DURING THE CLASSES
Love the book. It will make your life easier... M. Gorky
I. MOTIVATION OF STUDENTS' LEARNING ACTIVITIES
Teacher's opening speech.
The first lesson of the new school year is devoted to reviewing the material covered in the sixth grade. Let's remember what we studied last year and the year before, what we read, and what we most remembered and liked from what we read.
II. ANNOUNCEMENT OF THE TOPIC AND OBJECTIVES OF THE LESSON
III. STUDENTS' PERCEPTION OF LEARNING MATERIAL
1. Teacher's word.
A huge layer of time separates us today from that generation of children who became the prototypes of the immortal work of Vladimir Galaktionovich Korolenko “In a Bad Society.” But what happened to Vasya, the son of a judge, and the poor children of Pan Tyburtsy Drab, who lived in an abandoned chapel, worries us no less than the writer’s contemporaries. Why do we empathize with heroes? Because the feelings, thoughts, and actions characteristic of representatives of that generation are also characteristic of us, people living in the 21st century. After all, the author touched on eternal concepts: suffering, mercy, responsiveness, nobility.
Even the ancients paid attention to these human qualities, endowing them with their gods. But could Korolenko have attracted our attention without making a person the main object of the image? Just as today we empathize with Pushkin’s Vladimir Dubrovsky, the heroes of Gogol’s “Evenings on a Farm near Dikanka”, the main characters of our contemporary, the writer Valentin Rasputin, who spoke in “French Lessons” about the hardships of the post-war period.
Reading the works of classics and contemporaries, we remember the bright pages of the lives of their heroes. But we know about a man who so talentedly introduces us to the world of his images from a teacher’s story, a textbook article, memoirs and reference literature. But we can judge the author by considering his attitude towards his heroes.
Let's say, V. G. Korolenko seems to us a man of great spiritual generosity; N.V. Gogol - ironic, mocking; V. Rasputin is a storyteller wise from life experience.
It turns out that we fall in love not only with literary heroes, but also with the writers who created them. Books become our companions in life. The images depicted by I. S. Turgenev in the story “Mumu”, by A. S. Pushkin in the story “Dubrovsky” are forever remembered... And, having already become adults, people continue to be friends with the characters of the Englishman Daniel Defoe, the courageous heroes of Jack London. Our speech is unthinkable without popular expressions from the fables of I. A. Krylov. What are these worth: “But I didn’t even notice the elephant...”, “The cuckoo praises the rooster because he praises the cuckoo”, “And the little casket just opened...” Famous French philosophers left us a priceless legacy phrases: “People stop thinking when they stop reading” (D. Diderot); “When we read a good book for the first time, we experience exactly the same feelings as when communicating with a new friend. To read a book again is to see an old friend again” (Voltaire).
But we should remember that among books, as among people, we can find ourselves in both good and bad society. The attention of his contemporaries was drawn to this by C. Helvetia, a French philosopher of the 18th century. And the reader must have wisdom to make the right choice - the views of which literary hero to share.
The famous Russian prose writer K. G. Paustovsky advised readers to take their time getting acquainted with the book, so as not to miss a single valuable thought that the author puts into his work.
How do you read books?
2. Conversation with students.
1) Which of the myths of Ancient Greece did you like best? Why? Justify your answer.
2) What qualities of people did the ancient Greeks value when they endowed them with their gods? What was rejected in people?
3) Which heroes from 19th-century literature evoke feelings of admiration and respect in you, and who do you despise?
4) If you had to illustrate Ray Bradbury's stories, which ones would you choose? Justify your choice.
