabulary is replenished, activity develops, logic, pronunciation is honed words.
24. Complicated types of tasks: "Anagram" by rearranging letters to form new words. Here children learn new words
Forest - sat down; spoon-sorry; pine pump; bank-boar; mole court; lama-mala, Kazan- punishment;
"Who lives where?" match with arrows:
bear hole
squirrel lair
fox hollow
25. Game "What word is hidden?" inside-three, basement-two, agave-one hundred, years; fishing rod-daughter; mustache beads; a sharp wind drove Moska into the doorway - a thermos;
26. The game “Replace the numbers with words” os3yo (point), 100l (table), pi100let-gun, o5- again, ose3na (sturgeon), vi3na (showcase), za1ka (hairpin),
before the whole family sits down for 100l, derogatoryly check all 100l sets (before the whole family sits down at the table again, first wipe all the cutlery sets)
27. The game "What is superfluous?" tinasplin, lake, malbo, teerv, kaline (plasticine, glue, album, ruler, excess wind)
28. Guess the words: ВLGEUCRNA- SPRING; SDUFVTRKLA- DUCK: GWURZUSHFA-PEAR; such games develop observation, attentiveness, teach to distinguish and find "extra" letters;
One of the favorite tasks for children is solving puzzles in the form of encrypted numbers; from A to Z - correspond to numbers; 33 letters - 33 numbers.
A, B, C, D, D, E, E, F, Z, I, Y, K, L, M, N, O, P, R, C, T, U, F, X, C, H, W, W, b, S, b,
1 2 3 4 5 6 7 8 9 10 1 12 13 14 1516 17 1819 20 22 23 24 25 26 27 28 2930
Exercise: make words and phrases. 1416? 1213 1 1919; 1416? 14 1 14 1 ; 4 10 14 15 19 10 33
12 16 18 10 5 16 18 (corridor), 13 6 19 20 15 10 24 1 ; 23 16 13 13; 21 25 10 20 6 13 30 15 10 24 1.
29. Pick a word
The goal is to teach to carry out phonetic analysis, to expand vocabulary.
The teacher shows a graphic diagram of the word, the children select words for it. The one who picks up the most words wins.
(table, fish window, throne).
You can complicate the condition: mark - vowel sound [one, two (optional) squares]. The most difficult option is to give the complete sound scheme of the word.
30. Do you know Russian?
The goal is to teach how to use the forms of units. hours and more h. n., forms of childbirth n.
a) - I will call the words in the singular, and you in chorus in the plural.
Cat-cats arc-arc bucket-bucket
Raft-rafts arm-arm hip-hip
Mole-moles flour-... feather-feathers
Grotto - grottoes trouble-troubles metro -...
Flower-flowers day-days calf-calves
Man-people stump-stump chick-chickens
Vessel-ship laziness-... goat-kids
Carrots-... food-... keg-kegs
b) - I will name masculine nouns, and you will name the corresponding feminine nouns.
Cook-cook weaver-weaver
Tailor-dressmaker merchant-merchants
Hare-bunny brave-...
Elephant-elephant doctor-...
Rooster - .... teacher-teacher
Perch - ... student-student
c) -And now the opposite: I will call feminine nouns, and you, respectively, masculine.
Turkey-turkey dragonfly-....
fox-fox lioness-lion
Goat-goat cat-cat
Wasp-... squirrel-...
31. Writing with drawings
The goal is to teach how to make sentences, words based on a picture, sound-letter analysis of a word, semantic unity of words in a sentence.
Given pictures. Two teams are playing. The guys from the first team have to "write a letter" by composing the drawings in a certain sequence. Children from the second team must "read" this letter, add the first letters of the names of objects.
For example: mushroom, fish, watermelon, tea, game, moving, cancer, game, ice, one, podium, one, ice, game (rooks have arrived)
32. Come up with a proposal
The goal is to teach how to use indeclinable nouns in sentences.
The teacher names unchanging words: coat, subway, coffee, cocoa, etc.
Children make up sentences with these words. Then the teacher builds questions so that the unchangeable words in the students' answers are used in indirect cases.
33. What can be high (long, wide, low, narrow)?
The goal is to teach to agree on nouns. and adj.
The leader calls an adjective and throws the ball to one of the players, who must name an object characterized by this feature.
For example: high (house, tree). The student who named the object throws the ball to another player.
34. How much will it turn out?
The goal is to teach to distinguish semantic stress in a sentence depending on the order of words in a sentence.
From the words written on the board, make up several sentences that differ in the order of the words used.
For example, yesterday, I came home, in the evening, I. How many different proposals will there be?
35. Chain questions
The goal is to teach to reveal the unity of the text.
Children sit in a circle. The host asks a question to one of the players, he answers it and, based on his answer, builds his question to the next student, etc.
For example:
What season is it now?
Winter. What trees are in winter?
All white, as if dressed in fur coats and hats. What do white drifts look like? etc.
36. Picture game
The goal is to teach how to make sentences according to plot pictures, to work out the intonation of sentences.
Schoolchildren are given pictures that depict the actions of people or animals. For example: a girl draws, children play, a cat plays with kittens. Students must make sentences based on the picture, and then, changing the purpose of the statement, make these sentences interrogative.
For example:
Mother cat plays with kittens. (Does the mother cat play with the kittens?).
37. What word is suitable?
The goal is to learn to select stable phrases.
For each animal drawn in the pictures (donkey, dog, ant, fox, wolf), choose a word that correctly characterizes it (loyal, stubborn, cunning, toothy, hardworking).
38. Lowercase or uppercase?
The goal is to learn to distinguish between words in common and proper meaning.
The teacher writes words on the board (fluff, faith, etc.);
The players are divided into two teams. The first one comes up with a sentence with one of the given words so that it is written with a lowercase letter, and the second one with an uppercase letter.
39. Tell me a word
The goal is to teach how to distribute offers.
The teacher starts the sentence, the students finish it. The teacher can start the sentence with homogeneous members suggestions for children to continue to pick up other homogeneous members. (The train rushed past forests, fields, ...).
40. Make a combination
The goal is to teach how to make verb phrases with a preposition.
The players are given cards with prepositions: from, because of, from under, from, from, to, y, without, on, under, over (2-3 cards each).
Children, using prepositions, make up combinations of a verb with nouns. For example: drove away from the house, got down from the tree.
The teacher calls the verbs:
flash
sparkle
drive off
jump
run
laugh
be treated
be treated
come back
The one who came up with the combination correctly receives a card with a word-verb, the one who scores ten such cards the fastest wins.
41. Who is the last one?
The goal is to learn to select adjectives as descriptions.
To the word named by the teacher, come up with definitions.
For example, a grandmother (old, kind, gray-haired, affectionate), a bus (small, new, blue, roomy), a carriage (empty, children's, covered), etc. The winner is the one who names more definitions or who is the last to say.
42. Four answers - one sentence
The goal is to teach how to make sentences, to consider the relationship of words in a sentence.
Children are divided into 4 teams. The teacher names an object, for example, a steamer.
1 team answers the question: What is he?
Team 2: What is he doing?
Team 3: How is the action going?
Team 4: Where does the action take place?
A sentence is made up of response words. The first proposal can be done by everyone together. For example: A large steamboat is moving fast down the river.
Changed version of the game:
Each team is given a question and given the word to which the answer is selected. When all the answers are ready, a whole story is compiled. Key words are selected by the teacher according to a pre-planned plan.
43. Curious
The goal is to consolidate the ability to produce a sound-letter analysis of words, to highlight the first sound in a word.
Children sit in a circle, in the center of which is the leader; he is called "curious" in this game.
Having named some letter loudly and waiting a little so that the players can prepare, the “curious” bombards them with questions: “Who?”, “With whom?”, “Where?”, “Why?”. You need to answer them quickly with words starting with the letter that the host called. Anyone who does not immediately answer the question or gives the wrong answer (with a different letter) pays a forfeit.
44. Answer questions
The goal is to learn to choose words different parts speech in verb phrases.
a) The teacher shows a picture with an image and asks the question: What is wrong with him
made? The answer must be unambiguous.
For example:
Tree - cut down
Potato - dug up
Porridge - eaten
Lamp - lit
Flag - Raised
Apple - plucked
b) Who will come up with more answers to the question "How?" for these verbs.
Talk-
45. Vegetables, fruits, berries
The goal is to fix the spelling of words with a capital letter.
Write in a notebook the names of vegetables, fruits, berries that you know.
How are these words spelled?
Can they be capitalized?
46. Two sentences
The goal is to fix the spelling of words with a capital letter.
Make sentences with the words Frost-frost, Starling-starling, etc. Write it down.
47. How to turn...
The goal is to consolidate the use of b in words as an indicator of the softness of the consonant.
Turn: chalk into a shallow place.
angle into fuel.
six in number.
48. How do you spell?
The goal is to consolidate the continuous and separate spelling of prefixes and prepositions.
How to write a sentence with parentheses open?
The sun hid (behind) the forest.
KotofeyIvanych
Climbs onto (over) the bor-
Take a walk at night.
Ya. Kozlovsky.
49. Questions - riddles
The goal is to consolidate knowledge that the preposition service unit speech.
Answer the tricky questions:
a) What two prepositions make up the name of a pet? (cat)
b) The name of which tree consists of four prepositions? (pine)
c) When does the personal pronoun we consist of two prepositions in the oblique case? (us)
50. Can't bear it
The goal is to work out the rules for word wrapping.
Write 5 words that have two syllables, but these words cannot be transferred, (iron,
deer, family, food, neck-).
"Grammar" coloring pages
Annex 2
Interactive simulator "In the swamp"
It is intended for students in grade 3 to check the definition of cases of a noun. UMK any. The resource is used when fixing the topic in the lesson, while frontal and individual work of students is possible.
Purpose: developing the skills of determining cases of nouns.
Tasks: to improve the ability to determine the cases of nouns; consolidate the skill of determining cases of nouns; develop memory, attention, logical thinking; learn to apply the acquired knowledge in practice; instill a love for learning the Russian language.
Application3
Interactive simulator Spelling in puzzles
This resource can be used for individual and group work. Navigation is carried out using the control buttons.
Target: creating conditions for enhancing the mental and cognitive activity of students in the process of studying material on the topics: "Exercise in writing words with vowels after hissing", "Exercise in writing words with paired consonants in the root of a word", "Exercise in writing words with unpronounceable consonants", "An exercise in writing words with double consonants", "An exercise in writing words with a dividing b".
Learn to solve puzzles;
Contribute to the development of quick thinking, memory training, the development of quick wits;
Expand students' horizons and enrich their vocabulary.
In 50 puzzles, words are encrypted on topics:
Vowels after hissing: puddles, seagull, mice, clock, cloud, kids, snowflake, car, hedgehogs, grove;
Paired consonants in the root: frost, people, violin, crab, snowballs, fish, hat, watermelon, nail, rain;
Unpronounceable consonants: sun, heart, petrel, terrain, reeds, neighborhood, hooves, late, holiday, sad;
Double consonants: platform, antenna, dawn, story, Saturday, hockey, class, sum, mass, panels;
Separator b: family, happiness, underwear, learning, brothers, chairs, leaves, sparrows, streams, housing.
Appendix 4
Interactive simulator "Autumn bouquet"
The interactive Russian language simulator "Autumn Bouquet" will help elementary school students in an exciting game form test your knowledge on the topic "Spelling an unstressed vowel at the root of a word"
Designed for individual work.
Annex 5
Interactive simulator "Parts of speech"
Simulator for students in grades 2 - 4. This resource can be used at home and at Russian language lessons in order to consolidate and self-control on the studied topic "Parts of Speech". The work is carried out on the control buttons. Purpose: systematization of students' knowledge on the studied topic "Parts of speech". Objectives: To systematize students' knowledge on this topic. Develop self-control skills when working on a task on a personal computer. Create conditions for increasing interest in the subject being studied.
Appendix 6
Interactive trainer Word forms. Word composition.
This resource can be used at home and at Russian language lessons in order to consolidate and self-control on the studied topics “Forms of the word. The composition of the word. The proposed resource contains 10 tasks that correspond to the 3rd grade program material.
Annex 7
Interactive simulator "Cases"
For students in grades 3-4, any teaching materials. The simulator can be used at the stage of studying or repeating the material, in the course of individual or group work.
Purpose: improving the knowledge and skills of students on the topic "Cases". Objectives: increasing the effectiveness of learning the Russian language; development of mental operations; cultivating interest in the subject.
