home » Middle Ages Techniques that organize students' understanding of educational material in mathematics lessons. Psychological features of perception, understanding, assimilation of educational material B. Modeling communication in the classroom

Techniques that organize students' understanding of educational material in mathematics lessons. Psychological features of perception, understanding, assimilation of educational material B. Modeling communication in the classroom

Sections: General pedagogical technologies

Every year the study of the subject of mathematics causes more and more difficulties for many students. Often, teachers hear the same phrase from schoolchildren: “I don’t understand.” And the results of the USE show that graduates do not have enough skills to read the text with understanding. Some of them, leaving the exam, are upset that they did not understand the wording of some tasks. If the teacher had helped (reformulated the task), then some of the students would have coped with the task. How to teach children to understand? This is one of the main questions of today.

Understanding is the activity of restoring the image of the whole on the basis of some of its parts. Cognition answers the questions “What is …?”, “What is it?”. Knowledge reveals the essence. In this sense, it is indifferent to the question "Why?". Understanding involves not only clarifying the essence, not only answering the question “What is it?”, But also finding out the answer to the question “Why is it like this?”. Comprehension is the art of “grasping” the meaning of a text.

The student understands the educational material if he is able to correlate it with his own categorical system of the most general concepts (such as movement, quantity, quality, development, cause and effect, space, time, etc.) and place in his cash non-intersecting objects. If he is not able to do this, then this means that he did not understand the educational material.

Understanding is the process by which the student comprehends the meaning of what is presented to him. educational material and thus gain knowledge.

Understanding as a mental process has a number of characteristics. A.A. Smirnov, A.G. Malakov, the characteristics of understanding include:

The assimilation of knowledge is associated with age-related changes that occur in the structure of the process of understanding - the development of skills to establish connections in the material, compare new and known information, highlight the incomprehensible.

At primary school age, understanding is characterized by the absence of a search for connections in the material. Children translate individual semantic elements of the material into the language of their experience, they mainly strive to memorize the text without analyzing it. Typical are the limited accounting of reported information and the “discontinuity” of the content presented. Often children limit themselves to presenting one of the points in the content of the text, omitting the rest.

Students in grades 5-6 have a partial comprehension of the material: they begin to highlight the main points in the content of the text. However, understanding remains within the limits of the specific information that is reported in the text. The most obvious changes in the development of the process of understanding occur during adolescence. They are associated with the emergence of a tendency to convey the main content of the text in a concise, generalized form, focused not on known, but on new information, as well as with the transition to a whole perception of information.

The basis of the current pedagogy is the process of cognition. The texts of the textbook, teaching aids, texts of the teacher and the activity of the student itself are organized in such a way as to launch and support the process of cognition. However, the contradiction lies in the fact that the student first of all encounters not phenomena that he must learn, but oral or written texts that he simply must understand.

To ensure the process of understanding in the classroom, it is necessary for the teacher to work in the mode of understanding pedagogy.

“The essence of understanding pedagogy, in contrast to the pedagogy of knowledge, lies in the fact that the basis of teaching and learning is not the process of cognition, but the process of understanding. The student masters the educational material due to the fact that with the help of teaching aids, texts of the teacher, specially organized work, it is the process of understanding that is launched and maintained in his mind.

“If in the pedagogy of knowledge the main unit of content is knowledge, then in the pedagogy of understanding, another, no less significant unit of content appears - general communication skills” .

General communication skills include: the ability to independently study texts, express one's thoughts accurately, compactly, without distortion, the ability to read and write with understanding, the ability to listen and speak with understanding, the ability to put the right question.

When a person enters into any kind of communication (individual-group, pair, group or collective), then the most important means of organizing communication is the text. All texts can be divided into two types: verbal and symbolic. A verbal text is understood as human speech, and a sign text is a letter, a written text.

What are the methods that organize the understanding of students?

Let's consider them in more detail.