3. Literary quiz.
1) Who was Daedalus? (The greatest artist, sculptor and architect)
2) Which of the heroes of ancient Greek myths could not take their eyes off themselves? (Narcissus)
3) By whom and for what was Prometheus punished? (Zeus, because Prometheus stole the divine fire and gave it to people)
4) Who acted as judges for Pike from I. A. Krylov’s fable? (2 Donkeys, 2 Nags and 2 or 3 Goats)
5) Which of I. A. Krylov’s heroes and who gives advice to learn how to sing from a rooster? (Donkey)
6) Where did Crusoe have to spend the night on his first night on the island? (On the tree)
7) What was the source for A.S. Pushkin to write “The Song of the Prophetic Oleg”? (Chronicle “The Tale of Bygone Years”)
8) Continue the phrase: “The coming years are hidden in the darkness...”. (“...but I see your lot on your fair brow”)
Information is perceived, received through a person’s senses, his sensations and perceptions are included in the work, and only then recognition, memorization, establishment of associations, and comprehension.
An absolutely necessary, although not sufficient, condition for information to be perceived is the arrival at those sense organs of sufficiently intense, clear, undistorted signals corresponding to the characteristics of the sense organs, the characteristics of human perception. Unfortunately, teachers do not always remember this, neglecting to control the volume of their voices and diction, and not using (or using little) visual aids.
Visual acuity is largely determined by the individual characteristics of the child. However, within certain limits, the impact on students’ visual acuity is within the control of the teacher. Studies of the dependence of visual acuity on illumination and contrast have shown that visual acuity increases with increasing background brightness. As the contrast between the objects in question and the background against which they are located decreases, visual acuity decreases.
Perception of information depends on the readability of the text, on its location on the page (for example, text printed in a narrow column is read slower than the same text printed in a wider layout), paper color, printing method, color background.
The most readable type is black type on a white background, then black type on all colored tablets; unreadable yellow on a white background.
Highlighting the font in a different color when reading text helps to consolidate the material in long-term memory. The shorter, more compact and expressive the text, the greater the chance that it will be read and remembered.
The combined impact of visual and audio information gives the best results (in fact, this is what the principle of visibility, the “golden rule of didactics” is based on). Thus, studies have shown that a person remembers 15% of the information he receives in speech form, and 25% in visual form. If both of these methods of transmitting information are used simultaneously, he can perceive up to 65% of the content of this information.
Psychologist B.G. Ananyev emphasizes that through the visual system perception occurs at three levels: sensation, perception and representation, and through the auditory system - at one level, at the level of representation. This means that information is perceived better when reading than hearing. 20% of incoming auditory information can be lost, since thoughts flow 8-10 times faster than speech, there are distractions (reaction to external stimuli). In addition, every 5-10 seconds the brain “switches off for a split second from receiving information. That is why repetition of the same information is required in different ways and lexical means.
To perceive information the type of mental activity is important. According to neuropsychologists, 48% of people think logically and 52% think figuratively. 24% of logical thinking people switch to imaginative thinking and 26% of imaginative thinking people switch to logical thinking. It is easier for one person to remember phone numbers, for another - a theorem, for another - the chronology of historical events.
Most psychologists believe that the preservation of this or that material in a person’s memory is closely related to the nature of perception of the world, to the type of thinking. Conditionally logically thinking people can be divided into two categories: some think theoretically, others think empirically. The character of a person’s thinking is clearly manifested in how his logical memory preserves material. Experiments have shown that “theorists” remember abstract material best; it is retained even after twenty months. It is interesting that when the subjects were asked leading questions, the “theorists”, even after such a long break, reproduced almost the entire volume of the text.
The “practitioners” only have specific facts and their descriptions left in their memory. The text itself, if reproduced, was fragmentary. After leading questions, “practitioners” manage to reconstruct a much smaller amount of text than “theorists.”
Experiments of this kind demonstrate a noticeable advantage of the theoretical type of thinking. Psychologists believe that this is exactly the kind of thinking that should be developed when teaching schoolchildren.
And if the Russian education system is predominantly built on memorizing various facts and concepts, then the focus on analysis, critical analysis of information and students developing their own conclusions should be borrowed from the American system.