Appendix 8
Grammar coloring pages
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Hosted at http://www.allbest.ru/
Ministry of Education and Science of the Republic of Kazakhstan
Kostanay Social and Technical University
named after academician Z. Aldamzhar
GRADUATE WORK
On the topic: "The development of speech of younger students in the lessons of the Russian language"
specialty 050102 - "Pedagogy and methodology primary education»
Completed by M.V. Bedych
scientific adviser
Candidate of Philological Sciences, Assoc. K.K.Segizbayeva
Kostanay 2010
Calendar plan
|
Name of stages thesis |
Deadline for completion of work steps |
Note |
||
|
Definition and formulation of the topic of the thesis. |
September |
|||
|
Selection and study of literary sources on the research topic |
||||
|
Determination of the structure of work, content and formulation of the plan. |
||||
|
Consultation on the content and construction of the plan. |
||||
|
Consultation on the first - theoretical part of the thesis. |
||||
|
Consultation on the second - practical part of the thesis. Analysis of data obtained as a result of experimental work. |
||||
|
Consultation on the application, search for additional information. |
||||
|
Technical design of work, consultation |
||||
|
Pre-protection. Making a clean version. |
Graduate student __________________________
Head of work _________________________
Introduction
1 The development of speech of younger students in the psychological and pedagogical literature
1.1 The problem of activating the speech activity of younger students in the system of developing education
2 Experimental research on the implementation of methods and techniques for activating the speech activity of younger students
Methods and techniques for the development of speech in elementary school
Difficulties of speech development and ways to overcome them. Technique for correcting speech errors
Indicators of the effectiveness of the use of methods and techniques
in Russian lessons
Conclusion
List of sources used
Introduction
Speech is one of the types of human communicative activity - the use of language tools to communicate with other members of the team.
Speech is understood as both the process of speaking (speech activity) and its result (speech products fixed by memory or writing).
Teaching children correct and beautiful speech, both oral and written, is a difficult task that requires an integrated approach.
The level of speech development of a significant number of younger schoolchildren barely reaches the necessary limit, and in a fairly large group of children the level of speech development is clearly insufficient. Figurative, vivid, logically constructed speech is the main indicator of the intellectual level of the child, therefore, work on the development of the speech of younger students is an important and necessary condition for the successful development and education of students.
The concept of "development" appeared in the humanitarian context of pedagogy at the turn of the 16th-17th centuries, after the English naturalist W. Garvey proclaimed the principle "everything living comes from an egg." A figurative meaning arose from the literal meaning, which was widely used by representatives of all fields of science, proclaiming the principle of development as one of the central ones in explaining the world around us and human society. For teachers, such familiar combinations are associated with this concept, such as the zone of actual development, the social situation of development, comprehensive harmonious development, developmental education, etc. use.
So, Aristotle's ideas about the natural conformity of the development of a person who has the beginning of movement in himself remain relevant; Ya. A. Comenius - about the need to develop in a person everything that he has embedded in himself in the bud.
Teachers working in classes according to the system of developmental education work hard to teach children to think, to penetrate the essence of phenomena, to make them active participants in the educational process. Teachers build lessons in such a way that students themselves notice certain gaps in understanding the material and try to supplement them. In search of answers, children work collectively, and the teacher only directs them to the desired goal.
In classrooms where teachers adhere to the approaches of the traditional system of education, there is a gradual formation learning activities which contribute to the formation of strong, deep knowledge, conscious assimilation of the material. Teachers think over psychological and methodological techniques to make the assimilation of the material available with less time and with greater efficiency.
In the concept of developmental education, the child is seen not as an object of the teacher's teaching influences, but as a self-changing subject of skill, as a student. According to VV Davydov, the bearer of any activity is the subject. Its content and structure belong to the subject, as a result of which it is impossible to separate the activity from the subject, which in turn has such qualities as consciousness, initiative, independence, responsibility, and others.
Modern educators are very worried that children today do not know how to express their thoughts. Most students are not able to use all the possibilities of the language in conversation and can only make short phrases, they are not able to express a clear and complete thought, even in their native language. And high school teachers admit that a significant number of students have writing difficulties, even if they are required to write the simplest sentences. Children need stimulation and intellectual tasks, they need to be involved in the process of active learning. They don't have to be passive. Any activity that arouses the student's interest and the work of his imagination, kindles in him the desire to find an answer, to question or raise an objection, can be good potential food for thought. It is in this age, when we need "evolved" minds so much to deal with many of the very complex problems of our time, that we cannot encourage or even allow such methods of mind development as passive observation or assimilation.
For a child, good speech is the key to successful learning and development. Children with poorly developed speech often turn out to be unsuccessful in certain subjects. Speech is a factor in developmental learning.
The importance of studying the problem of speech development lies in the fact that it affects the entire set of interpersonal relationships that a student enters into. Insufficient command of speech is an objective reason that makes it impossible to freely participate in the life of society. To date, primary school students do not speak enough in class, they practically manage with separate statements, monosyllabic words “yes” and “no”. This happens for various reasons: the lack of motivated speech situations created by the teacher; exclusion of the need for a monologue; elementary inability to correctly express their thoughts. Speech exercises, as a rule, do not give a noticeable effect in a short time - long, systematic work of students and teachers is needed. Temporary failures and breakdowns should not frighten either one or the other. Based on the relevance of this problem, we determined the purpose of our study: to determine methods for enhancing the development of speech of primary school students in Russian language lessons.
The object of the research is the process of speech development of younger schoolchildren in the Russian language lessons.
The subject of the study is the methods and techniques for the development of speech in primary school students in the system of developmental education.
Hypothesis: if at the lessons of the Russian language a complex of various methods and techniques for the development of speech is selected in the system of developmental education, then the activation of the speech activity of schoolchildren will be higher.
Research objectives:
To study the psychological and pedagogical literature on the problem;
determine the conditions for creating and implementing the need to speak out for each student;
to reveal the main methods of development of oral and written speech of younger students;
Show the causes of speech errors and ways to correct them.
The following research methods were used in the work: analysis of scientific and pedagogical and methodological literature; analysis of school documentation; conversation; psychological and pedagogical experiment; observation; achievement tests, questioning, study of student creativity; generalization of results; diagnostics according to the method of R.S. Nemov; defining cut.
The practical significance of the study lies in the fact that its materials can be used in the course of methods of teaching the Russian language in primary school, as well as in the practical activities of the teacher.
The structural components of this thesis are: introduction, two chapters, conclusion, list of sources used.
1. The development of speech of younger students in the psychological and pedagogical literature
1.1 The problem of activating the speech activity of younger students in the system of developmental education
speech student learning lesson
Activation - strengthening, revitalization of educational activities, motivation for decisive action, i.e. a combination of efficiency improvement and carried out in three areas: pedagogical, socio-psychological and socio-environmental.
The issues of activating the development of schoolchildren's speech are among the most pressing problems of modern pedagogical science and. practices. Of particular importance is that teaching, being a reflective and transforming activity, is aimed not only at the perception of educational material, but also at the formation of the student's attitude to the cognitive activity itself. The transforming nature of activity is connected with the activity of the subject. The task of the teacher is to ensure not a general activity in cognitive activity, but their activity aimed at mastering the leading knowledge and methods of activity.
The activation of learning is, first of all, the organization of students' actions aimed at understanding and resolving specific educational problems. In the field of teaching the Russian language, the primary grades of the school face two tasks: the development of spelling skills, the development of oral and written speech, i.e. development of the ability to sensibly express thoughts. N.S. Rozhdestvensky considered the gap between spelling knowledge and the culture of children's speech to be one of the reasons for the insufficient literacy of younger schoolchildren. Spelling literacy of students cannot be developed without the development of speech in general. To carry out this stage in teaching spelling, it is imperative to use active methods of work that would stimulate independent thought and speech activity of the child.
Every teacher of the modern school knows that it is often necessary to repeat the same grammar material with students many times and yet it remains unlearned. Children seem to know the rule, formulate it correctly, give words or sentences illustrating the rule, but in the dictation they break it, and with more independent work they do not know how to spell correctly and sensibly state their thoughts. What is the reason for this phenomenon? The student in the lesson writes, reads, answers the teacher's questions, but this work does not affect his thoughts, does not arouse interest. Often he cannot concentrate, think, strain his memory. Such work of a student in a Russian language lesson should be called passive.
Genuine knowledge and skills are acquired in the process of active mastery of educational material. Activity in its assimilation requires attention to the material being studied, the tasks of the teacher, the formulation of the rules and tasks of the textbook. For all this, the tension of the mind and will of the students is necessary. This requirement becomes especially serious when applied to grammar and spelling, the study of the elements that are the initial basis for developing in children a certain culture of written (or oral) speech. As you know, K.D. Ushinsky considered attention to be the only door through which the impressions of life enter the child's soul. This is all the more relevant when it comes to active attention.
In the conditions of teaching the Russian language, to cultivate attention means to develop the ability to various forms of the word, to develop “spelling vigilance”. This means that, looking at the spelling of a word, children should see it as a whole and individual sounds (hard and soft, voiced and deaf, percussive and unstressed). The student himself needs to correctly pronounce the word in whole and in parts (according to syllables, sounds, etc.).
Focusing students' attention on linguistic forms and their meanings activates the cognitive activity of children, contributes to a better assimilation of the material being studied, the development of thinking and speech abilities. Attention to the word, its form, its spelling when reading and writing teaches children
memorize words and, when working independently, use and write them correctly. Thus, “spelling vigilance” is gradually developed, i.e. the habit of memorizing the spelling of the words encountered.
At the Russian language lesson, it is advisable to check not only how well the student coped with the task, but also what he will remember from what he wrote and be able to write, pronounce, and use it correctly in his speech. This is of undoubted importance not only for the development of spelling-literate writing, but also for the formation of students' written speech. If the performance of a grammar and spelling exercise is not accompanied by a certain mental work, then the student does not think about what he writes. It is the task of the teacher to make the student think about the words, phrases and sentences that he writes, reads in the books by which he learns the Russian language.
A significant role in teaching the Russian language is played by the conscious attitude of students to work. It is necessary for children to understand the responsibility for their work, in addition, it is also important to understand the practical significance of working on individual exercises in the Russian language. Active, careful performance of tasks in accordance with the requirements of the teacher, textbook is also a conscious attitude to learning. It will undoubtedly help in mastering the student's Russian speech. Interest in work is brought up in younger students if they receive meaningful, feasible, but at the same time thought-provoking tasks. In this case, the student works actively. Summing up what has been said, it is necessary to emphasize with special insistence that of the two or more types of exercises available to the teacher, one should read the one that more activates the attention, perception, memory, thinking and speech of children. In this case, teaching spelling will simultaneously serve to teach children the elements of cultural, correct Russian speech in its oral and written forms.
Raising interest in the subject contributes to the activation of students' speech activity, deepens the quality of knowledge. At the same time, it is important to take into account psychological entity learning process and psychological features younger students.
So, attention to the word, attitude to memorization, activity of thought processes, conscious attitude to work, volitional tension - all this constitutes the content of the concept of "activation of the educational activity of younger students."
The methodology of developing education is a system of qualitatively new knowledge that offers a fundamentally different construction of educational activity, which has nothing in common, having nothing in common with reproductive, basic training and memorization training and conservative pedagogical consciousness. This technique proposes to involve students in various activities, use didactic games, discussions in teaching, as well as teaching methods aimed at enriching imagination, thinking, memory and speech.
The study of program material should go at a fast pace, and the learning process is fully realized by the students.
What else, besides knowledge, skills, should a developing system provide? What can and should be taught to children in a Russian language lesson?
First of all - ways of independent comprehension of knowledge in academic subjects. Therefore, if you understand the role of communication in human development, its impact on students, if you organize this communication correctly, constantly increase the theoretical information that children have, work on their awareness of their mental operations, then such training will be developmental in nature.
It is necessary to note the tasks that the teacher must adhere to:
inclusion of students in independent cognitive activity;
providing emotional support for students, creating a situation of success for each student based on the use of individual assessment standards;
conducting an examination of the result obtained, both by the teacher and the students.
The essence of developmental education is to create conditions when the development of the student becomes the main task, both for the teacher and for the student himself. This complex pedagogical problem is solved sequentially: at the first stage - by forming the child's needs and abilities and creating conditions for its maximum implementation. Education becomes developing when it maintains a high level of mental activity of a person, his intellectual potential, forms the content of consciousness, therefore, the development of thinking occurs in the process of mastering knowledge. This means that in the classroom, students themselves should strive to acquire new knowledge, developing their thinking, interests, inclinations, and realize the need for communication.
