In the 1920s, some psychologists suggested that the memory of a child is stronger and better than that of an adult. The basis for such judgments were facts that spoke of the amazing plasticity of children's memory.
However, a careful study of the activity of the memory of young children showed that the advantage of children's memory is only apparent. Children really easily memorize, but far from any material, but only that which is interesting to them and causes them positive feelings. Moreover, the speed of imprinting is only one link and only one quality in all memory processes. The strength of memory, meaningfulness, completeness in children is much weaker than in adults. Since the main quality in assessing human memory is the ability of a person to selectively successfully use previously perceived material in new circumstances, the memory of an adult mature person turns out to be much more developed than the memory of a child. The ability to choose desired material, to carefully perceive, group, children do not possess.
In elementary school, it is necessary to prepare children for secondary education, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. Teaching children to remember logically related values, the teacher contributes to the development of their thinking.
Unlike preschoolers, younger children school age are able to purposefully, arbitrarily memorize material that is not interesting to them. Every year, more and more training is based on arbitrary memory.
The shortcomings of the memory of younger students include the inability to properly organize the process of memorization, the inability to break the material for memorization into subgroups, to single out strong points for assimilation, to use logic circuits.
Primary schoolchildren have a need for verbatim memorization, which is associated with insufficient development of speech. Teachers and parents should encourage semantic memorization and fight against meaningless memorization.
Various memory processes develop differently with age in children, and some of them may be ahead of others. For example, random playback occurs before random memorization, and in its development, as it were, overtakes it. The development of memory processes in him depends on the child's interest in the activities he performs and the motivation for this activity.
In the process of learning in primary level school, the child's memory becomes thinking. Under the influence of learning at primary school age, memory develops in two directions:
- 1) the role and proportion of verbal-logical, semantic memorization is increasing (compared to visual-figurative memorization);
- 2) the child acquires the ability to consciously manage his memory, regulate its manifestations (memorization, reproduction, recall).
And yet, in elementary school, children have better developed rote memory. This is due to the fact that the younger student is not able to differentiate the tasks of memorization (what needs to be memorized verbatim and what in general terms). This must be taught.
By the transition to the middle link, students should develop the ability to memorize and reproduce the meaning, the essence of the material, evidence, argumentation, logical schemes, and reasoning. It is very important to teach students to set goals for memorization correctly. The productivity of memorization depends on motivation. If a student memorizes material with the intention that this material will be needed soon, then the material will be remembered faster, it will be remembered longer, and reproduced more accurately.
Speaking about the types of memory, it must be borne in mind that the features of memorization processes (speed, strength, etc.) depend on who and what is to be memorized. The nature of memorization and the course of forgetting essentially depend on what dominates in a given subject: the semantic content and its speech design in their unity, or predominantly one of them with an underestimation of the other.
In younger students, at first, self-control is not sufficiently developed. First graders test themselves with a clean outside(did they repeat the material as many times as the teacher ordered) without thinking about whether they could tell the material in class.
Memorization techniques serve as an indicator of arbitrariness. First, this is a multiple reading of the material, then the alternation of reading and retelling. To memorize the material, it is very important to rely on visual material (manuals, models, pictures).
Repetitions should be varied, some new educational task should become before the students. Even rules, laws, definitions of concepts that need to be learned verbatim can not just be memorized. To memorize such material, the younger student must know why he needs it.
It has been established that children memorize words much better if they are included in a game or some kind of labor activity. For better memorization, you can use the moment of friendly competition, the desire to get the teacher's praise, an asterisk in a notebook, a good mark.
The productivity of memorization also increases the comprehension of the memorized material. Ways of understanding the material are different. To keep in memory some text, for example, or a story, a fairy tale, drawing up a plan is of great importance.
The transition from involuntary to arbitrary memory involves two stages. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something. At the second stage, the mnemonic actions necessary for this arise and are improved. It is believed that with age, the rate at which information is extracted from long-term memory and transferred to the operating room. It has been established that a three-year-old child can operate with only one unit of information located in currently time in random access memory, and a fifteen-year-old - seven such units.
“A child remembers a large number of poems, fairy tales, etc. relatively easily. - writes D.B. Elkonin. - Memorization often occurs without noticeable effort, and the amount of memorized increases so much that some researchers believe that it is in preschool age memory reaches the climax of its development and only degrades in the future.
For the first time, a systematic study of higher forms of memory in children was carried out by the outstanding domestic psychologist L.S. Vygotsky, who in the late 1920s. began to study the question of the development of higher forms of memory and, together with his students, showed that higher forms of memory are a complex form of mental activity, social in origin. Within the framework of the theory of the origin of higher mental functions proposed by Vygotsky, the stages of philo- and ontogenetic development memory, including voluntary and involuntary, as well as direct and indirect memory.