Questioning technique

The process of understanding is always connected with the formulation of the question. “If we take the thesis that understanding begins with the formulation of the question as a basis, then, from this point of view, it is necessary to discuss the organization of one's own understanding. If I am understanding, then it does not matter whether I ask the question to the one I am trying to understand or, as it were, ask it to myself. Actually, in both cases, we can assume the existence of a process of understanding. The appearance of a “understanding” question serves as an indicator by which he can judge the presence of a process of understanding.

Questions can be asked at:

Understanding;
Clarification;
Deepening of meanings.

For example, questions that students can ask when organizing an understanding of the concept “General formula for solving an equation and its derivation” may be as follows (Appendix 1)

Schematization

A scheme is a presentation, a description, an image of something in its main features. The word "scheme" is borrowed from the Greek language and in translation means "appearance", "image", "form". The scheme is used in education in the form of a simple drawing, which conveys, with the help of symbols and some inscriptions, the most important features and relationships of the main elements in a given object, phenomenon, process. Schematization is necessary to deepen one's own understanding. Schematization is the translation of educational material into sign system. Schemes can be divided into three groups:

Basic requirements for schemes:

They don't have to be complicated or bulky.
Elements should be spaced evenly.
Relationship lines should be clear
Schemes should be expressive from an artistic point of view, proportional in all parts

Schema writing algorithm:

Write down the main ideas in words
These words are divided into groups based on some similar features.
Enter abbreviations and symbols
Highlight main idea, label it, put it in the “center” of the diagram, and then place the rest of the thoughts in the form of legend around

Ontological schemes in the educational process:

Influence the speed of perception, understanding and assimilation of “messages entering the brain”
Influence effective fixation in memory of educational material
They help to highlight the main thing and detail, identify relationships in the subject of study
Helps to express information in a concise manner
Help to come to a common understanding
Develop Creative skills through the language of graphics

Guiding and organizational - activity schemes in the educational process:

Encourage students to take action
Keep attention on the subject of discussion
Form key competencies (communicative, social and personal, organizational, cooperation)
Demonstrate to students what the volume and types of work are provided for in the lesson
Allows you to adjust the pace of your learning activities

Examples of some schemes that are used in mathematics lessons (Appendix 2).

Leading card technique

The technique of the leading card is designed to organize the understanding of a complex educational text.

“A leading card is a card that contains a small difficult-to-understand paragraph of text that the student is ready to understand, and a set of questions and tasks that are feasible for the student, which purposefully and collectively bring him to the state of understanding the meaning contained in this paragraph”

Let's give an example of a leading card on the topic “The concept of a decimal fraction. Reading and writing decimal fractions” (Appendix 3).

Topic Interchange Technique

The topic transfer technique is designed to organize the study of theoretical material based on the work of students in pairs of shifts. Suppose that student A independently studied topic 1, and student B studied topic 2. It is believed that a student is ready to pass on a certain topic if he has mastered the theoretical part of the topic, has a detailed plan consisting of headings of paragraphs of the text, answered all questions on the topic, completed the tasks of the practical part, passed the test to the teacher or student who already knows this topic. In this case, working in pairs, the students teach each other and this process is called mutual transfer of topics (Appendix 4).

Rivin's technique

Each student receives their own topic and works through it paragraph by paragraph in pairs of shifts.

To work out the first paragraph, the student finds a partner with whom he reads, discusses, clarifies the content and heading the paragraph. Write the title of the first paragraph in your notebook. In the same way, he helps his friend to understand his paragraph, title and write the title in a notebook.

After that, to work out his second paragraph, the student is looking for a new partner, tells him the content of the first paragraph, then reads, discusses, finds out the content of the second paragraph, titles and writes the name in a notebook. In the same way, he helps his partner, listens to him, helps to understand his paragraph, title it and write the title in a notebook. Etc.

After working through the entire text, in order to consolidate and systematize the knowledge gained, the student speaks on this topic in front of a small group.