Thus, the activation of students in learning is one of the main directions for improving the educational process at school. Conscious and durable assimilation of students' knowledge takes place in the process of their active mental activity. Therefore, the work should be organized at each lesson so that the educational material becomes the subject of active actions.
1.2 Speech and its meaning in primary school age
The development of speech is an important task of teaching the native language. Speech is the basis of all mental activity, a means of communication. Students' abilities to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.
A person improves his speech all his life, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in mastering speech fall on children's age, its preschool and school periods.
At an early age, the child has communication needs, which he satisfies through the simplest means. From the very beginning, speech arises as a social phenomenon, as a means of communication. A little later, speech will also become a means of understanding the world around us, planning actions. Developing, the child uses more and more complex language units. The dictionary is enriched, phraseology is assimilated, the child masters the laws of word formation, inflection and word combinations, various syntactic constructions. He uses these means of language to convey his increasingly complex knowledge, to communicate with people around him in the process of activity.
Initially, the child expresses feelings, impulses and thoughts in separate words, devoid of a clear grammatical design. But soon, from about the age of two months, he begins to inductively grasp the system of its laws in the language. In his statements, various parts of speech appear, used in the necessary reliable temporary, generic and other forms, sentences are constructed. By the age of seven, children already generally master the most important means of morphology and many forms of syntax. In other words, children master their native language through speech activity, through the perception of speech and speaking. That is why it is so important to create conditions for the speech activity of children. To communicate, to express their thoughts. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.
Speech helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness of the accuracy of the content of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material. The student will tell well only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be meaningful. It is also a necessary condition for the student's speech development. For a child, good speech is the key to successful developmental learning. Who does not know that children with poorly developed speech often turn out to be unsuccessful in various subjects.
The success of students in coherent speech provides and, to a greater extent, determines success in academic work in all subjects, in particular, they contribute to the formation of a full-fledged reading skill and the formation of the basics of spelling literacy.
Coherent speech is characterized by the semantic, structural and linguistic connection of parts. The basic unit is the text (speech statement, speech message). When teaching coherent speech, we are faced with the concept of activity in two aspects. Firstly, it is an educational (cognitive) activity, during which knowledge about the structure of the language is acquired. Secondly, this is a speech activity, during which students use the language in various speech functions, including the function of communication. Both of these activities are inextricably linked at all stages of learning. The unity of educational and speech activity creates the basis for activating the process of speech development in the system of developing education for primary school students.
At school age, the language is acquired by the child spontaneously, in communication, in speech activity. But this is not enough: spontaneously acquired speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and, therefore, are the responsibility of the school.
The modern school pays much attention to the development of thinking in the learning process. Questions arise: what place does speech and speech exercises play in solving this problem? Is it possible to identify speech development with the development of thinking? Thinking cannot develop successfully without linguistic material. In logical thinking, the most important role belongs to concepts, in which the essential features of phenomena are summarized. Concepts are denoted by words, therefore, in the word, the concept acquires the material shell necessary for communication.
Knowing the word denoting a concept helps a person to operate with this concept, that is, to think. Words are combined in syntactic constructions, allowing you to express connections, relationships between concepts, express a thought. Logical thinking is formed in the primary grades and develops and improves throughout a person's life.
Human thought is clothed in linguistic forms. No matter how complex the content of human thought, it finds a harmonious embodiment in the syntactic constructions and morphological forms of the language.
Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhinkin wrote: “Speech is a channel for the development of intellect ... The sooner the language is mastered, the easier and more complete knowledge will be acquired.” Knowledge, facts, that is, information, are the material of thinking. Consequently, through this channel, speech development contributes to the development of thinking.
However, it would be wrong to identify the development of speech with the development of thinking. Thinking is wider than speech, it relies not only on language. The work of thought, becoming more complicated in connection with labor, with observation, with other types of activity, requires the enrichment and complication of speech. Thinking stimulates speech. The enrichment of speech, in turn, has a positive effect on the development of thinking. It is important that the new language means that the student learns are filled with real meaning. This provides a link between thinking and speech. If a student cannot put his thought into a speech shell, then there are flaws in the thought itself, and these flaws are revealed in the process of forming thoughts in speech forms. A thought acquires full clarity only when a person can express it in a language form that is clear and understandable to other people. Speech is varied. This is a conversation of friends and an ardent call of the speaker, and a monologue of the artist, and the answer of the student at the blackboard. Inner speech is mental speech, flowing, although on linguistic material, but without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms. External speech is speech - communication, speech for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. External speech can be dialogic and monologue.
Dialogue is a conversation between two or more people. Each individual statement depends on the replicas of other interlocutors, on the situation. The dialogue does not need detailed sentences, so it contains a lot of incomplete sentences.
A monologue is a speech of one person, a story, a message, a retelling. Unlike dialogue, a monologue is arbitrary, requires strong-willed skills, and sometimes significant preparatory work.
The speech of a particular person is the attitude of his general culture. Therefore, speech must comply with certain rules.
Correctness is the message of the norms of the modern literary language - grammar, spelling, punctuation. Correctness is considered the basic quality of good speech.
Clarity is its availability for others to understand. Words and expressions invented or taken from any work for decoration harm the clarity.
Accuracy - the meaning of words and phrases and the subject aspects of speech.
Expressiveness is the ability to clearly, convincingly and at the same time, as concisely as possible, express one's thoughts and feelings, the ability to act on the addressee with intonation, choice of words, construction of sentences.
Wealth - is determined by the choice of language means to express the same thought, the absence of monotony, the repetition of the same words and structures.
External speech can be both oral and written.
Written speech, in general, is characterized by the same features as in oral speech, but they are more strictly expressed. At the same time, there are also distinctive features.
Firstly, written speech is always more complex and fuller than oral speech, sentences are larger, constructions are used more often that complicate sentences more than book words.
Secondly, in the written version, pauses, logical stresses, intonation, gestures and other means that play such an important role in oral speech are impossible.
Thirdly, written language is limited by spelling.
Fourthly, written speech is compiled and proceeds much more slowly than oral speech.
Fifthly, written speech is a prepared speech, subject to verification, amenable to correction, improvement, therefore, mastery of written speech contributes to an increase in the general language culture.
In elementary school, children are taught reading, writing, oral and written speech - this is the formation of specific speech skills and abilities, that is, the contributions of speech activity. Usually there are four main types of speech activity.
Listening (listening and understanding)
Oral speech.
Written speech.
Consider the mechanisms of speech activity. A person throughout his life improves his speech, masters the richness of the language. Speech arises from the need to speak out, and human utterances are generated by certain motives. This aspect of speech activity is called speech motivation.
Speech motivation occurs in children in the presence of emotions associated with vivid impressions, interest in a particular activity. This means that the need for communication is the first condition for speech development. But communication is possible only with the help of generally accepted signs, that is, words, their combinations, various turns of speech. Therefore, children need to be given speech samples or create a speech environment. This is the second condition for speech development. The richness and diversity of his own speech largely depends on what kind of speech environment a child has. Speech helps the child not only to communicate with other people, but to learn about the world. The richness of speech largely depends on the enrichment of the child with various ideas and concepts, on his life experience. In other words, while developing, speech needs not only linguistic, but also factual material. This is the third condition for successful speech development.
For a child, good speech is the key to successful learning and development. At the beginning, the language is acquired by the child spontaneously, in the process of communication. But this is not enough, spontaneously learned speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and therefore are the responsibility of the school. This is, firstly, the assimilation of the literary language, subject to the norm, the ability to distinguish the literary, "correct" from the literary, from vernacular, dialects, jargons.
Second, students learn to read and write. Both reading and writing are speech skills based on the language system, on knowledge of its phonetics, vocabulary, grammar, and spelling.
The third area of the school's work on speech development is bringing the speech skills of children to some basic minimum, below which no student should remain. This is the improvement of students' speech, the improvement of its culture.
The reasons for poorly developed speech in a child may be: violations in the development of the muscles of articulation and speech apparatus, low development of "phonemic hearing, poor vocabulary, deficiencies in the development of grammatical skills. Violation of sound pronunciation and articulation - the child incorrectly pronounces individual sounds, his speech is insufficiently intelligible and expressive, and its pace is slower than that of peers.
Shortcomings in the development of sound-letter perception and sound-letter analysis (low development of phonemic hearing) - insufficient development of the ability to hear, recognize and distinguish sounds and their combinations, not confuse them. No less important are the skills of sound-letter synthesis - the ability to understand the relationship between sounds and their combinations.
The main violations of this kind include: the inability to isolate sounds sequentially or according to their location; inability to distinguish sounds by hardness, softness, sonority, deafness; inability to indicate hardness, softness in writing. For the same reasons, the acquisition of the skill of word formation and inflection is inhibited.
Deficiencies in the development of the lexical and grammatical structure of speech - the child does not know how to correctly compose and understand grammatical constructions, incorrectly uses genders and cases. This also includes the inability to correctly place stresses, which leads to distortion of the word beyond recognition.
Insufficient development of semantic guessing - the child does not know how, based on the context, to correctly predict the end of a word or phrase. Insufficient development of vocabulary - poor vocabulary, difficulty in understanding the meaning of words due to their absence in the child's active vocabulary. The child finds it difficult to establish a lexical connection between the words he read, he does not understand the new meaning that they acquire in combination with each other. It should be noted that the quality and quantity of a child's vocabulary largely determine the level of speech development in general. It is very important to pay attention to both passive (that is, those words that are stored in memory) and active (words that are constantly used) vocabulary. It is necessary for the child to know what meanings the word has, to be able to use it correctly in independent speech.
Special developmental techniques include exercises for training the muscles of the articulatory and speech apparatus, tasks for the development of phonemic hearing, grammatical skills, and vocabulary.
Thus, work on the development of speech should be carried out from the very first stages of education. But “speech is a language function”, therefore it is impossible to speak about the development of speech as such. In this matter, one should turn to psychology. Developing after L. S. Vygotsky the theory of activity, psychologists came to the conclusion that speech is also a kind of activity, speech activity.
Speech activity is an active, purposeful process of creating and perceiving statements, carried out with the help of language means in the course of interaction between people in various communication situations. It is on the last point of this definition that I would like to draw special attention. The teacher most often does not provide the student with a specific communication situation (realization of who, why, under what circumstances he is speaking) - usually he “just” writes an essay or “simply” answers questions on the material covered. In real speech practice, “simply” statements are not created.
Thus, from the above psychological characteristics speech activity, two methodological conclusions follow:
before giving the task to students to create or perceive an utterance, it is necessary to try to ensure that they have a corresponding need, a desire to enter into verbal communication;
when offering children to create a text, it is important to ensure that they understand who, why and under what circumstances they are turning to.
The study of psycholinguistic and methodological literature led us to the conclusion that it is necessary to create speech situations in order to improve speech activity, especially when conducting essays.
1.3 Speech-generating influence in the system of developmental education in elementary school
Developmental learning is understood as a new, active-activity type of learning, replacing the explanatory-illustrative type. Developmental training:
* takes into account and uses the laws of development, adapts to the level and characteristics of the individual;
* ahead, stimulates, directs and accelerates the development of the hereditary data of the individual;
regards the child as a full-fledged subject of activity;
aimed at the development of the whole holistic set of personality traits;
occurs in the child's zone of proximal development.
An essential feature of developmental learning is that it creates a zone of proximal development, causes, induces, sets in motion the internal processes of mental neoplasms.
To determine the outer boundaries of the zone of proximal development, to distinguish it from the actual and inaccessible zone is a task that can be solved so far only at an intuitive level, depending on the experience and skill of the teacher.
Development of L.V. Zankov understands it as the appearance of neoplasms in the child's psyche, not directly set by training, but arising as a result of internal, deep integration processes.
The general development is the appearance of such neoplasms in all spheres of the psyche - the mind, will, feelings of the student, when each neoplasm becomes the fruit of the interaction of all these spheres and advances the personality as a whole. In the learning process, it is not knowledge, skills and abilities that arise, but their psychological equivalent - cognitive (cognitive) structures. It is the cognitive structures that develop with age in the learning process, because these are relatively stable, compact, generalized semantic representations of knowledge, ways of obtaining and using them, stored in long-term memory. Involving a student in learning activities focused on his potential, the teacher must know what methods of activity he mastered in the course of previous training, what are the psychological characteristics of this process and the degree of understanding by students of their own activities.