The younger the child, the greater the role played in all his cognitive activity. practical actions. Therefore, motor memory is detected very early.
Back in the 19th century German psychologist Ebbinghaus drew attention to the process of forgetting. He deduced the curve of this process, fixing at different intervals that part of the amount of memorized material that was preserved by the subjects. The Ebbinghaus forgetting curve showed a sharp and rapid forgetting of the material in the very first hours and days after memorization. Confirmed in further work other researchers, she put scientists in front of a difficult question: why teach children if in the first hours they forget more than 70% of what they perceive, and after a month they retain barely 1/5 part ?!
But psychologists of the last century used the memorization of meaningless words. The use of meaningful verbal material by A. Binet and his followers, familiar to children, led to a different curve of forgetting. When individual words were linked into whole sentences understandable to children, memorization productivity increased by another 25 times.
Children's memory is especially rich in images of individual concrete objects that were once perceived by the child. But rising to the level of generalizations, the child operates with separate images, in which both the essential and general features inherent in a whole group of objects, and those particular details that the child has noticed are merged. Of course, children's ideas have a number of characteristic features, primarily due to the child's inability to perceive objects, so children's ideas, especially in unfamiliar things, turn out to be vague, fuzzy and fragile.
The memory of younger schoolchildren, compared with the memory of preschoolers, is more conscious and organized, but it has shortcomings.
Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. While studying at primary school a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking.
The shortcomings of the memory of younger students include the inability to properly organize the memorization process, the inability to break the material for memorization into sections or subgroups, to single out strong points for assimilation, and to use logical schemes. Primary schoolchildren have a need for verbatim memorization, which is associated with insufficient development of speech. Teachers and parents should encourage semantic memorization and fight against meaningless memorization.
It should also be noted the uncritical nature of children's memory, which is combined with uncertainty in memorizing the material. It is uncertainty that often explains cases when younger students prefer verbatim memorization to retelling.
At first, younger students do not have enough self-control.
First graders check themselves from a purely external, quantitative side (whether they repeated the material as many times as the teacher ordered), without thinking about whether they can tell the material in class. Memorization techniques serve as an indicator of arbitrariness. First, this is a multiple reading of the entire material, then alternating reading and retelling. To memorize the material, it is very important to rely on visual material (manuals, models, pictures).
The productivity of memorization also increases the comprehension of the memorized material. Ways of comprehending the material are different. For example, to keep in memory some text, story, fairy tale, drawing up a plan is of great importance.
In parallel with voluntary memorization, the readiness of memory begins to play a certain role. The student, while reading, realizes that certain material he might be useful. The student plans in advance when and under what circumstances this or that material will be used. This has a positive effect on memory. The need for this or that educational material requires significant volitional efforts, which leads to the development of arbitrary memory. From the first day of training, the child must memorize a lot. However, he still does not know the technique of memorization, he does not know the techniques that facilitate memorization, he does not know how to check the degree of memorization. As a rule, not knowing all this, the student follows the path least resistance, which consists in verbatim mechanical memorization, excluding the comprehension of the logical connection in the content, in parts of the material.
It is accessible and useful for the smallest to draw up a plan in the form of a sequential series of pictures. If there are no illustrations, then you can only name which picture should be drawn at the beginning of the story, which one later. Then the pictures should be replaced with a list of main thoughts: “What is said at the beginning of the story? What parts can the whole story be divided into? What is the name of the first part? What is the main thing? etc.
Among schoolchildren, there are often children who, in order to memorize the material, only need to read a section of the textbook once or carefully listen to the teacher's explanation. These children not only memorize quickly, but also retain what they have learned for a long time, and easily reproduce it.
Most hard case- slow memorization and fast forgetting educational material. These children must be patiently taught the techniques of rational memory. Sometimes poor memorization is associated with overwork, so a special regimen is needed, a reasonable dosage of training sessions.
Very often, poor memorization results do not depend on low level memory, but from poor attention.
The memory of a schoolchild's child, despite its apparent external imperfection, actually becomes the leading function, taking a central place.
From class to class in the initial link, memory gets better. The more knowledge, the more possibilities form new connections, the more memorization skills, therefore, the stronger the memory. Teachers elementary school and parents have to work hard to improve the memory of children, encouraging them to organize and comprehend the educational material.