How to make sure that students learn the educational material in the classroom? How to make sure that each student understands the educational material in the lesson? These questions concern every teacher. In various teaching practices, some methods and methods for organizing the understanding activity of schoolchildren have already been obtained. The proposed methods of work are used in the practice of an individually-oriented learning system and a collective way of learning, which are widely used by teachers in the Krasnoyarsk Territory.

Literature

Maklakov A.G. General psychology. - St. Petersburg: Peter. 2001. 592 p.: ill. – (Series “Textbook of the new century”)
M.V. Minova Understanding pedagogy as a way to individualization - Collection of articles. Individualization of the learning process and pedagogy of understanding, Krasnoyarsk 2005, p.4.
Minova M.V. Improving the activities of the teacher in organizing the understanding of the educational material by older students: dis. Ph.D. // KSPU, - K.: 2001

Minova M.V. Leading cards as a means of individualizing the learning process - Krasnoyarsk 2002
Zubareva I.I., Mordkovich A.G. Mathematics Grade 5 Textbook - Mnemosyne, Moscow 2004
Mordkovich A.G. Algebra. Textbook grade 8. Taskbook Grade 8 - Mnemosyne, Moscow 2006
Dyachenko V.K. Modern didactics - Novokuznetsk 1996

FEATURES OF PERCEPTION OF INFORMATION

FOR PRIMARY SCHOOL STUDENTS

In this article I will try to tell you how you can make the learning process in primary school more efficient and comfortable for students. It is known that there are various systems of information perception (sometimes they are called modalities), the main ones are: visual (visual), auditory (auditory) and motor (kinesthetic). If the auditory system is predominantly developed, the child successfully learns the material presented to him in the form of a story, an explanation. Children with visual perception find it easier to learn visual material. The hardest thing to learn is kinesthetics, i.e. children who, in order to perceive educational material, need to use the motor sphere. Most often, it is kinesthetics who fall into the category of weak ones, although taking into account the peculiarities of their perception in the learning process, they are able to successfully assimilate educational material.

By the end of primary school education, each student must master the proposed content of education, as it creates the basis, the foundation for further education, as well as master various ways of working with this content. Taking into account the peculiarities of the perception of information by students involves the division of students into groups in a traditional classroom system.

The learning process, taking into account the characteristics of perception, includes a number of stages:

1st stage - identification in the class of students with different types of perception of information and the organization of appropriate groups.

2nd stage - adaptation of educational material to the leading system of perception of students.

Stage 3 - the formation of skills to translate information from one perception system to another.

4th stage - development of insufficiently developed systems of perception.

Stage 5 - independent choice by students of the optimal way of perception.

Let's describe these steps in detail.

You can work using all three modalities (auditory, visual and kinesthetic) in all lessons. To do this, it is important for the teacher to know which way of perception each student in the class prefers. The teacher himself observes the children in the classroom, at recess, at extracurricular activities, in communication with classmates and friends; on the parent meeting gives tasks to parents to fill out a questionnaire, having previously observed the characteristics of their child; offers a questionnaire to students.

The questionnaire for parents includes questions: how does the child speak (quickly, slowly, rhythmically); what words he uses (look, see, listen, grab, feel, etc.); how he relates to clothes (chooses for a long time, likes to dress beautifully, prefers comfortable clothes) and others.

Children are asked: what they love most (watching TV, listening to a tape recorder, playing); if they read a fairy tale, what they will do (draw, retell, portray the characters with actions), etc.

Based on the analysis of observations, the answers of children and parents, groups of children are identified according to the characteristics of perception. Groups can be hidden or explicit. By creating hidden groups, the teacher does not reveal to the children why they ended up in one group or another. The features of the formation of groups are known only to the teacher, he selects tasks, teaching aids, forms of work in the lesson, monitors the results of his students' activities, not relying on the impressions of the children.