To identify and track the level of general development of a schoolchild, L.V. Zankov proposed the following indicators:
* observation is the initial basis for the development of many important mental functions;
abstract thinking - analysis, synthesis, abstraction, generalization;
practical actions - the ability to create a material object.
Basic principles of the system of developing education L.V. Zankov.
1. High level of difficulty.
2. Leading role in teaching theoretical knowledge, linear construction of curricula.
3. Progress in the study of the material at a rapid pace with continuous concomitant repetition and consolidation in new conditions.
4. Schoolchildren's awareness of the course of mental actions.
5. Education in students of positive motivation for learning and cognitive interests, inclusion in the learning process of the emotional sphere.
6. Humanization of the relationship between teachers and students in the educational process.
7. The development of each student in the classroom.
The essence of developmental learning technology:
the lesson has a flexible structure;
in the classroom discussions are organized on what has been read;
Didactic games, intensive independent activity of students, groupings, elucidation of patterns, independent formulation of conclusions are widely used.
Are being created pedagogical situations communication in the classroom, allowing each student to show initiative, independence, ingenuity in ways of working, an environment for natural self-expression of younger students.
Developmental learning technology D.B. Elkonina - V.V. Davydova aims to form theoretical consciousness and thinking; to convey to children not so much knowledge as ways of mental actions - COURTS; reproduce the logic of scientific knowledge in the educational activities of children.
Scientists proceed from the fact that the developmental nature of education is associated, first of all, with the fact that its content is built on the basis of theoretical knowledge. The basis of the system of theoretical knowledge is meaningful generalizations - this is the comprehension of an object not through its visual, external similarity with others, but through its hidden specific relationships.
The peculiarity of the methodology is purposeful learning activity (TSUD) - a special form of a child's activity aimed at changing himself as a subject of learning. CUD is not the same as activity. In this case, the search for generalized methods of action, the search for patterns and principles is activated. To organize the CCC is the main and most difficult methodological task of the teacher. It is solved using various methods and methodological techniques: problem presentation, the method of learning tasks, collective and group methods, new methods for evaluating results, etc.
The problematic presentation of knowledge involves not only communicating the conclusions of science to children, but, if possible, leading them along the path of discovery, forcing them to follow the dialectical movement of thought towards the truth and making them accomplices in scientific search.
The educational task in the technology of developing education is similar to a problem situation, but its solution does not consist in finding a specific way out, but in finding a general method of action, the principle of solving a whole class of similar problems. The educational task is solved by performing certain actions:
* acceptance from the teacher or independent setting of the educational task;
* transformation of the conditions of the problem in order to detect the general relationship of the object under study;
modeling of the selected relation in subject, graphic and letter forms;
transformation of the relationship model to study its properties in a "pure form";
construction of a system of particular problems solved in a general way;
control over the implementation of previous actions;
assessment of mastering the general method as a result of solving this educational problem.
To solve a problem theoretically means to solve it not only for a given particular case, but also for all homogeneous cases. At the same time, modeling in the subject, graphic or symbolic form of the method of solving the problem plays an important role. The training model depicts some general suppression, found and isolated in the process of transforming the conditions of the problem, fixing the internal characteristics of the object and directly observable. Thus, the educational model acts as a product of mental analysis, being itself a special means of human mental activity. The sources of the existence of purposeful educational activity lie not in the individual student, but in the system of social relations in the class (teacher and student). "Collective-distributive mental activity" helps to solve learning task and significantly develops the ability of students to formulate questions and answers, look for arguments and sources of solutions, build hypotheses and test them with critical reason, reflect on their actions, and also contributes to business communication. In the "teacher-student" dialogue, the principle of gradually decreasing assistance and increasing the share of the child's independent activity is observed.
The technology of developing education implies a completely different nature of the assessment of educational activities. The quality and volume of the student's work is evaluated in terms of the student's subjective capabilities.
In other words, the assessment reflects the personal development of the student, the perfection of his educational activities. If a student works to the limit of his abilities, he deserves the highest mark, even if from the point of view of the abilities of another student this is a very mediocre result.
The task of the teacher is not to bring everyone to a certain, given level of knowledge, skills, and abilities, but to bring the personality of each student into a development mode, to awaken in the student the instinct of knowledge, self-improvement.
1.4 Composing as the main type of creative work in the lessons of the Russian language and speech development
One of the areas of multifaceted work on the development of the speech of younger students is the writing of essays of various types. Writing within the framework of the methodology of teaching the Russian language at school is a creative work, a kind of criterion for the degree and quality of the development of students' speech.
The issue of teaching writing touches upon the philosophical theme of educating a small person, a future member of society, a person. The development of written speech of younger students is carried out as a result of the implementation of grammar and spelling tasks and work on essays. Compositions are a unique means of becoming a person, therefore they are given special importance. The gradual mastering of the technique of writing an essay is ensured by the gradual complication of the subject matter - single-aspect (reproductive) themes alternate with creative, multi-aspect themes that require a literary and figurative embodiment of the idea.
Work on the topics of the first group is a kind of exercise in special skills (in drawing up a plan, in a strict selection of material, in observing the logic of presentation). Compositions on creative topics develop the most important thing: the need for self-expression, empathy, a sense of the word, the ability to transfer and connect knowledge from different areas, reflections on facts and phenomena.
In four years of elementary education, students begin writing essays from grade 2.
Various developmental teaching methods and traditional methods consider the problem of writing essays rather one-sidedly as an object of learning, therefore the method of working with them is reduced to simple learning. Hence - a lot of collective preparatory work: drawing up a general plan, discussing the content of each paragraph, orally compiling a future text, writing out key words on the board, analyzing the spelling of difficult words. And only after that, students begin to work on an essay in a notebook. Thus, the student is left simply to reproduce what he has just heard. The narrow methodological approach to composition, as one of the exercises in the Russian language, hinders the manifestation of its specificity: the unity of content and form, thought and feeling. But it was precisely this specificity that allowed methodologists and researchers to see in a children's essay a unique didactic means of development, education, training of schoolchildren, and personality development in general. It is this specificity that enables the teacher to observe the dynamics of personality development.
Children's composition is a peculiar form of self-expression, self-awareness of a child. Through writing, children will share their impressions, experiences with the teacher, the class. The value of a children's essay is determined by how much it reflects the feelings, thoughts of the child, the freshness of his perception of any phenomena.
It is no secret that most teachers try to bypass this type of activity, giving preference to dictations and presentations, or, at best, practicing home compositions, explaining this, as a rule, by the helplessness of students. Difficulties could be avoided if the teaching of compositions began in the primary grades, when the child still easily goes beyond the boundaries of norms and rules. Adults, on the other hand, must refuse to adapt the children's perception of the environment to their own, learn to see the sprouts of creativity. In this case, it is necessary to proceed from the position that the development of schoolchildren, the formation of their personality and, consequently, the assimilation of knowledge, is most facilitated by the organization of independent activities associated with emotions and experiences. It is necessary to give them the opportunity to take the initiative, to show their individuality.
If the purpose of the essay is the integration of knowledge, ideas, experience that the child receives from various sources, then the methodology of work should be based on an integration basis.
Such a technique is determined by the peculiarity of a speech statement, the productivity of which is in close connection with a complex of internal factors: thinking, will, feelings, emotions of a person; his physical condition, the state of his psychophysical functions; breadth of ideas about the world.
The topic determines the content of the essay, so any new topic is a new content. However, today the form, and not the content, is the system-forming factor that determines the purpose of the composition. As a result, all the richest possibilities of this type of education are made completely dependent on the correct spelling of the text, which excludes any possibility of independent reflection on the topic. After all, it is clear that in creative work it is difficult to plan the number of proposals. Therefore, students are given narrow boring topics that do not affect their mind and emotions. This, in turn, affects the overall development of the child, the formation of his worldview.
There are two main groups of topics: reproductive and creative. The themes of the first group involve the disclosure of any individual fact, phenomenon associated with the experience of children or a particular subject. The second group is creative topics, the writing of which requires the child to creatively process the entire fund of acquired knowledge. Developing such topics, the student is forced to make a subject transfer of knowledge, emotional-evaluative judgments appear. Creative themes form the most important thing: the need for self-expression, empathy, form the ability to transfer and connect knowledge from different areas, to reflect on known facts and phenomena. Thus, conditions are created for the disclosure of all the intellectual and spiritual capabilities of children.
For the development of the individual abilities of schoolchildren, such topics are very important that provide them with complete freedom in choosing the genre and even, to some extent, the content of their essay. For example, "May there always be sunshine!"
Of particular importance is the formulation of topics, their emotional presentation. The teacher should strive to arouse the children's interest in the work. This aspect is very important for the motivation of speech creativity, because it is precisely how the student reacts to the task that largely determines its implementation. The formation of creative themes should meet the expected result: a multifaceted coverage of reality, the manifestation of an emotional and evaluative judgment, i.e. affect not only the mind of the child, but also his feelings.
Oral preparation of essays in the 2nd grade is somewhat reduced. The teacher helps the children to select and bring the material into a system, comprehend it in the light of the essay, and systematize it. The leading role is assigned to the preparatory conversation. Instead of a conversation, free oral narration on a topic is sometimes allowed, followed by a discussion. Any composition is preceded by a collective drawing up of a plan.
The independence of students in the performance of essays gradually increases. First, the stories are compiled collectively, then two or three students repeat them, and only after repetition, the students write them down. Gradually, the number of repetitions is reduced to one, and, finally, the students write down the collectively composed story without repetitions. Great difficulties for students are essays about individual life experience, especially about cases from life. To teach children to write such essays, you should work on ready-made stories that can be selected from literary texts, and other teachers can compose themselves.
Work on an essay in the 2nd grade, as already mentioned, provides for the enrichment of the students' vocabulary. Vocabulary work in connection with essays can be carried out in the following system:
1. Introduction to oral stories and children's writings of new words that have just been explained in reading lessons (flood, gushed, decoration, etc.);
2. Selection of synonyms or selection from a synonymous series of words that are most suitable for expressing a given content (birds sing, sing, flood, etc.);
The inclusion of phraseological phrases in stories and texts of compositions along with a free combination of words with the same meaning (The river overflowed its banks - spilled; sleeps like a dead man - soundly);
Understanding the combination of words. Students need to give words as often as possible in their connection with other words. When compiling an essay, the teacher suggests phrases, but you should choose those that are more suitable than others in meaning. Words can have a very wide compatibility, but the teacher includes the most necessary ones in the lists, for example: the grass is green, it grows with needles, it seemed, it breaks through, etc.
The success of the first compositions of students of the 2nd grade will depend on how deeply and systematically the work was carried out to develop the oral speech of first graders, to form the skills of oral expression as a necessary stage in preparing for future work on essays; how much the creative initiative of the students awakened, the desire for independent expression, free self-expression in the word.
The task of teaching essay writing includes enriching the speech of schoolchildren with the means of figurativeness using examples of comparisons, the figurative meaning of a word, synonyms, antonyms, epithets, phraseological units, given in textbook exercises. At the lessons of the Russian language, children get an idea about the styles of speech (conversational, scientific and business, artistic), about the types of speech (narration, description, reasoning). All this information about speech should help in the work on essays and serve to improve the skills of writing them.
One of the important sources for oral expressions in grade -1 and written essays in grade 2 are excursions.
Similar Documents
The development of speech as one of the main tasks of education. Didactic games that contribute to the development of speech of younger students. Planning work on the development of speech in younger students in the Russian language lessons through the use of didactic games.
thesis, added 12/30/2014
Activation of educational activity as a psychological and pedagogical problem. Analysis of Russian language programs in elementary school. Pedagogical conditions optimization of the developmental learning process. Methods of activating the speech activity of younger students.
thesis, added 07/03/2015
Text as the main means of teaching in Russian language lessons. Presentation is a means of developing coherent speech of schoolchildren. Features of a compressed presentation, the main methods of compression. Exercises aimed at teaching younger students how to compress text.
term paper, added 12/09/2014
Classification of teaching methods in the works of various authors. Didactic games and game techniques in the lessons of the Russian language. Practical recommendations on the use of various methods and techniques to enhance the mental activity of younger students.
thesis, added 05/25/2015
Stages of formation of the grammatical structure of speech in schoolchildren: difficulties and mistakes. Methodical understanding of the issue of formation and development of the grammatical structure of schoolchildren's speech. Methodology for managing the speech development of schoolchildren in Russian language lessons.
term paper, added 05/22/2012
The development of speech as a special area of Russian language methodology; main aspects and directions of work. The concept of coherent speech, utterance and text; their features and components. Typology of exercises in didactics. Methods, techniques and organization of teaching children.
term paper, added 01/26/2014
Methods of working with dictionaries in the lessons of the Russian language. Dictionaries as a means of developing students' speech. Russian lexicography. Semantization of unfamiliar and partially familiar words. Lexical synonyms. Work experience of the best teachers of the Russian language.
thesis, added 10/11/2007
Psychological foundations formation of spelling self-control skills in younger students. Methods and techniques for working on test tasks with elements of self-control in Russian language lessons for younger students. Test tasks and their classification.
thesis, added 02/22/2011
Psychological and pedagogical features of enrichment of the vocabulary of younger students. Types of figurative and expressive means of the Russian language. Experimental work on the enrichment of vocabulary in the lessons of the Russian language and literary reading.
thesis, added 02/10/2013
The essence of the concept of "communicative universal learning actions", the criteria for their assessment and the features of formation in younger students in the Russian language lessons. Increasing the level of communicative educational actions of conversation, work in the lesson in groups and pairs.