Plan
Introduction 2
Chapter 1. State of the problem. 4
1.1. Memory Definition 4
1.2. Types of memory 4
Chapter 2 Experimental studies memory
2.1. Diagnosis: auditory memory, 6
visual memory, 7
mixed memory, 7
semantic memory, 8
memory speed, 12
memory accuracy, 12
memory strength, 12
memory organization. 12
2.2. Analysis of experimental data. 12
Chapter 3
3.1. Exercises for the development of memory. 12
3.2. Rules for better memorization. 14
Conclusion. 17
Literature. 18
Introduction
Everyone complains about their memory
But no one complains about his mind.
(F. de La Rochefoucauld)
Why do many students do poorly in school?
Many answers can be given to the question posed.
Some students, explaining the reason for poor academic performance, complain that they cannot carefully listen to the teacher's explanation. Here is what one student said about herself: “I began to notice a long time ago that when I try to listen carefully to the teacher, then gradually my thoughts begin to lead me away from the explanation, and I cannot concentrate, catch the meaning of the teacher’s words. I will start listening to the teacher, but after 2-3 minutes something distracts me; I am watching the experiment, and suddenly extraneous thoughts appear in my head. And at home I have to spend a lot of time preparing lessons.
Other schoolchildren, explaining the reasons for their poor academic performance, complain about their memory.
As you can see, the reasons for the poor performance of students are that they have successful study insufficiently developed memory, attention, etc. Academic performance is often low not because children do not want to learn, but because learning abilities are poorly developed.
One of the main causes of poor academic performance is the inability of students to learn. It is this inability that turns study into meaningless cramming, makes educational work unbearably difficult, joyless, and unproductive. The memorization method does not justify itself, because. at the same time, strong associations with other objects are not created in the human mind. Thoughts and knowledge acquired through mere cramming are inevitably forgotten.
“The disproportion between skills and knowledge lies in the fact that the student still does not have the skills that represent a tool for mastering knowledge, and the teacher presents him with more and more new knowledge: learn, do not yawn. Such a student is like a person without teeth: forced to swallow unchewed pieces, he first feels unwell, and then falls ill, cannot eat anything ... ”, Sukhomlinsky wrote at one time.
Meanwhile, even now in schools little attention is paid to the development learning abilities.
Teachers take care of developing, mainly, special skills that are needed to study "their" subject. Interdisciplinary techniques are, as it were, "no one's" and therefore much less attention is paid to their formation.
As a rule, students, analyzing the studied phenomena, revealing the connections between them, evaluating the events of social life, do not know that they intuitively apply scientific methods, principles of knowledge, and do not know how to apply them. With unforgivable carelessness, without any explanation, they use the names of mental operations in textbooks and at lessons - comparison, generalization, classification, proof, etc., as if the mechanism of these operations was once explained to the students by someone.
It is impossible to put up with such a situation when “the student studies and learns a lot about the stellar and sea depths, about distant galaxies and elementary particles, about the state structure ancient egypt and Babylonia, but does not study and knows nothing about what is happening in his head when he perceives and cognizes the world around him.
In this regard, I was faced with the task of developing and implementing a memory development program and monitoring academic performance. The possibilities for developing memory are endless. After reading a lot of literature, mostly on the Internet, I still took the works of Dr. pedagogical sciences, Professor N.M. Mochalova. She developed special tests to study learning abilities. Gradually fill in the lines individual card how would you compose full portrait abilities for mental activity. From the map it is already clear what is going well, and what needs to be taken seriously.
Subject psychological research human memory is no doubt relevant to present stage and could be a subject for research.
Based on this, based on my personal interest in the study of various types of memory and its role in educational activities, I determined the topic of my work "The study of memory and its influence on academic performance."
The purpose of the work is to study the memory
An object research - memory
The subject of the study is the types of memory, the main methods of its study and its connection with academic performance.
1.1. Definition of memory
Memory is the ability of the brain to store various information and reproduce it. Without memory, not only teaching is impossible, but the whole life of a person. Memory is rightly called the keeper of the human mind, the treasury of his knowledge and skills.
Memory is the basis of personality. “A person deprived of memory, in fact, will cease to be a person” (Ch. Aitmatov.).
“Without memory, Rubinstein wrote, we would exist for a moment. Our past would be dead to the future. The present, as it flows, would irrevocably disappear into the past.”
1.2. Basic memory processes
In modern psychological science memory is understood as a form mental reflection reality, which consists in fixing, preserving and subsequent reproduction by a person of his experience. Memory provides a person with the accumulation of impressions about the surrounding world, serves as the basis for acquiring knowledge, skills and abilities and their subsequent use. The preservation of experience creates an opportunity for learning a person and developing his psyche. Memory is a necessary condition for unity mental life man, the unity of his personality.