Perception is an active process associated with the development of hypotheses. Different people can see different things even when looking at the same object. This applies to visual perception and speech perception. What a person sees or hears is not determined entirely by what he was shown or told. What a person expects and the probabilistic forecast he makes significantly influences perception.
If, before showing an educational drawing, attention is not drawn to what is essential in this drawing, the student may look at the image in such a way that he sees and remembers exactly what the teacher showed this drawing for.
Perception depends not only from signals coming to the brain from receptors, but also from what the subject expects, performing a probabilistic forecast. Understanding of information proceeds more successfully if the information was presented by the teacher in a clear logical sequence, theoretical principles were illustrated with specific examples, and educational material was presented at an accessible level, taking into account the knowledge and level of development of students’ thinking.
For example, in order to master the concepts of set theory, these concepts need to be presented to children 7-8 years old in an objective-active form (in the language of objects and actions), and to teenagers - in the form of specific operations on mathematical objects (in the language of images and operations). This is due to the age characteristics of children.
Perception of new educational material in the classroom
A. I. Elkina. "Ways and means of achieving solid knowledge in primary school"Publishing house "Uchpedgiz", M., 1956
The book is given with some abbreviations
Preparing students for perception creates favorable conditions for the successful completion of the process of students’ initial perception of new knowledge.
Perception is a deep and meaningful process that requires tension in 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 lasting, perception must be active. Organizing the child’s internal mental activity - comprehension of educational material, comparison, memorization - this means organizing active perception.
Clear perception is not the result of internal effort 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 that are currently acting on our senses.”
As a result of perception, an image of an object or phenomenon appears. Perception is not reduced to a simple sum of sensations; it is a deeper, more complex form of reflection of reality, which presupposes a certain understanding and comprehension of the image of perception. Perception, like other human mental processes, does not occur in isolation, but is closely connected with a person’s range of knowledge, with his thinking, with his feelings.
The child’s perception develops in the process of his practical activity, gradually acquires a purposeful character and becomes more and more stable and manageable.
By the beginning of school age, under conditions of proper 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 in students of the ability to observe phenomena, identify the main features, make generalizations and conclusions.
From all that has been said, it follows that there is a need for proper organization of schoolchildren’s educational activities. The question of the organization of perception in school is related to the choice of method of communicating 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 method of visual learning is used especially often, since students do not yet have the necessary range of ideas about the surrounding reality.
The use of visual aids makes it possible to interest children, focus their attention when explaining and facilitates students’ understanding of new educational material if the teacher correctly understands the purpose of visual aids and uses it correctly during the lesson. The clarity of students’ perception largely depends on the methods of demonstrating visual aids.
There are often cases when the use of visualization does not give the expected results. This happens because the teacher does not provide the necessary conditions for children to observe.
So, before reading M. Prishvin’s story “Guys 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 children to examine the color of the plumage of individual parts of the duck’s body. The teacher’s task in this case was to create a correct idea of the bird unfamiliar to the 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 by using visuals in this way, students would get clear ideas.
However, the check showed that when examining independently, the students captured various signs, and the teacher did not check or clarify the children’s ideas during the lesson. The knowledge turned out to be insufficiently accurate. Tanya Ch. describes the duck this way: “Its neck is mottled, its belly is gray, and there are white spots on its wings.” The girl carefully examined the stuffed bird and caught the coloring features of individual parts of its body. Student Ira N. describes the color of the plumage differently: “The head and abdomen are gray, the neck is white, the back and wings are gray.”
Why is there such a difference in children's answers? First of all, the children’s observations took place in different conditions: some students had the opportunity to linger on the appearance of the duck, others fixed their attention on one part that was in front of them at the time of the display, and did not have time to consider the object as a whole. “They showed it poorly, I couldn’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 from his seat several times to get a better look at the duck, describes it most fully and accurately: “The duck is gray, its neck is mottled, its wings have white spots. There is a greenish stripe running down 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 under which each student's observations were placed. In the case when students had the opportunity to carefully examine the demonstrated object, they received fairly clear and correct ideas about it, and these ideas will remain with them for a long time. If these conditions were absent, the students' knowledge turned out to be inaccurate and even erroneous.