Introduction
Fundamentals of speech activity and speech development of younger students
1.2 The development of speech in children of primary school age
2. The development of speech activity of younger schoolchildren in the lessons of the Russian language
2.1 Ways to improve efficiency in the development of speech activity
2.2 Diagnosis of speech development in children aged 6 to 10 years
Conclusion
List of sources used
Applications
speech educational school
Introduction
Speech is a form of communication that has developed in the process of human historical evolution and is mediated by language. There are three main functions of speech:
) Speech is the most perfect capacious, accurate and fast means of communication between people. This is its interindividual function;
) Speech serves as a tool for the implementation of many mental functions, raising them to the level of clear awareness and opening up the possibility of arbitrarily regulating and controlling mental processes. This is the intra-individual function of speech;
) Speech represents an individual person a communication channel for obtaining information from the universal human socio-historical experience. This is the universal function of speech.
The functions of speech reflect the stages of the real process of development of speech in ontogeny. Speech arises initially as a means of communication in its interindividual function and immediately has an intra-individual effect. Even the first early verbalizations of the child restructure his sensory experience. But still, the intra-individual function of speech is formed somewhat later than the inter-individual one: dialogical speech precedes monologue.
Since ancient times, brevity and simplicity in the presentation of thoughts have been revered as the highest virtue. There is hardly a person who would deny how important it is to master the word well. The ability to speak convincingly, clearly, accurately and concisely is the concern and desire of each of us. Mastery of speech leads a person to success, because "a good word is half happiness."
Eloquence was honored at all times. In different countries, during the highest rises in the culture of peoples, the science of the mastery of speech, communication, and persuasion with a word appeared. This is how rhetoric arose in Ancient Greece. In the ancient world, she was credited with a divine origin. This science had a strong influence on the entire European culture.
The problem of effective speech is especially important today, when the importance of the right, persuasive word is growing. A modern school should prepare a thinking and feeling person, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The priority means for this are the culture of speech and the culture of communication. Mastery of language and speech is a necessary condition for the formation of a socially active personality. To learn to speak clearly and grammatically correctly, to have a well-trained voice, to express one's own thoughts in a free creative interpretation in oral and written form, to be able to express one's emotions by various intonational means, to observe speech culture and develop the ability to communicate is necessary for everyone. Therefore, one of the most important tasks at the present stage of teaching students is the development of speech activity.
One of the main directions pedagogical work in the primary grades - the development of students' speech. The quality of further education and upbringing of younger schoolchildren largely depends on its level.
The urgency of the problem practical significance determined the choice of the object and subject of research.
The object of the study is the educational process in the Russian language lessons in primary school.
The subject of the research is the ways of developing the speech activity of younger schoolchildren in the Russian language lessons.
In accordance with the above, the goals were defined:
to study the state of the problem in theory and in practice;
to reveal the role and importance of speech activity in the educational process;
to determine the extent to which the formation of speech activity is realized in elementary school.
Based on the goals set, it is necessary to solve the following tasks:
to reveal the psychological and linguistic foundations of speech activity;
consider the development of speech in children of primary school age;
to consider the development of speech activity of younger students in the Russian language lessons.
1. Fundamentals of speech activity and the development of speech of younger students
1 Psychological and linguistic foundations of speech activity
Speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. It enriches a person, serves as a subject of art.
Speech is varied. This is a conversation of friends, and an ardent call of the speaker, and an artist's monologue, and a student's answer at the blackboard. In different situations, speech appears in different forms. Speech is internal and external. Inner speech is mental speech, flowing, although on linguistic material, but without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms.
External speech is speech-communication, speech for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. External speech can be dialogic and monologue.
Dialogue is a conversation between two or more people. Each individual statement depends on the replicas of other interlocutors, on the situation. The dialogue does not need extended sentences, so there are many incomplete sentences in it.
A monologue is a speech of one person, for example, a story, a message, a retelling. Unlike dialogue, a monologue is arbitrary, requires a strong-willed effort, and sometimes significant preparatory work.
The speech of a particular person is a reflection of his general culture. Therefore, speech must meet certain requirements.
Correctness is the observance of the norms of the modern literary language - grammar, spelling, punctuation. Correctness is considered the basic quality of good speech.
Clarity is its availability for others to understand. Words and expressions invented or taken from any work for decoration harm the clarity.
Accuracy - the meaning of words and phrases used in speech is fully correlated with the semantic and subject aspects of speech.
Expressiveness is the ability to clearly, convincingly and at the same time, as concisely as possible, express one's thoughts and feelings, the ability to act on the addressee with intonation, choice of words, construction of sentences.
Wealth - is determined by the choice of language means to express the same thought, the absence of monotony, the repetition of the same words and structures.
External speech can be both oral and written.
Written speech, in general, has the same features as oral speech, but they are more strictly expressed.
In elementary school, children are taught reading, writing, oral and written speech - this is the formation of specific speech skills and abilities, that is, types of speech activity. Usually there are four main types of speech activity: reading, listening, speaking, writing.
Consider the mechanisms of speech activity.
A person throughout his life improves his speech, masters the richness of the language. Speech arises from the need to speak out, and human statements are generated by certain motives. This aspect of speech activity is called speech motivation.
The motivation of speech (for the sake of which I speak) arises in children in the presence of emotions associated with vivid impressions, interest in a particular activity. This means that the need for communication is the first condition for speech development. But communication is possible only with the help of commonly understood signs, that is, words, their combinations, various turns of speech. Therefore, children need to be given speech samples or create a speech environment. This is the second condition for speech development. The richness and diversity of his own speech largely depends on what kind of speech environment a child has. Speech helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness of speech largely depends on the enrichment of the child with various ideas and concepts, on his life experience. In other words, while developing, speech needs not only linguistic, but also factual material. This is the third condition for successful speech development.
For a child, good speech is the key to successful learning and development. At first, the language is acquired by the child spontaneously, in the process of communication. But this is not enough, spontaneously learned speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and therefore are the responsibility of the school.
This is, firstly, the assimilation of the literary language, subordinate to the norm, the ability to distinguish the literary, “correct”, from the non-literary, from vernacular, dialects, jargons. The school teaches the literary language in its artistic, scientific and colloquial versions. This is a huge amount of material, many hundreds of new words, thousands of new meanings of already known words, a lot of such combinations, syntactic constructions that children did not use in oral practice before school. And here we need a system of educational influences on students, we need systematic work that clearly and definitely doses the material, we need to follow the steps in the formation of speech.
Second, students learn to read and write. Both reading and writing are speech skills based on the language system, on knowledge of its phonetics, graphics, vocabulary, grammar, spelling. Written speech is always stricter than oral speech. It has its own characteristics in the construction of phrases, in the selection of vocabulary, in the use of grammatical forms. Mastering written speech, children learn the features of genres: descriptions, narratives, letters, newspaper notes, reasoning.
The third area of the school's work on speech development is bringing the speech skills of children to a certain minimum, below which no student should remain. This is the improvement of the speech of students, the improvement of its culture.
Speech is a very broad sphere of human activity. There are four levels of work on the development of students' speech activity.
pronunciation level. The pronunciation of the sounds of native speech by the time the child enters school has already been mastered, but it is not easy for him to isolate specific sounds from the acoustic stream. Some children have difficulty pronouncing certain sounds. Pronunciation work is planned in the following areas: technique, orthoepy, intonation.
The first direction is work on the technique of speech, which is understood as the result of proper breathing, clear diction: speech is acquired when the ability to control the muscles of the speech-motor apparatus is acquired. From this pattern of teaching speech follows the principle of attention to the matter of the language, to the physical development of the organs of speech. Distinguish between physical and verbal breathing. In life, breathing is involuntary. During reading aloud and speaking, physiological breathing is usually not enough. In this case, speech breathing takes place, the process is controlled, arbitrary. This arbitrariness provides a fairly fast inhalation, carried out on pauses, a short breath hold to hold the taken air and a slow exhalation necessary for the free and natural pronunciation of a group of words.
Tasks for the development of speech breathing:
First, you should train a long exhalation, and not the ability to inhale a large amount of air.
Secondly, it is necessary to train the ability to rationally spend and promptly renew the supply of air during speech. The education of speech breathing should be carried out by indirectly influencing the respiratory apparatus by setting elementary effective tasks, “suggested circumstances”, imagination, associations. Such, for example, are exercises with an imaginary candle, when students are asked to blow on the flame of a candle in order to deflect or extinguish it. An equally important task in working on the technique of speech is to improve the diction skills of students, which consists in educating students in the purity and clarity of pronouncing individual sounds, syllables, words, phrases. Here it is necessary to take into account the shortcomings of the functioning of the speech base elementary school. The inaccurate work of the articulatory apparatus has a massive character: firstly, as a result of lethargy and insufficient flexibility of parts of the speech apparatus, “blurring of speech”, ambiguity, fuzziness is observed; secondly, as a result of excessive tension of the muscles of the speech apparatus, excessive haste of pronunciation occurs. It is not uncommon for younger students to have individual speech defects: burr, lisp, whistling, and so on.
Taking into account these shortcomings helps to determine the main directions for overcoming them.
Carrying out articulatory gymnastics aimed at developing and strengthening the muscles of the lips, tongue, jaws, mouth.
Organization of exercises for practicing the articulation of vowels and consonants (isolated and in context).
The second direction of work on the development of speech activity at the pronunciation level is the organization of practical assimilation by younger students orthoepic norms Russian literary language.
In a preschool child who hears and perceives only the oral form of speech, speaking skills develop unconsciously under the influence of the natural speech environment. With the arrival of the child in school, the main mechanism for mastering pronunciation norms continues to be imitation, imitation of the speech of others, and the sounding speech of the teacher becomes the most important factor. However, a new significant circumstance comes into play - the process of assimilation of orthoepic norms continues under the significant influence of spelling, which is the source of the most typical orthoepic errors common to all Russian junior schoolchildren. For example, in the words "what", "to" students pronounce "Th" instead of "pcs". Such errors are caused by a discrepancy between the sound and letter composition of the word and are common not only in voiced written, but also in the natural spoken language of children.
The task of the primary school teacher is to prevent and eliminate the negative impact of writing as the leading cause of deviations from orthoepic norms. Children should be taught to spell correctly what is printed and correctly write down what is dictated orthoepi cally.
The basis of the orthoepic minimum is the pronunciation rules for the combination “th” in the pronoun “what” and its derivatives; combinations of "ch" in separate words ("of course", "on purpose" and others); combinations of "shn" in the noun "assistant", the endings "oh", "him" ("winter") and the word "today"; words of foreign origin such as "postman", "district"; combinations "gk", "hch" in the words "light", "soft"; hard and soft consonants before "e" in loanwords. Words and forms that are stable and stable become the subject of assimilation.
The third area of work is the improvement of the intonation skills of students. To solve this complex problem, the teacher needs to have a good understanding of the essence of this linguistic phenomenon. Intonation is a sound means of language, with the help of which the speaker and the listener single out the statement and its semantic parts in the flow of speech, contrast the statements according to their purpose (narration, expression of will, question) and convey a subjective attitude to what is being expressed. The structure of intonation as a complex phenomenon includes the following elements:
Melodica (raising and lowering the tone).
Intensity (power or dynamic moment).
pace or duration.
A special timbre as a means of expressing emotions.
The originality of intonation is reflected in the methodological approaches to the organization of the relevant work.