Memory is complex mental activity. In its structure, the main processes are distinguished: memorization, preservation, forgetting, restoration (recognition, reproduction).
Memorization is the process of fixing in the mind those images that arise under the influence of objects and phenomena of reality in the process of sensation and perception. Memorization is, as a rule, establishing a connection with what is already in the mind of a person. The connection between individual events, facts, objects or phenomena reflected in the human mind and fixed in memory is called associations in psychology.
Retention and forgetting are two interrelated processes. Preservation is the retention of what has been memorized in memory, forgetting is the disappearance, falling out of memory, i.e. a kind of process of fading and inhibition of ties. Forgetting is natural process, however, it is still necessary to fight it. Forgetting can be complete or partial, long-term or temporary. The process of forgetting is influenced by several factors, such as time, activity preceding memorization, and the degree of activity of the information available.
Reproduction is a process of memory, which consists in the appearance in the mind of memory representations, previously perceived thoughts, the implementation of learned movements. Reproduction is based on the revival of traces in the brain, the appearance of excitation in them.
Recognition is the process of the appearance of a feeling of familiarity upon repeated perception of an object or phenomenon. The two processes - reproduction and recognition - are similar, but still different. Reproduction, in contrast to recognition, is characterized by the fact that images fixed in memory are actualized (revived) without relying on the secondary perception of certain objects. Therefore, recognition cannot be an indicator of the strength of memorization, and when evaluating its effectiveness, it is necessary to focus only on reproduction.
1.3. Types of memory
Depending on the content of the memorized material, memory is of two types: figurative - remembering what we see, hear, feel; semantic - remembering thoughts, reasoning, the meaning of words and conventional signs. Depending on the sense organs used, memory is divided into visual, auditory, motor (for example, we better remember what we write down).
Visual memory is associated with the preservation and reproduction of visual images. It is extremely important for people of all professions, especially for engineers and artists. A good visual memory is possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for a sufficiently long time after it has ceased to affect the senses. In this regard, this type of memory implies a developed human ability to imagine. It is based, in particular, on the process of memorizing and reproducing material; what a person can visually imagine, he, as a rule, reproduces and remembers more easily.
Auditory memory is good memory and accurate reproduction of a variety of sounds, such as music, speech. It is necessary for philologists, people studying foreign languages, acousticians, musicians. a special variety speech memory is verbal-logical, which is closely related to the word, thought and logic. This type of memory is characterized by the fact that a person who possesses it can quickly and accurately remember the meaning of events, the logic of reasoning or any evidence, the meaning of the text being read, etc. This meaning can be conveyed in my own words, and quite accurate. This type of memory is possessed by school teachers, experienced lecturers, university professors, and scientists.
The level of memory development is characterized by volume - the amount of material that a person is able to remember; accuracy - the ability to accurately reproduce it; longevity - the duration of its preservation in memory; Efficiency - the ability to recall it when the need arises.
2.1. Memory diagnostics
Test 1. Auditory memory for 10 words
Option 1.
Disabled person, yogi, iodine, execution, reeds, map, whale, oath, penny, key.
Option 2.
Nature, scarecrow, blizzard, chamomile, turnip, watchman, strength, path, plate, street.
Test 2. Auditory memory for 20 words
Option 1.
Birch, cup, bed, subway, button, weather vane, baron, paw, sand, rock, metal, grass, boat, hare, laughter, ax, teeth, city, coast, hut.
Option 2.
Rose, ball, splinter, mask, poetry, cotton, sunrise, evening, lion, pine, salmon, rope, cat, palm, dictionary, doctor, chisel, rod, seal, box.
Test 3. Auditory memory for 30 words
Option 1.
Alcohol, diamond, Arab, attack, barn, apparatus, atlas, aristocrat, butterfly, balcony, bandit, barracks, unemployment, shore, whim, pain, letter, brew, branch, enemy, shot, thief, Sunday, gangster, count, gel, letter, thunder, cudgel, village.
Option 2.
game day, dart, odor, smoke, woodpecker, dragon, spruce, jumble, nonsense, corporal, hedgehog, container, ruff, toad, tin, beetle, yellowness, millstone, belly, flayer, plant, bison, abroad, mirror, evil , snake catcher, zone, finch, ideal.
Test 4. Auditory mechanical memory
Read 10 three-digit numbers quickly once. Then ask the teenager to reproduce.
Test 5. Visual memory for 10 words
Option 1.
Nail, rhinoceros, cucumber, cloud, peach, pirate, growth, work, north, marmot.
Option 2.