Experience shows that it is better when the teacher works in cooperation with the children. In this case, children are not only objects of observation by the teacher, but enthusiastic assistants and constructors of their activities. When choosing methods of work, the teacher relies on the opinion of the children, is interested in whether they feel comfortable working in one or another training mode. Children, in turn, perceive such learning as a new game in which they all become full participants.

Starting to work on the adaptation of educational material to the leading system of perception of students, it must be remembered that taking into account the peculiarities of children's perception is legitimate not only in teaching, but also in their upbringing, organization of various activities, since these are interrelated processes. In order to study in primary school was effective for each child, addressing him and making comments appropriately in a language he understands. Visual - shake your head, wag your finger; kinesthetics - put a hand on the shoulder, take the hand; audialu - to make a remark verbally.

To work, taking into account the leading type of perception, the teacher can at all lessons. At the same time, it is important to fulfill certain conditions: kinesthetics cannot be forced to sit still in the lesson, since during the movement he has a strong memorization of the material. The visual can be offered to draw his impressions, so he can have a sheet of paper at hand during the lesson. Audials should not be criticized if they pronounce the material, move their lips, and make sounds in the process of performing tasks.

The activities of the teacher when working with students of different modalities can be represented as follows:

¨ when working with a group of visuals, pay more attention to the description of objects: color, shape, location. When giving a task, try to highlight paragraphs, especially important words and sentences with color. Use the most figurative expressions, give a lot of space to clarity (bright pictures, posters, diagrams, geographic Maps);

¨ when working with a group of audials, try to use voice variations (loud - quiet, high - low, pauses), use audio and voice recordings. Use a metronome when performing a speed task. It is advisable to accompany the description of paintings or any objects with music. Highlighting the main parts of the text, sentences, "dangerous places" in words, accompany with clap or rhythmic movements;

¨ when working with a group of kinesthetics, the teacher can use gestures, touches. It is important to remember that they are characterized by a slow speed of thought processes. It is advisable to use words denoting actions. When presenting new material, try to be as close as possible to this group in order to help the student in completing a particular task if necessary. And since for kinesthetics the main thing is sensations, the teacher's help is expressed in actions (correct the hand, position the body correctly, etc.)

For example, consider such a type of work in the lesson as cheating. Cheating as a type of student activity can have several purposes:

Correct graphic representation of letters, translation of printed text into written;

Formation spelling vigilance memorizing the correct spelling of words.

Obviously, such work will be easily done by visuals. Accordingly, minimal attention is paid to this group of children in the lesson, since the visuals are able to cope with such a task on their own. Work with other groups is carried out with the help of a group of visuals. It will be easy for them to read the text intended for cheating. Audials listen at this time, kinesthetics follow the reading - they move their finger, sometimes showing the plot of the text with actions.

If the task of the teacher, when performing this type of activity, is to translate the printed text into written text, then in the lesson it is advisable to distribute cards with capital letters to the audience. These cards will help to restore the images of letters in memory. Moreover, the cards can be opened before the start of work, when writing off the cards are closed, but children are allowed to open the card if they forgot the spelling of a particular letter. When completing the task, the teacher needs to be in a group of kinesthetics and, if there are difficulties, show the spelling of certain letters with gestures. If there is a student in the class who has developed all three systems for perceiving educational material, then he can help kinesthetics.

If the teacher's task is to develop attentiveness and spelling vigilance, then the leading role in completing the task can be shifted to a group of auditory learners who will read the text spelling, i.e. highlight all spellings with your voice. Visuals at this time work with colored pencils and felt-tip pens. On cards specially prepared for them, they write out “dangerous places” (spellings) that occur in words. For example, the sentence is parsed: “In the garden, young sparrows are jumping along the path.” On the card of students - visuals in the course of work should be written: A OGE AT OO OB.