The implementation of a functional approach to the study of this phenomenon requires a conditional (for educational purposes) distinction between emotional and semantic (logical, grammatical) intonation. Work should begin with an in-depth consideration of precisely emotional intonation. The effectiveness of work on emotional intonation is ensured by certain conditions. First, special work should be organized to accumulate a dictionary emotional states, since students do not have a sufficient stock of emotional and evaluative vocabulary; intonations of primary emotional states (joy, sadness, anger, fear, surprise) become the subject of practical development. Secondly, as the most important means of developing students' intonation skills, it is necessary to use a speech situation that ensures the emergence of lively, natural intonations. The circumstances of reality should be extremely detailed, this will help the child to easily imagine himself together with the hero or instead of the hero. Imagination awakens feelings, on the wave of an emotional response - a statement (on behalf of the character) and receives the necessary intonation design. It is advisable to choose the path "from dialogue to monologue", that is, the improvement of students' intonation skills should begin with dialogic speech, gradually moving on to improving monologue speech.
Lexical level (dictionary work). The word is the basic unit of speech; the quality of speech and the success of communication depend on the richness and mobility of the personality's vocabulary. From the point of view of the mechanisms of speech, the student faces two tasks:
Quantitative accumulation of words in the memory with an understanding of all its shades of meaning, their expressive colors.
The task of activity, the readiness of the dictionary for speech activity, that is, the quick and accurate choice of words, their inclusion in sentences and text in a direct and figurative sense.
Consider the sources of enrichment of the vocabulary of a younger student according to the degree of influence on the speech of children:
Speech environment in the family, among friends.
Speech environment: books, newspapers, radio, television.
Academic work at school (textbooks, teacher's speech).
Dictionaries, reference books.
The best source of dictionary enrichment is live communication, speech, oral and written, literature: the word in the text is always, as it were, highlighted semantically and artistically.
Methods for explaining the meanings of words (their semantization) are divided into:
a) independent, that is, without the direct help of a teacher: the meaning of a word is clarified by a picture-illustration or a picture dictionary, by a footnote on a page of a textbook, by a dictionary at the end of a textbook, dictionaries - explanatory, synonymous and others, by context - by guesswork, as a result of the analysis of the morphemic composition of the word, for foreign words - according to the meaning of the word in the source language;
b) with the help of a teacher: selection of synonyms, antonyms, paronyms; explanation of meanings and shades by the teacher; introducing a word into one's own text that clarifies its meaning; clarification of difficult cases of semantization in an etymological way, through word formation; teacher's help in looking up words in dictionaries; training in the use of dictionaries and reference books; assistance in semantization through a foreign language.
Schoolchildren love vocabulary games: crosswords (solving and compiling their own), rebuses, charades. Search tasks take on a gaming character: the study of the origin of surnames, first names, toponyms - the names of cities, villages, rivers, lakes, and so on (the village of Katerinovka, Black Dol, Kamyshenka, the names of Nekrasov, Kuznetsov, rivers "Desna", "Shuya", the names "Vladimir", "Vsevolod").
Usually, the following lexico-semantic topics are distinguished:
work with synonyms;
work with homonyms;
work with antonyms and paronyms;
work with words of foreign origin;
work with obsolete words;
work with polysemantic words;
work with words that have shades of meaning and expressiveness;
work with newly formed words;
work with phraseological units;
work with trails;
compilation of thematic groups of words.
As a rule, each of the objects of study goes through 4 stages of student work:
Finding a word in a text.
Semantization - entering into the dictionary, the formation of the corresponding concept.
Performing a series of exercises with the words of a given lexical-semantic group: compiling synonymic series, grading synonyms, and so on.
The introduction of new words into the text, into one's speech, that is, their activation, use for communicative purposes.
Grammar level. At this level of work, the mechanism for constructing syntactic constructions comes to the fore: phrases and sentences. This is achieved by exercises, training, that is, the construction of phrases and sentences of various types.
A phrase is a lexical and grammatical unity that does not express a complete thought. Types of speech exercises with phrases:
establishing links within the phrase, fixing these links in writing;
interpretation of the meanings of phrases outside the sentence and in it;
systematic depiction of relationships between words in a phrase, that is, modeling;
compilation of phrases of various types and topics, the choice of subordinate words by association;
selection of stable combinations, interpretation of their meanings, use in speech;
correction of speech errors in word formation;
text editing.
A sentence is the smallest unit of speech. Types of exercises with sentences are divided into analytical (parsing sentences) and systematic (building, constructing sentences).
According to the degree of activity of students and their cognitive independence, the exercises are divided into: “according to the model”, constructive, communicative and creative.
Sample based exercises:
reading and writing samples, analysis of their meaning and form, sentence evaluation, choice of words, visual means, expressive reading;
memorization of poetry and prose;
drawing up proposals for questions, as the simplest technique, since the question suggests the structure of the answer;
making proposals similar to this one.
Constructive exercises - rely in whole or in part on rules or models that give purposefulness to the work of students in compiling or restructuring sentences.
Types of constructive exercises:
restoration of deformed text;
division of text printed without capital letters and without punctuation at the end, into sentences based on meaning and grammatical connections;
stepwise, by questions, distribution of this proposal;
the same exercise with the task of editing, improving your own sentences and text;
combination of 2-3 sentences into one;
construction of sentences of a given type or according to models (with homogeneous members);
expression of the same thought in several versions, with an explanation of the emerging shades of meaning.
Creative exercises are aimed at the free compilation of sentences on the situations proposed by the teacher or on their own.
Types of creative exercises:
a topic is set, a picture is offered, which facilitates the work of schoolchildren;
key words or combinations are given;
the genre or type of speech is set (riddle, proverb, and so on);
text level. The text has a unity of theme and intention, relative completeness, a certain internal structure, syntactic and logical connections within its components and between them. In the practice of primary education, the following types of text exercises are accepted, grouped in three areas or methods: “according to the model”, constructive and communicative-creative. Exercises are also divided into oral and written:
oral retelling of what was read in various versions;
various text presentations of students in connection with reading and analyzing works of literature, with the study of language theory: detailed, generalizing messages, reports, dialogues, discussions;
various improvisations: stories from life, writing fairy tales and stories, proverbs and riddles;
an essay on a self-selected or given topic, according to pictures, according to a proposed and independently drawn up plan, at the beginning and end, according to a given plot scheme;
records of observations, keeping diaries;
various types of dramatization, dramatization of stories;
articles in newspapers, reviews of what they read.
By developing a coherent speech of schoolchildren, we instill a number of specific skills, that is, we teach them. Let us emphasize the skills that relate specifically to the level of the text:
firstly, the ability to understand, comprehend the topic, highlight it, find boundaries;
secondly, the ability to collect material, select what is important and discard the secondary;
thirdly, the ability to arrange the material in the desired sequence, build a story or essay according to plan;
fourthly, the ability to use the means of the language in accordance with the literary norms and tasks of the utterance, as well as to correct, improve, and improve what is written.
2 Development of speech in children of primary school age
The development of speech is determined by the child's need for communication. Throughout childhood, the child intensively masters speech. Developing speech in the phonetic and grammatical periods is not yet separated from nonverbal behavior, that is, it is situational: it can only be understood with regard to the situation in which the child is included. At this time, the equivalent of a sentence can be a single word that reflects a particular subject situation. The peculiarity of situational speech is in its pictorial character. The child portrays more than expresses. He makes extensive use of facial expressions, pantomime, gestures, intonation and other expressive means. Later, when the child faces a new task: to speak about an object that is outside the immediate situation in which he is, so that any listener can understand it, he masters a form of speech that is completely understandable from its context.
The first form of speech that occurs in a child is dialogue; it is loud external speech. Then another form develops, the one that accompanies actions; it is also loud, but it does not serve for communication, but is rather a “speech for oneself”, “egocentric”. The volume of this form of speech at three years reaches its maximum value (75% of all speech), from three to six years it gradually decreases, and after seven years it practically disappears. Egocentric speech also has a social character. This can be seen from experiments when a child whose speech was at the stage of egocentrism was placed in a group of children who did not understand him (deaf-mute or foreign-speaking), so that any verbal communication was excluded. It turned out that in this situation the observed child regressed - egocentric speech practically disappeared (the child stopped talking to himself).
Egocentric speech programs a way out of a difficult situation for the child, and later it is included in the processes of thinking, performing the role of planning actions and organizing behavior. It is a transitional stage from external to internal speech. Going inside, interiorizing, speech significantly changes its syntax. As the experiments of L. S. Vygotsky showed, inner speech does not contain a subject, but only indicates what needs to be done, in which direction to direct the action.
The vast majority of children under the age of 6 initially perceive the sentence as a single semantic whole. Separate words in a sentence are singled out by the child only insofar as they are associated with visual representations. Lena P. (6 years old) is told: “The tree has fallen. How many words are there? She replies: "One word." - "Why?" "Because it alone fell."
Starting to break down sentences, the child first of all singles out specific categories of words - nouns and verbs. Later, he singles out more abstract categories - prepositions and conjunctions, since they are devoid of objective significance and express only relations between objects. Children under the age of 6 do not isolate relationships well, therefore the stock of words they actively use is characterized by a sharp predominance of nouns and verbs over adjectives and numerals, and even more so over prepositions and conjunctions. Naturally, in this case, during the perception of speech, a concrete image of the situation arises in the child, corresponding to the literal meaning of the phrase. Here are a few examples: A child is told: "A movie is on." He asks: “Where?”. - “The clock is behind.” - “From whom?” “Why do they say that in war people kill each other? Aren't they friends?"
The word is not filled with meaning immediately, but in the process of accumulating the child's own experience. In the first year and a half of life, the meanings of the object, action, and sign are equivalent for the child. During this period, for example, the word "whoa" can mean both a horse and a whip, and we went and stopped. Only at the moment when a suffix is added to this amorphous word, the meaning of the word sharply narrows: “whoa” turns into “tprunka” and begins to denote only a certain object (horse), ceasing to refer to actions or qualities.
The narrowing of the meanings of a single word requires an expansion of the vocabulary, therefore, with the appearance of the first suffixes, a jump in the enrichment of the child's vocabulary is associated. Emphasizing new parts of a word (such as a suffix) guides the categorization, since each of them places the word in a new semantic field. So, the word "ink" does not simply designate an object, but immediately introduces it into a whole system of semantic fields. The root “black-”, denoting color, includes this attribute in the semantic field of color, i.e., in a number of other color designations (white, yellow, light, dark). The suffix "-il-" indicates the function of the tool and introduces the word "ink" into the semantic field of objects that have the same attribute (white, chisel, soap). The suffix "-nits-" highlights another essential feature - receptacles (sugar bowl, pepper pot, coffee pot, soap dish).
By the time of entering school, the child's vocabulary increases so much that he can freely explain himself to another person on any occasion related to everyday life and within the scope of his interests. If a three-year-old normally developed child uses up to 500 or more words, then a six-year-old - from 3000 to 7000 words. The vocabulary of a child in elementary grades consists of nouns, verbs, pronouns, adjectives, numerals and connecting conjunctions.
Along with the expansion of the dictionary, the semantic content of words is also expanding. The meaning of the word is specified in childhood gradually. At first, behind the word is a random combination of those impressions that the child receives from the outside world at the moment the word is heard. Then, separate, not necessarily essential, visual signs of specific practical situations are combined in the word, and much later, only as a teenager, a person begins to designate abstract categories with words. The word is a vessel that is given to the child ready, but it fills it with content on its own, therefore the meanings of words in a child are different than in an adult. The child focuses mainly on his personal experience. Combining objects into classes, he proceeds not from the essential, but from the most conspicuous features. At first, the word for him does not mean a concept, but a complex in which objects are collected according to arbitrary characteristics.
Junior schoolboy Anton Klinushkov writes his own book. In it he writes down his thoughts. For example, this one: “My thoughts are to become a dreamer. A fantasist is the one who invents everything. Interestingly, "fantastic" - is it from the word "fantasy" or "fantasy"?
Gradually, the child ceases to form such complexes, but up to adolescence he continues to think in them, and not in true concepts. As a result, although the speech of a child and a teenager may coincide with the speech of an adult in terms of the use of words, however, in terms of their internal content, these words are often quite different. It must be understood that the use by a child of certain speech forms does not mean at all that he has realized the content for the expression of which they serve, that is, he has a fairly complete semantic field of the word.
Once we asked younger students to answer the question: “Who do you think is the smartest in the world?”. Here are the answers the children gave us:
grandmother, because she lived a lot,
mom, because she buys chocolates, pampers and is good at scolding,
God, because he invented people, animals and nature - no man would have guessed before,
Katya, because she draws better than me,
our teacher, because she teaches us reading, mathematics, writing and physical education,
Michael Jackson because he defeated a robot
scientists, they studied well at school.