African, aster, coast, bank, age, question, pear, mushroom, board, pipe.
Test 6. Visual memory for 20 words
Option 1.
Fence, boot, sea, egg, snow, grass, torch, boat, rose, globe, dawn, book, shovel, world, zebra, guitar, marble, axe, horse, quote.
Option 2.
Sailor, head, gate, marmot, broom, gladiolus, mark, cruiser, motor, infantry, glacier, helmet, window, magpie, aspen, mushroom, bell, forest, sock, wardrobe.
Test 7. Visual memory for 30 words
Option 1.
arch, aksakal, watermelon, acrobat, astronaut, shore, brigade, ram, trouble, shore, water, faith, wave, leader, enemy, mountain, giant, guitar, hyacinth, hump, dragon, director, lumberjack, maiden, cudgel, food, rider, huntsman, raccoon, captain.
Option 2.
Giraffe, wife, heat, tin, pity, bison, splinter, ringing, order, zigzag, iris, intellect, game, spark, silt, cube, gingerbread man, crystal, edge, circle, summer, love, moon, lemon, weasel, carrot, meter, measure, music, hammer.
Test 8. Mechanical visual memory
There are 10 three-digit numbers on the sheet, written in a column. You have 20 seconds to memorize them. Then the children must reproduce the numbers that they memorized in any order.
Test 9. Mixed memory for 20 words
The students write 20 words under the dictation of the teacher, then remove the leaves and write from memory the words that they remember
Option 1.
cotton wool, glass, dead end, thunderstorm, fish, carpet, lily, mirror, motor, lamp, hero, table, bag, chalk, willow, falcon, scarf, granite, newspaper, sofa
Option 2.
flap, machine, wisdom, sweater, watering can, pencil case, laughter, conversation, cross, iris, kettlebell, frost, breakfast, captain, cow, gray hair, moss, hand, yolk, envelope,
Test 8. Semantic memory (connected pairs)
Option 1 Option 2
Horse - sleigh
Notebook - write
Chicken - egg
Pen - ink
Rooster - dawn
Medicine is a disease
Sugar is sweet
Knife - pain
Air is a ball
Water - ice
Pine - needles
Suspenders - pants
Clock - time
Dust - dirt
Socks - warm
Swimsuit - tan
Sweater - knitting needles
Bathrobe - rest
Newspaper - message
Steamboat - journey
Test 9. Semantic memory (unrelated pairs)
Option 1 Option 2
rope - airplane
caterpillar - sofa
school desk - apple
glasses - down jacket
cup - lattice
key - president
kitten - piano
bathrobe - milk
dryer - collar
letter - palm
Forest - box
Grass - marble
Home is the wind
Smoke - orange
Garden - cabinet
Hospital - swan
Parquet - soup
Words - bonfire
Table - birch
Drum - falcon
Test 10. Checking auditory memory for digital material
The student is monotonously, with the arrangement, list the numbers of each row. He must remember three-digit number and write it down, then read the numbers of the second row, and so on.
Option 1
972
1406
39418
067285
3516927
58391204
764580129
2164089573
45382170369
870932614280
Test 11. Checking visual memory for digital material
The teacher sequentially shows the students the numbers, the number of digits in which gradually increases. Students are invited to carefully look at the number of the first row and repeat or write down all the numbers included in it. Then look and write down the second number and so on.
Option 1
375
4201
59630
912674
0863915
27609581
780251469
1786025913
69415308257
394716408275
RAM Diagnostics
A row of 5 single-digit numbers is read out. They must be remembered in the order in which they are presented. Then you should mentally add the first number to the second and write down the sum, add the second to the third, write down the sum, and so on. There should be four sums in total.
Task options: Answers:
3 1 5 2 7 4 6 7 9
4 4 3 5 2 8 7 8 7
1 3 1 5 2 4 4 6 7
6 3 1 5 2 9 4 6 7
Memorization speed diagnostics,
accuracy, strength of memorization, organization of memory
There are 20 words written on a large sheet of paper.
Bream oak cow moon earth shark sparrow heron shovel hammer tea saucepan window watermelon pumpkin book hand nose clock bread
Slowly read all the words once. Then remove the sheet with words. Give 3 minutes to play. Then the inspector reads the words 2 more times. Pupils reproduce what they remember in writing. The third time the inspector reads 2 more times. Again, the students write down the words from memory.
After three days, the students are given the task: within 3 minutes to reproduce the words. After that, long-term memory is assessed.
