primary school teacher
MAOU "Lyceum No. 62"
g. Saratov
Every teacher strives to ensure that the knowledge given to them is deep, strong and effectively serves the student. Modern school sets new tasks for the student and teacher and sets a new vector in learning.
The main thing now is to teach the child to learn. That is, to equip the child with means that will work for the student. It is necessary to develop in the child, based on a system-activity approach, memory, attention, thinking, logic to the point where the student no longer needs to cram the educational material, and there is an opportunity to easily and simply extract knowledge from any information, transform information and use a transformed model in any situation. And the process of transforming information and repeated access to the model, in fact, already involuntarily contributes to the assimilation and memorization of new knowledge.
Many teachers have developed a number of pedagogical technologies that increase the efficiency of the learning process and knowledge acquisition. The impetus for my work was the technology of "Reference Signals" by V.F. Shatalov, mnemonics, knowledge about motor memory and knowledge about the interaction of the 1st and 2nd signaling systems.
I was faced with the task of how to make sure that, on the one hand, knowledge is absorbed easily, but on the other hand, that assimilation is strong, deep and effective. Understanding the role motor, auditory and visual memory plays in learning, I decided in my teaching practice to place greater emphasis on finding a way to activate motor memory, since it is knowledge acquired on the basis of action that is deeper and stronger.
Thus, I came to the conclusion that it is necessary to integrate sound, sign, movement, visual image, association.
This technique helped me solve the most important problem that a Russian teacher faces - literate writing, which is possible based on spelling vigilance. I have created the 5 Steps to 5 dictation technique, which allows a child to think and find a dangerous place in a word instantly. This technique fixes the "Think First - Write Then" algorithm and the spelling search algorithm firmly and firmly in the child’s mind
long. By anchoring, writing literacy and awareness reaches a high enough level. An example of the effectiveness of the technique is the work of a 2nd grade student who has an average level of training. Teaching dictation (3rd week of October) in the Verifiable Spelling block (conceptual level, 1 lesson on "Methods of checking master spelling").First sample (spelling pronunciation). (Fig. see appendix)
The performance and productivity of the 5 Step to 5 technique is obvious.
This technique is based on the use of 4 associative motor signs: "weak dropped" (impactless vowel), "strong stood up" (impact vowel), "stun" (paired consonant at the end of a word), "collision" (paired consonant in the middle of a word). As a result, the child sees and distinguishes all the dangers of writing and puts an eye in their place
(association: Look!!! Think!!!).Next is the Ways to Check cluster.
Step 1 - Fingers. (see annex in Fig)
Step 2 - Eye.
Step 3 Look!!! Think!!!
Step 4 Method.
Step 5: Selecting a letter.
Consider applying the 5 Steps to 5 technique using the example of spelling a word wagon.
Step 1 - Fingers.
In conclusion, I would like to say that "Associatively - Sign-Motor Methodology" has helped me not only in solving problems in Russian language lessons. Knowledge acquired in other lessons is transformed and transformed by children into action in other lessons (mathematics, the world around them, literary reading).
This technique is still being tested and finalized. But even at the initial stage there were tangible results. More and more new advantages are being discovered during use. What is certain is that students are now easily assimilated.
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