It turns out that in children's awareness, the meaning of the expression "to be smart" is the same as "defeating a robot", "teach physical education" and "live long in the world."
Of course, this cannot but make an adult think about what criteria children use when orienting themselves in the world around them. Speech communication involves not only the variety of words used and the meaningfulness of what is being said. For cultural speech, the construction of the sentence, the clarity of the expressed thought and how the child addresses another person, how he pronounces the message, how expressive and expressive his speech is are also important.
The speech of the child can be very expressive. But it can also be careless, excessively fast or slow, lethargic or quiet. It is interesting that children of 7-9 years old often allow themselves to speak not only in order to express an idea, but sometimes simply in order to keep the interlocutor's attention. This usually happens with close adults or with peers during the game. In this case, the child asks the adult: “Is it interesting to tell you?” or “Do you like the story I wrote?” Such questions asked by the child are an indicator that he has difficulties in constructing meaningful contextual speech.
At primary school age, the child gradually begins to master the written language. She is more abstracted from the situation. Otherwise motivated. Much more arbitrary than oral speech. Written speech is a special way of communication and formation of thought. D. B. Elkonin identifies several specific features of written speech in comparison with oral speech. First, it's a big randomness. The ability to divide a word into its constituent sounds is the first arbitrary operation that a child must master when writing. This is followed by the ability to give thoughts a syntactically developed form, which requires the dismemberment of the thought itself, which at the moment of its occurrence represents an undivided semantic whole. By accustoming the child to the division of the flow of thought, to its design and detailed expression, written speech thereby disciplines thinking. The child perceives and memorizes written structures mainly through reading. Reading is the subject schooling, which paves the way for independent mastery of written speech. The structures of written speech memorized during reading gradually become structural forms of the child's own thought and its design. However, this is only possible if the child develops the ability to focus on communication with an imaginary reader who is able to understand his author's point of view. Indeed, learning to read marks a fundamental progress in the mental development of the child. Having mastered reading, the child for the first time can regulate his behavior, regardless of the inevitable limitations of direct contacts; now he is able to actively absorb the experience of mankind, summarized in the texts. At the first stages of mastering reading, children often prefer texts that they knew before learning. This circumstance sometimes even worries some parents - is their offspring lagging behind in mental development? Meanwhile, this is a normal and necessary stage of its improvement. Suppose a child knows some rhyme by heart. Now, when he reads it, the task of understanding is reduced only to the process of recognition. Here, comprehension is not required, since it was achieved earlier, when this rhyme was read and explained to the child, they helped to correlate the meaning of the rhyme with the personal experience available to him. Since it is no longer necessary to understand the rhyme, the task is greatly simplified and when reading an unfamiliar text, you can use this technique and correlate the meaning of what you read with personal experience - only on your own. Gradually, the original method of text analysis, which was carried out on the basis of only personal experience, changes. It is supplemented by new ones and can now be produced in two ways: as before - on the basis of one's own experience, and on the basis of the generalized experience of mankind acquired while reading. However, even later, when reading becomes automatic, only the correlation of what is read with personal experience will be perceived as understanding.
So, in order to express his thought in writing, the child must first create an imaginary situation. At first, the transition to an imaginary situation is difficult for children, so they use a number of facilitating techniques: compose a text based on a specific situation in their lives, concretize the dialogue, introducing descriptive situational moments and reader-oriented remarks into it. Therefore, work with children on the plan of what they read and on the plan of the children's story is of such great importance for the development of written speech. As long as there is no internal plan, they try to build an essay according to the principles of organizing external speech, and this is inconvenient. The situation changes, and the construction of the story becomes easier only when the outer plane becomes the inner one. The transition from oral to written speech at first is usually recommended to be carried out with the help of a questionnaire given to children or pictures that play the role of a plan. The maximum possibilities of written speech are found (according to D. B. Elkonin and V. V. Davydov) in the practice of free writing. This should be given maximum attention in elementary school. After learning the technique of writing, children usually begin to write on their own. They design magazines, write ads, letters, diaries, movie scripts. This is woven into the fabric of children's play and often occupies a rather large place in the life of a younger student. Another source of written speech is the oral answers of students in front of the class, which are built according to the canons of written speech: they are detailed, addressed to the collective listener, saturated with the abstract content of school knowledge, reasoning, and justification. In the conditions of a school lesson, when the teacher invites the child to answer questions or asks to retell the text he heard, the student is required to work on the word, sentence and coherent speech. In written speech, more often than in oral speech, there is a logically detailed motivation for answering a question. The association in written speech is mainly focused on the meaning of the stimulus word and stimulates mainly the processes of internal attention, while oral speech in a number of cases is complicated by situational moments that it cannot overcome. This strongly suggests that thinking is much more closely related to written language than to spoken language.
2. The development of speech activity of younger schoolchildren in the lessons of the Russian language
1 Ways to improve efficiency in the development of speech activity
To teach a small schoolboy to speak clearly and grammatically correctly, to have a well-placed voice, to express his own thoughts in a free, creative interpretation, in oral and written form, to be able to express his emotions by various intonational means, to observe speech culture and develop his ability to communicate - complex and painstaking a matter that requires hard work from the teacher, and most importantly, an effective approach to the development of speech activity in the broadest sense, its organization and correction.
Ways to increase the effectiveness of the development of students' speech activity. Firstly, the purposeful preparation of the lesson (Russian language) contributes to the increase in the effectiveness of the development of speech activity. When planning a lesson, it is necessary to clearly imagine what students should get acquainted with in this lesson and what they should learn, what they should master at the level practical application. This purposefulness determines the compositional structure of the lesson.
The goal must be planned for both the teacher and the student (to study, remember, learn).
In order to enrich the vocabulary and reduce the time at the organizational moment, it is necessary to plan a non-standard beginning of the lesson:
Make up phrases, changing the form of the word if necessary: imagine, product, brown, report, natural, eyes.
Say the opposite: cold -; sweet - ; close - .
Name words with stress on the first (second) syllable.
Say in Russian: present, defect, interval.
Thoughtful selection of material:
Mandatory introduction of new words: minimum -1, maximum - 7. They can be brought by the Wise Owl or can be obtained by word formation.
The introduction to the lesson of proverbs and sayings - treasures of Russian folk speech and folk wisdom - is necessary both for educational impact and for memorization.
The educational orientation of verbal communication is achieved by using the materials "Culture of communication". It is necessary to enrich the lesson with words and phrases: "I do not agree with you, I would like to correct (add)".
You need to learn to build free speech. For this:
a) offer to make descriptive or comparative statements on the demonstrated items;
b) play the game "Good or bad." For example: “A glass is good because it is transparent, you can drink tea from it, but it is bad because it is fragile and can break”;
c) to raise questions that require a comparison of facts and the simplest conclusion when considering the subjects of the paintings. For example: “Why is the bus not coming?”;
d) questions that mobilize the child's personal experience. For example: “What is the weather like if there is a big cloud in the sky?”.
An important role in the speech development of children has an attentive attitude of the teacher to the speech of students. The model of correct, clear, precise, meaningful speech should be the speech of the teacher. Therefore, you need to carefully prepare for the lesson, think over the course of presentation of the material, questions for students, and work on the accuracy of the wording. Control the speech of students, correct the shortcomings of pronunciation, stress, choice of words that most accurately express thoughts and reflect reality.
About evaluation. It is necessary to evaluate the work of children systematically. Evaluation can be verbal, mimic or materialized. The assessment stimulates the student to master speech skills, shows his progress. It is necessary to learn to evaluate the speech of a friend, thereby leading to self-esteem.
Secondly, one of the most important tasks of today's school is teaching a living language, "humanized". The word should be presented not only from the standpoint of formal grammatical, but primarily moral and aesthetic (the word is alive). Children should be introduced to the art of the word, help them understand and feel the aesthetic value of the Russian word. Adhere to the position that teaching the Russian language should be based not only on the foundations of the descriptive grammar of the language, but also on the awareness of its use in various speech and everyday situations.
The work must be done in the following way. The subjects of the assignments are primarily focused on enriching the social and moral experience of younger students, the perception of the world around them, and the development of the ability of speech self-expression.
You need to start by enriching the children's vocabulary. Try to arouse interest in a single word. To study the origin of the word, structure (composition), pronunciation, spelling, its meaning. And this is where the game comes in. A variety of word games should be included in every lesson, as they develop children's natural language sense.
Name the words close (opposite in meaning).
Among the words, find the extra one: “fox, bear, wolf (1 syllable)”. They highlight similarities and differences, which are justified by a coherent statement.
Say the word, put the letters in alphabetical order.
Name a new word, changing the order of syllables, letters: "gila - needle."
Explain the meaning by changing one letter: "barrel - dot."
Change the accent. How the meaning has changed: “lock, arrows”.
The word is part of the building material for sentences, the key to understanding the whole sentence. If a child does not know how to understand the meaning of a word, understands poorly or does not understand its meaning at all, he will always suffer from a misunderstanding of the subject itself. The meager vocabulary of the student deprives him of successful work. Therefore, the teacher's task is not only to introduce the children to a new word, its lexical meaning, but also to make it an object of observation, analysis, taking into account its etymology. To achieve this, first of all, together with the children, you need to find out what a word can be.
As a result of the conversation, conclude:
VERFATIVE, lively, reverent, exciting, entertaining, appropriate, BEAUTIFUL, sincere What can a word do?
THE WORD CAN RICH ANXIEVE OBJECTIVE CALMING HEALING PROCESSING
Having made friends with the word, we make an interesting discovery for ourselves.
Words can cry and laugh
Order, pray and conjure,
And, like a heart, bleed
And indifferently to breathe cold,
A call to become, and a response, and a call.
And they curse and swear by the word,
They admonish, and praise, and vilify.
Vocabulary work is the leading direction in the development of students' speech activity, and the most common technique is explaining unfamiliar words to children. Therefore, in the classroom, introduce children to the etymology, the history of the emergence of a particular word. Very often behind such words, turns lies the whole world, historical era, the fact of a bygone life, a real event in our past. And we need this in order to understand their true meaning, in order to use them correctly and accurately.
Systematic word-formation work in the lesson allows students to see and understand how words are formed, to penetrate into the secret of their birth. It is known that the meaning of a word depends on all its parts: root, prefix, suffix. But the contribution of these elements to the meaning of the word is not the same. As a material for observations, use derived words with diminutive suffixes. Suggest words in texts to reveal their meaning, as well as observe their direct use in speech. For example:
Happy both adult and child,
When white as snow
The first deer in the herd
Appears.
Then comes the conversation:
Who is the poem about? (about a deer).
Explain the meaning of the word "deer" (small deer).
Compare words by meaning. What is the difference?
Due to what part in the composition of the word "deer", its meaning differs from the word "deer".
The gull stood up on trembling legs, fidgeted with the hairs of its wings and boldly stepped forward.
A gull is a gull.
What word expresses the author's attitude to the chick?
What part of the word expresses this attitude?
Carry out various exercises aimed at developing the ability to highlight the closest related words, compare them, determine how they are formed and how their meaning changes from this. For example: "wolf - she-wolf - cub."
Among the various exercises aimed at expanding the vocabulary of children, give a special place to working with synonyms and antonyms. This must be done in order to achieve greater expressiveness of the statement. To speak expressively about something means, to some extent, to enhance the impression of your speech, to influence the feelings of the listeners, to force them to pay attention to one or another detail in a conversation or narration. When working with synonyms, use the following exercises:
Combine the words in pairs: "blizzard, line, blizzard, border."
Write the words in descending order of qualities: "small, tiny, small."
Write down adjectives with the nouns with which they can be used: "crimson, red - flag, poppy."
Replace the verb: "In the store we lose (spend) money."
Specify the action: "The dog ate the candy (swallowed, chewed)."
Unlike a word, a sentence has semantic and intonational completeness. Exceptionally wide opportunities for children to learn the signs of a sentence include such a type of task as “Collect a sentence”, where children add one word at a time to the previous construction, starting from the grammatical basis. For example:
"The painting is hanging."
"The painting hangs on the wall."
"The painting hangs on the wall in the nursery."
In practice, use this type of work with a proposal, such as:
Make a proposal according to the scheme:
Who's doing what?
woodpecker knocking
Which? Where?
Choose and write words that are appropriate in meaning: “(What?) In September there is a forest - it has spring and autumn nearby. (What?) leaf and (what?) blade of grass. (What?) sun and (what?) wind.”