2.2. Analysis of experimental studies.
This study visual and auditory operative memory of the subjects shows that some people are better at memorizing material based on visual images. For others, auditory perception predominates and acoustic images are better for them to hear once than to see several times. More specifically, as regards the study in this group, the indicators in the method for operational auditory memorization are higher than for operational visual memorization.
In general, the working auditory memory of this experimental group can be assessed as a highly developed auditory memory. Most of the subjects had no difficulty finding words by ear in all four sets of words they heard. What about the benefits of auditory memorization. Although among them there were those (in general, these are two people) in whom visual memorization - 3 -anie prevails over auditory, however, this advantage is not striking, since the indicators of their operational auditory and visual memorization are approximately equal. And yet, their visual working memory is rated as good and developed in terms of its volume.
The above study states the fact that the memory of schoolchildren is different. Data processing shows that auditory memory predominates in some students, while visual memory predominates in others. There are those who are equally well developed, both visual and auditory memory, such a combination is also very common.
In general, the analysis of the data showed that the memory of the subjects in all respects is quite good. An analysis of data processing mediated by memory shows that the subjects easily use intermediaries that facilitate their memorization, some draw conditional drawings, others convey the image of the drawing, while conditional drawings, as a rule, are used in cases where it is not possible to draw an object as a whole. concepts are abstract, here more often the subjects encountered difficulty. This process of meaningful logical memorization is completely different in its structure and requires mental concentration and certain experience from the subject, i.e. the subject is required to use logical thinking, with the difference that the methods of this thinking are aimed not only at making these elements available for storage in memory.
Further, the task of the study was to trace whether a good memory is always an indicator of high intelligence or bad memory indicator of low intelligence. For this purpose, the Aizenk test was carried out, which is designed to assess the general level of human intellectual development. Data processing shows fairly average performance, and in general, such a clear pattern of good memory and high intelligence could not be traced. Although many subjects with good memory scores have a higher overall intellectual development score than those with less high rates memory.
Therefore, the question of whether memory is a sign of great intelligence cannot be said unambiguously. research of a small group gives grounds to assert, no doubt, that this is exactly the case. in fact, there are a huge number of people who have a good memory and even a phenomenal one, but do not have a deep intellect. It has already been said above that phenomenal memory is not always the true criterion of the mind. Although it is fair to say that most people, in addition to their high intellectual abilities, had a good or even excellent memory, which in itself was not the reason for their genius. Speaking of school performance, memory greatly facilitates learning, so it should still be noted that a good memory in itself is intellectual ability of a person, then memory and intelligence go in parallel. for example, a person's vocabulary is a good indicator of high intelligence, so memory is still inseparable from mental processes, including thinking. One plays the piano well; learns music the other likes to draw. Therefore, to a large extent, memory can be developed through systematic training. To do this, they offer the following recommendations that will help improve the type of memory that is less developed. In order to improve memory, it is necessary to carry out and remember the following, that during adolescence, important processes related to the restructuring of memory take place. Logical memory begins to develop actively and soon reaches such a level that a person switches to the predominant use of this type of memory, as well as to arbitrary and mediated memory. As a reaction to the more frequent practical use of logical memory in life, the development of mechanical memory slows down. Complaints about memory at this age are more common than in younger students. Along with this, there is an interest in how to improve memorization.
3.1. Memory training exercises.
During the study, each type of memory was tested. Our research has shown that students do have a poorly developed memory.
But a bad memory is not given to them from birth. It became like this because it was not developed enough. Numerous examples can be cited that testify to what a high level the development of memory reaches. They claim that great commander Alexander the Great knew by sight all his soldiers of the 30,000th army. Soviet academician A.F. Ioffe memorized a table of logarithms, consisting of 9 thousand multi-digit numbers. Geesterman, a professor from the GDR, spoke 132 foreign languages. The famous chess player Alekhine played blindly on 40 boards at the same time. Of course, only a few have such a great memory. But the memory necessary for successful study can be developed by any student. Chinese wisdom says: “Memory is like a boat that floats on a river against the current. It moves forward while rowing, i.e. while you develop your memory. As soon as you stop rowing, you are immediately carried back.
Not every person is naturally given a perfect memory capable of mastering the information he needs. Of course, you can use various paper, audio, video and computer media to store and retrieve information, but in an increasingly complex human environment environments need to store a large amount of data in own memory. And not just to store, but to be able to use it effectively. Representatives of many professions - pilots, astronauts, etc. - often there is simply no time to turn to other sources of information, except for one's own memory.
Therefore, memory training, its development, the development of abilities to analyze the huge flow of incoming information are so important.