For the most effective training of kinesthetics, a wire can be used. When reading a text intended for copying, they bend and unbend the wire in accordance with the way the letters are found in orthograms. Kinesthetic learners may also move their arms or torso when they encounter a "dangerous spot" in a word. You can prepare chips of different colors, which they will put on dangerous places.

Cheating is a type of work that exists in different classes in different lessons, so the algorithm of actions for each group is developed very quickly.

The material that students must learn in elementary school is fundamentally addition and subtraction within 20. As you know, the table of addition and subtraction within 10 is given in parts (+, - 1, +, - 2, etc.). But discrete perception is only for auditory people; without seeing the subject as a whole. Therefore, when studying this topic, it is advisable to hang out a complete addition and subtraction table in front of the class, thereby showing a holistic picture of the material being studied, as well as setting a goal that will help children focus on the final result.

The teacher can prepare cards of different colors, on which various columns of examples will be written. Since visuals perceive well everything colored and bright, they will quickly remember their cards. Then the work in the lesson is carried out as follows. A student (visual) is called to the board, who has the first column with an addition table, recites examples by heart. At the same time, the auditory shows this example according to the table written on the blackboard (it is desirable that there are no answers in the table on the blackboard), kinesthetics in their places with the help of split numbers lay out examples. Next, the teacher explains the principle of constructing an addition and subtraction table. Subsequent work with the columns of the addition and subtraction table is carried out in a similar way.

To consolidate the studied material and control knowledge, the teacher uses punched cards on which examples with missing answers are written. It is desirable for auditory speakers to dictate an example: students will write down only the answer; kinesthetic learners can be advised to rewrite the example in a notebook, and visuals can work independently.

The formation of reading skills is a very important stage in elementary school, but it is not easy for every student. Some students pick up the skill of reading quickly and tend to read fluently and correctly before entering school. Most likely, these are visuals who quickly remember the style of letters, and often syllables and words. Before learning to read, the auditory learner needs to work on the phonetic structure of words, i.e., break the word into sounds, then use the sounds to make word models. It is advisable to start learning to read with vowels, so that when pronouncing any syllable, children trace the structure of this syllable, then they gradually get acquainted with consonants. When studying letters, a kinesthetician must perform some actions: with a wire, with plasticine, draw, then compose syllables and words from the letters he made.

The algorithm of actions that the teacher gives to his students quickly becomes the norm for them in the perception of educational material, especially if the teacher explains to his students the principle of the chosen task, asks their opinion, and finds out the degree of difficulty that arose when performing a particular task. There comes a moment when children perform all actions, guided by their internal needs, corresponding to their leading modality, without relying on the help of a teacher. The prerequisites for the transition to the next stage are created - the formation of skills to translate information from one perception system to another.

The purpose of this stage is to develop skills, using your leading channel of perception, to transform incoming information for translation from one modality to another. At this stage, the teacher forms mixed groups, i.e. visuals, auditory, and kinesthetics are in the same group. The technology of working with educational material for each group remains unchanged, but since the groups are mixed, the same group is offered several ways of acting.

Thus, if a group is given an algorithm for working with text designed for auditory learners, it is clear that children with a developed auditory system for perceiving educational material will quickly complete the given exercise without problems, since they are already familiar with the method of action. Their task is to help students with a different modality, to show how they cope with this or that task. At this stage, students for whom the tasks proposed by the teacher are not difficult act as experts, since they are able not only to process the material being studied well, but also to explain to other students in the group the methods of activity.

It is good if, before starting work on a topic, the teacher sets a goal for each group, showing what students should learn on this topic, what to learn, what skills to acquire. In addition to developing the ability to translate information from one perception system to another, this stage develops responsibility for teaching others, as well as self-control. The final lesson on this topic is best done in the form of a game in which each student of the group is given a series of questions on the card on the card, as well as several questions common to each group. This kind learning activities must be carried out over a long period of time until students learn to use new perception possibilities.