When using visual aids, it is important to teach children to identify 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.
Popular site articles from the “Dreams and Magic” section
If you had a bad dream...
If you had some kind of bad dream, then almost everyone remembers it and does not get it out of their heads for a long time. Often a person is frightened not so much by the content of the dream itself, but by its consequences, because most of us believe that we see dreams not in vain. As scientists have found out, a person most often has a bad dream in the early morning...Perception is a holistic reflection of objects and phenomena of the objective world with their direct impact at the moment on the senses. Perception makes it possible to create an integral picture of reality, in contrast to sensations that reflect individual qualities of reality.
Perception is subjective, since people perceive the same information differently, depending on interests, needs, abilities, etc. The dependence of perception on past experience, on the general content of a person’s mental activity and his individual characteristics is called apperception.
The main properties of perception are:
Integrity- internal organic relationship of parts and the whole in the image. This property manifests itself in two aspects: a) the unification of different elements as a whole; b) independence of the formed whole from the quality of its constituent elements.
Objectivity - the object is perceived by us as a separate physical body isolated in space and time.
Generality- assignment of each image to a certain class of objects.
Constancy - relative constancy of image perception. Our perception, within certain limits, preserves the parameters of their size, shape and color, regardless of the conditions of perception.
Meaningfulness - connection with understanding the essence of objects and phenomena through the thinking process.
Selectivity- preferential selection of some objects over others in the process of perception.
Perception is divided into the following types:
perception of objects and phenomena of the surrounding world;
person's perception by person;
time perception;
movement perception;
perception of space;
perception of the type of activity.
Perceptions time, movements And space- these are complex forms of perceptions that have numerous characteristics: long - short-term, large - small, high - low, distant - close, fast - slow. Perception activities divided into types: artistic, technical,
musical, etc. There are perceptions externally directed(perception of objects and phenomena of the external world), and internally directed(perception of one’s own thoughts and feelings).
According to the time of occurrence of perception, there are relevant And irrelevant.
Perception may be erroneous (illusory). An illusion is a distorted perception of a truly existing reality. Illusions are detected in the activities of various analyzers.
Perception can not only be erroneous, but also ineffective.
Perception is a process, the sharpness of which can be developed by working on yourself and performing a series of special exercises. The development of perception is of great importance for educational activities. Developed perception helps to absorb a larger amount of information with less energy expenditure.
Perception is an active process that can be controlled. The teacher can control perception through an introductory speech and appropriate instructions. You can also use the interpretation of individual facts And phenomena, highlighting leading information points, clarifying the semantic meaning of terms, clarification of individual provisions. All this allows us to increase the meaningfulness of perception.
The meaningfulness of perception always manifests itself in unity with the integrity of perception. The integrity of perception is achieved by generalizing knowledge about the individual properties and qualities of an object, about its structural features. When organizing perception, certain aspects, properties of the perceived object are highlighted, And on their basis, a holistic representation corresponding to the learning task will be created. As perception improves And becomes more and more conscious, purposeful, differentiated and analytical, it passes into its new quality - observation. However, such a change does not occur immediately or on its own. The teacher needs to develop in children the ability not just to look, but to peer, not just to listen, but to listen attentively, the ability to compare and contrast.
In his work, the teacher needs to take into account a number of factors that allow him to manage the perception process.
1. Perception depends on the past experience of the subject (this phenomenon is called apperception). The richer a person’s experience, the more knowledge he has, the more he will see in the subject.
3. as a whole, without highlighting the sound of each instrument. Only by setting the goal to highlight the sound of an instrument can this be done.
5. Emotions can change the content of perception.
6. A person’s beliefs, worldview, interests, etc. influence perception.