With the development of society, the amount of information that a person needs to keep in memory is increasing. There are fears that someday human brain will no longer be able to accommodate all that he needs. However, nature has endowed us with enormous reserves of memory, many of which are still unexplored or even unknown. Therefore, as it seems in this matter, we can look to the future with optimism, and our memory will continue to be ours. true friend and assistant.
Memory cannot be trained the way, say, muscles are trained. Senseless memorization of the material will not lead to the fact that every day it will be easier for the student to memorize new material. However, systematic mental exercises make it possible to penetrate deeper into the essence of facts, make it easier to navigate the material, and contribute to the inculcation of the skills of rational memorization, memorization and recall. All this strengthens the power over memory processes. In this regard, the development of such qualities of a student as will, self-control, self-criticism, organization and composure, a sense of duty and a sense of responsibility is of particular importance.
▪ There are ten items on the table under a napkin. Within five seconds you are looking carefully, you need to have time to “photograph” objects with your eyes. Try not to look from object to object, try to grab everything at once with your eyes. And then reproduce what you remember. The more items you name, the better. / No errors - 10 points, 1-2 errors - 8 points, 3-5 errors - 5 points, 6 or more - 1 point /.
▪ Look carefully at this picture for 20 seconds. Remember what items were on the table, and imagine in what order they will fall if you pull the tablecloth off the table. / No mistakes - 10 points, 1 mistake - 8 points, 2 mistakes - 6 points, 3 mistakes - 4 points, 4 mistakes - 2 points, 5 or more -1 point./
▪This exercise can be done together. Before you is a set of twelve postcards - six of two identical. They are mixed. It is necessary to remember where the identical postcards lie. After memorization, the cards are turned over and you begin to perform the exercise. The first postcard is opened, for example, this is a “beetle” and you must indicate where the second such “beetle” lies. Two attempts are given for this. If you did not find the bug, then your partner performs the exercise. All postcards turned over by mistake are turned face down again, when the “beetle” is found, the second postcard is opened, and so on. / I can’t -1b, I can, but not all - 5 b, I can easily remember everything - 10 b. /
▪The game "Who will remember more?"
The players sit in a circle. The first participant calls any word, for example, a pencil, the next one must repeat this word and must name his word, for example, forest. The third one already repeats two words: a pencil and a forest, names his own, etc. Thus, at the end of the game, the winner remains, who has the most outstanding memory.
▪Game "What has changed"
▪Game "Cities"
▪A game " Good words»
▪For the development of verbal memory is the following exercise:
Write down as many words as possible on the topic: 1) school, 2) mathematics, 3) music, 4) book, 5) art, 6) seasons, 7) ethics, 8) sports, 9) composers, 10) writers, 11 ) scientists, etc.
Each topic is given 5 minutes.
3.2 .Rules for better memorization.
Along with memory development exercises, you need to know and apply several basic rules in your educational work.
The better you understand, the better you remember.
In ordinary life, we remember a lot without any effort. But learning often requires memory, which only works when we deliberately want to remember something. Memorization will be much better if we understand the material being studied, and not memorize it mechanically.
Develop memory by training attention
We remember only what we notice, and we notice only when we are attentive. Therefore, you need to train your attention. You can also do this in game form, for example, try to play with your interlocutor during a walk: who will mark the houses more. For the development of memory, pictures from the series “find ten differences” are also useful.
The more you work with the learning material, the better you remember it.
If the material being studied for understanding and memorization needs to be re-read 2-3 times, then each time one should not only re-read, but also actively work to master it. This means that it is necessary to highlight the main thing in the material being studied, compare it with previously studied material, and apply the acquired knowledge in practice. Drawing up a plan improves memorization almost twice. In most cases, you need to know the text of the textbook not by heart, but in such a way as to be able to retell it in a revised form, i.e. in your own words.
Apply in your studies different kinds memory.
For memorization to be successful, you need to try to combine different types of memory.
Fix the learning material in your memory as soon as possible.
There is a wise saying: "Repetition is the mother of learning." And the sooner the material studied in the lesson is repeated at home, the better it will be remembered.
Material that does not require a lot of work to understand it is better remembered if it is repeated before bedtime.
Not only read, but also retell the material being studied.
After repeated reading, one often gets the impression that memorization of the material has been achieved. If, after reading, you try to retell what you have read, it is actively recalled, which contributes to its memorization. The correctness of this advice was confirmed by an experiment conducted by psychologists: one group of students was asked to read the text four times in a row; another group read this text twice and retold it twice; as a result, the students of the second group in a day reproduced almost twice as much as the students of the first group.
Memorize a large text by heart not immediately, but intermittently.