Proverbs and sayings - a traditional didactic set for practicing various skills and abilities in the study of various sections of the science of language.
How can the material be entered into the system of organizing work on the development of speech activity. From the piggy bank of proverbs and sayings, offer, for example, the following:
Small spool but precious.
Not worth a penny, but looks like a ruble.
If you don't taste the bitter, you won't know the sweet.
A friend in need is a friend indeed.
Suggest a task like this:
Read one (of your choice) sentence-proverb. Orally convey its main meaning. Formulate a topic.
Starting from this sentence, expand your thought. Remember that the supporting sentence is the name of your future text, this heading expresses the main idea. Your text may take the form of a short story, instructive tale or reasoning text. So gradually, you will learn how to turn one sentence into text.
Effective reception constructing the inner and outer sides of speech is such a technique as the "Word-Magnet". The teacher presents the word from the point of view of moral and aesthetic, human: the word is a living being, capable, like a person, of rejoicing, sadness, it can be good and evil. To distinguish the word good from the word evil, we are helped by its meaning. Lexical meaning words can be found by looking in the explanatory dictionary. Kind, bright words, together with the children, mark with a “+” sign, and evil ones with a “-” sign. At the request of the teacher, the children name the words (most used): nouns, adjectives, verbs. The children fantasize, imagining the spoken and written word as a “magnet” capable of attracting, attaching other words to itself. What happened? An unusual field of words, consisting of individual words and phrases. We bring children to the realization and understanding that they have prepared building material (speech bricks) for designing, building a whole building - compiling their own coherent written text. For example:
“Humanistic” (+), a field of words: “kind, caring, generous, golden, person, deed, friendship, dream, joy, peace.”
Based on the field of words, children compose their text.
"Word-magnet" is an effective way of referring to one's speech, a natural process of speech creation takes place.
2 Diagnosis of speech development in children aged 6 to 10 years
Ebbinghaus method.
The technique is used to identify the level of development of speech, the productivity of associations.
Instruction: "Insert the missing words" (see Appendix 1 a).
Instruction: "Dot it" (see Appendix 1 b).
Analysis of the results: The speed of finding and the productivity of associations are recorded.
A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, linking details into a single whole).
This technique is used to determine the level of development of understanding of grammatical structures.
Exercise 1.
. "Listen to what I'll read to you and tell."
. "Read and retell."
Jackdaw and dove.
The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote.
The pigeons accepted her as their own, fed her, but the jackdaw could not resist and croaked like a tick. Then the pigeons chased her away. She returned to the jackdaws, but they also did not accept her.
Ant and dove.
The ant wanted to get drunk and went down to the stream. A wave swept over him, and he began to sink. A dove flying past noticed this and threw a branch into the stream. An ant climbed this branch and escaped.
The next day, the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain, dropped the net. The dove fluttered and flew away.
Smart jackdaw.
The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw could not be reached. She began to throw pebbles into the jug and threw in so many that it became possible to drink.
Most beautiful.
The owl flew. Other birds flew towards her. The owl asked:
Have you seen my chicks?
And what are they?
Most beautiful!
Analysis of results: understanding of the sequence of events, general and hidden meaning is taken into account.
Task 2.
Turning to the child, the teacher says: "Listen carefully. I will name several words. Make several sentences from each set (one sentence). If necessary, change these words or add one or more words to the set."
Word sets:
Girl, album, drawing.
Child, cup, milk.
From, cells, siskin.
Sasha, skiing, riding, on.
Evaluation scale
Number of correctly composed sentencesScore 4 or more534231201
"Listen to a series of words and make sentences out of them."
In, sing, choir, girls.
Passengers, trams, go out.
Task 3.
Two cards with drawings are laid out in front of the child on the table (see Appendix 2).
The teacher says: "The boy in the white shirt is called Petya, and the boy in the checkered shirt is called Vanya." Then, under these pictures, the teacher lays out eight separate cards with sentences of different syntactic complexity printed on them. These sentences are a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Vanya is drawn by Petya. Petya is drawn by Vanya. Petya is drawn by Vanya.
Note: If the child is not reading, deictic gestures are used. The sentences are read by the teacher. The child shows with his finger who drew: Petya or Vanya.
Task for in-depth diagnostics.
"Show me where in the picture: - a circle under a square; - a square above a circle; - a circle on a square; - a circle above a square."
Phoneme discrimination and selection test.
The sound discrimination test consists of 8 main tasks and 6 tasks for in-depth diagnostics.
The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - at the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis.
To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing: individual sounds in a series of sounds (task 1) and paronymic words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, voiceless and voiced affricates, hard and soft phonemes. If necessary, additional tasks can be used for this purpose.
By the time this test is applied, it is necessary to have data on the state of the child's physical hearing. This is due to the fact that even a slight hearing loss in early childhood makes it difficult to distinguish between speech sounds.
At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the course of development of the entire sound system.
Exercise 1.
Turning to the student, the teacher says: “Now I will name various sounds. Be careful: if you hear the sound Sh among these sounds, then raise your hand. Listen:
T, W, H, F, W, W".
After the student completes this part of the task, the teacher continues the instruction: "Now raise your hand when, among the sounds that I will pronounce, you will hear sound 3" (зъ). Listen:
S", C", 3", T", 3"".
And finally, the teacher says: "Now I will again name the various sounds. Raise your hand only when you hear the sound Z. Listen:
S, H, T, C, C, C, SH.
Note: Sounds Ш, 3 ", Ц are found twice in the given rows of sounds. Therefore total There are six correct answers. Based on this, the following assessment norms are proposed.
Task for in-depth diagnostics.
"Hearing the syllable TA among other syllables, raise your hand. Listen: YES, HA, TA." After the child gives the answer, the teacher continues: “Now raise your hand if you hear the syllable SYA. Listen:
ZYA, SIA, SA, SIA, TYA.
Task 2.
10 drawings are laid out in front of the child on the table (see below). Then the teacher says: “Look at all the pictures and say, do you know all the objects shown in the pictures? Do you know the names of all these objects? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (according to two words), and you will show them in the drawings.
grass - firewood, duck - fishing rod, roof - rat, bear - mouse, barrels - kidneys (see Appendix 3).
Task 3.
The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are shown in these pictures contain either the sound D or the sound T. Next, the teacher asks: "Do you know all the objects?" The child usually answers in the affirmative.
Then the teacher lays out two more pictures: the first shows a white house, the second - a black one. The teacher again addresses the student: "Put pictures of objects with the sound T in their names near the white house, and with the sound D" near the black house (see Appendix 4).
Task 4.
Addressing the student, the teacher says: "Remember and name as many words as possible that have the sound C. Remember that this sound can be at the beginning of a word, in the middle, at the end."
Task 5.
First, the teacher asks the child to write the word "frying pan" on a piece of paper.
As a rule, the student refuses to do this, referring to the inability to write well. The teacher reassures him, saying: "Well, then we will do otherwise. I will write down the words. To do this, you will dictate to me first the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex.
Then the teacher calls the words one by one:
nose, spider, school, tent, frying pan.
Task for in-depth diagnostics.
"Name the first and last sound in the word
Task 6.
Four cards are laid out in front of the child on the table (see below). The teacher clarifies whether the student knows the names of the objects depicted on them, asks to name them. Then, turning to the student, he says: “Choose from these four pictures the one in the name of which the first sound is the same as in the word “swallow” (see Appendix 5).
Task for in-depth diagnostics.
"Choose among the pictures the one that begins with the sound B."
Task 7.
The teacher lays out four letters on the table in front of the child:
Clarifies whether the child knows what these letters are, asks to name them. Then the teacher says: "Now I will say one word - this is the word" cup ". And you select from these four letters (Sh, H, C, T) the one that corresponds to the first sound of this word."
Task for in-depth diagnostics.
"Choose from the four letters the one with which the word STORK begins."
Task 8.
Turning to the student, the teacher says: "Now I will name each sound in the word separately, one by one. Listen carefully and say what word will come out of these sounds." (Sounds are pronounced by the teacher at intervals of 4-5 seconds.)
Task for in-depth diagnostics.
"Tell me what word will come out of the sounds that I will pronounce." (Sounds are pronounced at intervals of 2-3 seconds.)
"Name the first sounds in the words that denote the names of the objects depicted in these drawings."
Conclusion
Speech is a wide area of human activity. According to the development of speech activity, the following levels of work are distinguished:
Pronunciation level - pronunciation work planned in three areas:
technique - it includes proper breathing, diction;
orthoepy - optimization of the practical assimilation by younger students of the orthoepic norms of the Russian literary language;
intonation - the sound means of the language, with the help of which the speaker and the listener distinguish the statement and its semantic parts in the flow of speech.
Lexical level or vocabulary work. The tasks of this level are:
quantitative accumulation of words in the memory with an understanding of all its shades of meaning;
the task of activity, the readiness of the dictionary for speech activity, that is, the quick and accurate choice of words, their inclusion in sentences and text in a direct and figurative sense.
Grammar level - the construction of phrases and sentences.
Text level (connected speech)
There are three types of exercises:
according to the sample;
constructive;
communicative and creative.
At this level, students should be able to:
a) understand, comprehend the topic, highlight it, find boundaries;
b) collect material: select what is important and discard the secondary;
c) arrange the material in the desired sequence, build a story, write an essay according to plan;
d) use the means of the language in accordance with the literary norms and tasks of the utterance, as well as correct and improve what is written.
In the initial course of the Russian language, two interrelated subsystems are becoming more and more clear: language education and speech development. At the same time, knowledge of the Russian language and speech science constitutes for students the foundation on which speech skills are mastered. The development of speech activity in the lessons of the Russian language is inseparable from the study of sections of the Russian language. Let us note the problems of the development of speech activity in the study of sections of the Russian language.
List of sources used
Program 1-4 "Russian language" T.G. Ramzaeva and the textbooks and teaching aids that provide her.
Zhinkin N.I. "Language - speech - creativity" - M., Education, 1998.
Rozhdestvensky N.S. "Speech development of younger students" - M., Education, 1980.
Lvov M.R. "The speech of younger schoolchildren and the ways of its development" - M., Education, 1985.
Politova N.I. "The development of speech of primary school students in the lessons of the Russian language" - M., Education, 1984.
Zakozhurnikova V.A. "Sentence and coherent speech work in elementary school".
Ladyzhenskaya T.A. "Methodology for the development of speech in the lessons of the Russian language" - M., Education, 1991.
Lvov M.R. "Trends in the development of speech of students in elementary school" - M., Education, 1980.
Ladyzhenskaya T.A. "Living Word" - M., Enlightenment, 1986.
Sinitsyn V.A. "The Way to the Word" - M., JSC "Century", 1996.
Bondarenko A.A., M.L. Kalinchuk "Formation of literary pronunciation skills in younger students."
Methodological foundations of language education and literary development of younger schoolchildren. Under the general editorship of T.G. Ramzaeva. St. Petersburg, 1998.
Ushakov N.N. “Issues of methodology for the development of coherent oral speech in Russian language lessons in elementary school” - M., Education, 1980.
"Modern approaches to the development of speech of younger students." Primary School, No. 2, 2003.
"What are the types of speech activity." Primary School. Plus - minus, No. 4, 2003.
"The development of students' speech is one of the main tasks primary education».
“Formation of speech activity of younger schoolchildren based on the didactic principles of K.D. Ushinsky. Primary School, No. 10, 2001.
"Formation of speech culture of younger schoolchildren". Primary School, No. 10, 2003.
Kulagin P.G. Interdisciplinary connections in the learning process. M., 1981.
Blonsky P. Psychology of a younger schoolchild. - M., 1997.
Vygotsky L.S. Thinking and speech. - M.: Pedagogy, 1982.
Novotortseva N.V. The development of children's speech. - M., 1995.
Piaget J. Speech and thinking of the child. M., 1994.
Elkonin D.B. Mental development in childhood: Edited by D.I. Feldshtein / Introductory article by D.I. Feldstein. 2nd ed. M .: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1997.
Borodich A.M. Methods for the development of children's speech. -M.: Enlightenment, 1981.
Karpova S.N., Trouve E.I. Psychology of speech development of the child. - Rostov-on-Don, 1987.
Ushakova T.N. Children's speech - its origins and first steps of development //Psychological magazine - 1999. V.20.
Attachment 1
Annex 2
Most beautiful. Task 3.
Appendix 3
Phoneme discrimination and selection test. Task 3.
Appendix 4
Phoneme discrimination and selection test. Task 4.
Annex 5
Phoneme discrimination and selection test. Task 6.