primary-schooler
MAOU "Face No. 62"
d. Saratova
Each teacher strives to ensure that the knowledge given to them is deep, durable and effectively serve the student. The modern school sets new tasks for the student and teacher and sets a new vector in teaching.
The main thing now is to teach the child to learn. That is, to arm the child with means that will work for the student. It is necessary to develop in the child, on the basis of a system-activity approach, memory, attention, thinking, logic to such a level that the student no longer has to learn learning material, and there is an opportunity to easily and simply extract knowledge from any information, transform information and use the transformed model in any situation. And the process of information transformation and repeated reference 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 effectiveness of the process of learning and learning. The impetus for my work was the technology of “Reference signals” by V.F. Shatalov, mnemonics, knowledge of motor memory and knowledge of the interaction of the 1st and 2nd signal systems.
I was faced with the task of how to make it so that, on the one hand, knowledge is easily assimilated, but on the other hand, that this assimilation is durable, deep and effective. Understanding the role that motor, auditory and visual memory play in learning, I decided in my teaching practice to focus more on finding a way to activate motor memory, since it is the knowledge learned through action that is deeper and stronger.
So I came to the conclusion that we need to integrate sound, sign, movement, visual image, association.
This technique helped me to solve the most important task that a Russian teacher faces - competent writing, which is possible on the basis of spelling sharpness. I created the technique of writing the dictation "5 steps to 5", which allows the child to think and find a dangerous place in the word instantly. This technique fixes in the child’s mind the algorithm “First I think, then I write” and the algorithm for searching the orthogram firmly and firmly.
For a long time. Due to the "anchoring" literacy and awareness of writing reaches a fairly high level. An example of the effectiveness of this technique is the work of a 2nd grade student who has an average level of training. Teaching dictation (3 weeks of October) on the block "Verifiable orthograms" (concept level, 1 lesson on the topic "Methods of checking the main orthograms"). First test (orthoepic pronunciation). (See figure in annex)
The effectiveness and productivity of the 5-step to 5 technique is obvious.
This technique is based on the use of 4 associative motor signs: “weak fell” (impactless vowel), “strong stood up” (impact vowel), “stupidation” (paired consonant at the end of the word), “collision” (paired consonant in the middle of the word). As a result, the child sees and distinguishes all the dangers of writing and puts an eye in their place.
(Association: "Look!!!! Think!!!! Then there is the cluster “Methods of verification”.
Step 1. Fingers. (See figure in annex)
Step 2. Eye.
Step 3. Look!! Think!!!
Step 4. Way.
Step 5. Choice of letter.
Consider the application of the technique “5 steps to 5” on the example of writing a wordcarriage.
Step 1. Fingers.
In conclusion, I want to say that “Associative – sign-motor technique” helped me not only in solving problems in Russian language lessons. Knowledge gained in other lessons is transformed and transformed by children into action in other lessons (mathematics, the world around, literary reading).
This method is still being tested, refined. But even at the initial stage, there were tangible results. In the process of use, new and new advantages are discovered. What is certain is that students are now easy to learn.
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