At the 4th stage, the development of insufficiently developed perception systems takes place. This stage is implemented after students have learned to translate information from one perception system to another and use various methods of action. The teacher again returns to those groups that were originally - kinesthetics, visuals and auditory, but acts - from the opposite. Kinesthetics asks to listen and pronounce, visuals - to perform actions, audials - to draw, highlight, express figuratively. For example, when copying a text, auditory people work with felt-tip pens and colored pencils, visual people work with wire and chips, and kinesthetics read orthographically (pronounce the word as it is written).

The teacher invites students to choose an algorithm of actions that does not correspond to their leading type of perception, and tell about their impressions when working on this or that material. With the help of childhood impressions, it can be concluded which systems are underdeveloped, but easily developed, and which are not developed at all or are poorly developed and will need to be given more attention. In accordance with this, new groups are created - students with poorly developed systems for the perception of educational material. At this stage, students learn to manage their psychophysiological processes.

A difficult stage begins - students do not just perform actions in accordance with a given algorithm, but look for ways to solve problems on their own. A group of students with an underdeveloped system of kinesthetic perception tries to translate the perceived material into the language of gestures or actions, a group with an underdeveloped visual system tries to translate the material into the language of images, and those with an underdeveloped auditory system of perception try to speak more. As a result, each child develops all three systems of perception of educational material to one degree or another, and he becomes able to fully use each.

To complete teaching children to use the features of their perception, it is necessary to include the next stage in the learning process - an independent choice of the most appropriate form of perception for completing the task. This stage is characterized by the formation of children's ability to find the most convenient and quick way for them to complete certain tasks. At this stage, it is required to perform tasks not subconsciously, relying on the psychological characteristics of your body, but meaningfully.

It's no secret that the school curriculum is complex and, at the same time, not harmonious: some subjects are full of logical exercises, while others, on the contrary, are figurative and visual. Teacher's explanation and choice teaching aids does not always coincide with the characteristics of the student's perception. Students are faced with a difficult task - to restructure the information presented to their leading modality, to process it into a form acceptable to them and to demonstrate feedback to the teacher.

Well, if the student owns all three ways of transmitting information, then he will be able to successfully assimilate and reproduce it. The rest of the children also need to quickly process information and fix it in memory. If students have gone through all the stages of learning to take into account the characteristics of perception, they can easily find a way to act when performing a particular task and form the right style. academic work. For example, in mathematics, many tasks are designed for analytical thinking, which makes it difficult for visuals and kinesthetics. For auditory learners, speech is difficult to compose in development lessons, since this type of work requires a holistic perception of the world, and knowing the ways of visual activity, the auditory learner will try to organize his work in accordance with the characteristics of the task. (Compiling the story in parts, he clearly distinguished the stages of composition, the auditory composes a complete picture of writing, then pronounces the intended work and writes it).

Working in the conditions of taking into account the peculiarities of the perception of students for four years, I realized that with this organization educational process students not only effectively master the educational material, but also get used to constantly working in the lesson for a long time, without being distracted, since the material offered by the teacher is clear to them, the students feel comfortable. Children are full participants in the pedagogical process. In the community of a teacher and a student, in their joint work, a style of activity, communication is formed, the natural inclinations of children are revealed, and their abilities are developed.

Perception of new educational material in the lesson

A. I. Elkina. "Ways and means of achieving the strength of knowledge in primary school"
Publishing house "Uchpedgiz", M., 1956

The book is presented with some abbreviations.

Preparing students for perception creates favorable conditions for the successful flow of the very process of initial perception of new knowledge by students.
Perception is a deep and meaningful process that requires the tension of the mental strength of schoolchildren, their desire to gain knowledge, as well as the desire and ability to learn.
In order for the knowledge acquired by students to be conscious and durable, perception must be active. To organize the internal mental activity of the child - comprehension of educational material, comparison, memorization - this means organizing active perception.
Clear perception is not the result of an internal effort in itself, but requires the active activity of the perceiver.
In psychology, perception is considered as “... the mental process of reflecting objects or phenomena of reality acting in this moment on our senses."
As a result of perception, an image of an object or phenomenon arises. Perception is not reduced to a simple sum of sensations, it is a deeper, more complex form of reflection of reality, involving a certain understanding, comprehension of the image of perception. Perception like others mental processes of a person does not proceed in isolation, but is closely connected with the circle of knowledge of a person, with his thinking, with his feelings.
The perception of the child develops in the process of his practical activities, gradually acquires a purposeful character and becomes more and more stable and manageable.
Back to top school age under conditions of correct upbringing, perception reaches a relatively high stage of development. Further development of perception occurs in children primarily in connection with learning, so the teacher must constantly take care of the development of students' ability to observe phenomena, highlight the main features, and draw generalizations and conclusions.
From all of the above, the need for the correct organization of the educational activities of schoolchildren follows. The question of the organization of perception at school is connected with the choice of the method of presenting new material. When deciding on the method of communicating new knowledge, the teacher proceeds from the content of the educational material, the students' experience and knowledge on the issue being studied, and necessarily takes into account the age characteristics of their students.
In the lower grades, the path of visual learning is used especially often, since students do not yet have the necessary range of ideas about the surrounding reality.
Usage visual aids allows you to interest children, focus their attention when explaining and makes it easier for students to understand new educational material if the teacher correctly understands the purpose of visibility and correctly uses it during the lesson. The clarity of perception of students largely depends on the methods of demonstrating visual aids.
There are often cases when the use of visibility does not give the expected results. This happens because the teacher does not provide the necessary conditions for the observation of children.
So, before reading M. Prishvin's story "Children and ducklings", one teacher showed the children a stuffed teal duck, which is mentioned in the text. She organized an observation of the appearance of this bird, inviting the children to consider the color of the plumage of individual parts of the duck's body. The task of the teacher at the same time was to create a correct idea of a bird unfamiliar to children. That is why the teacher did not limit herself to demonstrating the manual in front of the whole class, but carried it through the rows for a more detailed review. It seemed that with this use of visualization, students should have received clear ideas.
However, the test showed that during independent examination, the students captured various signs, and the teacher did not check and did not clarify the children's ideas during the lesson. Knowledge is not accurate enough. Tanya Ch. describes the duck in this way: “Its neck is motley, the belly is gray, there are little white spots on the wings.” The girl carefully examined the stuffed bird and caught the peculiarities of the color of individual parts of its body. Student Ira N. describes the color of plumage in a different way: “The head and abdomen are gray, the neck is white, the back and wings are gray.”
Why such a difference in the answers of children? First of all, the children's observations took place under different conditions: some students had the opportunity to linger on examining the appearance of the duck, others fixed their attention on one part that was in front of them at the time of the demonstration, and did not have time to consider the object as a whole. “They showed me badly, I didn’t see the back at all,” one student noted with regret in a conversation after the lesson. But Kolya O., who was very interested in the bird and rose several times from his seat in order to better examine the duck, describes it most fully and accurately: “The duck is gray, its neck is motley, wings with white spots. There is a greenish stripe in the middle of the wings. The children's answers allow us to conclude that the clarity of perception in this case depended on the conditions in which each student's observations were placed. In the case when the students had the opportunity to examine the demonstrated object in detail, they received quite clear and correct ideas about it, and these ideas will remain with them for a long time. If these conditions were absent, students' knowledge turned out to be inaccurate and even erroneous.
When using visual aids, it is important to teach children to highlight the most significant features of objects and phenomena, and for this it is necessary to guide their observations.
In the experience of advanced teachers, one can see such an organization of work with visual material in which the students themselves, under the guidance of the teacher, extract knowledge from observations, and the teacher clarifies and supplements them with the necessary information.
Depending on the nature of the educational material and the task of the lesson, students' perception of new educational material occurs in different ways.

Perception of new educational material in the lesson

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