Remember in parts
This method lies in the fact that all the information is "sorted out". That is: the text must be compiled into a summary, words should be divided into groups, formulas should be memorized along with examples. It is also important to deal with emerging issues at the same time, because when we get what we need ourselves, we learn it better. Therefore, like an ear going better just after fishing, and the line is memorized faster if it had an unfamiliar expression, peeped in the dictionary.
Conclusion
The purpose of this work was to study the memory of 6th grade students, to analyze the nature of the relationship between different types of memory and academic performance, both in general and in individual subjects (mathematics, Russian language, history). There are 16 people in the class. For each student, she filled out a card in which, in a five-point system, she assessed each type of memory, in addition, estimates were used from cool magazine. The map also shows that in most cases, children with developed memory have a significant advantage in academic performance. Basically a good memory and high academic performance are running in parallel. Experience shows that with the beginning of the experiment, the majority of students have increased interest in learning, and academic performance has noticeably increased. Most favorable conditions for teaching the ability to learn exists in the middle classes, since the cognitive abilities of schoolchildren increase significantly, and the lessons are not yet overloaded with large and complex material.
And already in the primary grades, it is possible and necessary to explain some techniques to students in an elementary and accessible way.
And in high school, knowledge about the ways of development mental capacity not only are they not fixed, but they are significantly expanded and deepened, which makes it possible to put them into practice for independent creative work. The more fluent students are in these techniques, the more actively they participate in educational process and therefore the wider the possibilities for its problematic construction.
There is also a growing interest in learning, which, as you know, is a powerful means of motivating her.
And finally, mastery intellectual skills serves essential precondition so that after graduation, graduates can successfully engage in further education.
Memory is one of the main mental cognitive processes of a person's personality. She is the backbone of his life. It is thanks to her that a person can develop as a person, she is the basis of all cognitive processes.
The development of memory in children.
Formation and development of memory
WITH early childhood The process of development of the child's memory goes in several directions. First, mechanical memory is gradually supplemented and replaced by logical memory. Secondly, over time, direct memorization turns into indirect memorization, associated with the active and conscious use of various mnemonic techniques and tools for memorization and reproduction. Thirdly, involuntary memorization, which dominates in childhood, becomes voluntary in an adult.
In the development of memory in general, two genetic lines can be distinguished: its improvement in everyone, without exception civilized people with social progress and its gradual improvement in a single individual in the process of his socialization, familiarization with the material and cultural achievements of mankind.
A significant contribution to understanding the phylogenetic development of memory was made by P.P. Blonsky. He expressed and developed the idea that the different types of memory presented in an adult are also different stages of its historical development, and, accordingly, they can be considered phylogenetic stages of memory improvement. This refers to the following sequence of types of memory: motor, affective, figurative and logical. P.P. Blonsky expressed and substantiated the idea that in the history of the development of mankind these types of memory consistently appeared one after another.
In ontogenesis, all types of memory are formed in a child quite early and also in a certain sequence. Later than others, logical memory, or story memory, develops and begins to work. It already exists in a child of 3-4 years of age in relatively elementary forms, but it reaches a normal level of development only in adolescence and youth. Its improvement and further improvement are connected with teaching a person the basics of science.
The beginning of figurative memory is associated with the second year of life. It is believed that this type of memory reaches its highest point only for adolescence. Earlier than others, about 6 months old, affective memory begins to manifest itself, and the very first in time is motor, or motor, memory. According to P.P. Blonsky, genetically it precedes all the others.
However, many data indicate a very early ontogenetic emotional response of the infant to the mother's appeal. This suggests that, apparently, affective rather than motor memory begins to act earlier than others. Perhaps they appear and develop almost simultaneously.
From a slightly different angle, he considered the development of human memory L.S. Vygotsky. He believed that the improvement of human memory in phylogenesis proceeded mainly along the lines of improving the means of memorization and changing the links of the mnemonic function with other mental processes and human states. Developing historically, enriching his material and spiritual culture, man developed more and more perfect means of memorization, the most important of which is writing. Thanks to various forms speech - oral, written, external, internal - a person turned out to be able to subordinate memory to his will, reasonably control the course of memorization, manage the process of storing and reproducing information.
Memory, as it developed, came closer and closer to thinking. “Analysis shows,” wrote L.S. Vygotsky, “that a child’s thinking is largely determined by his memory… Thinking for a young child means remembering… Thinking never shows such a correlation with memory as at a very early age. Thinking here develops in direct dependence from memory." (18). A study of the forms of the underdeveloped children's thinking, on the other hand, discovers that they are reminiscences about a particular incident, similar to an incident that took place in the past.
Decisive events in a person's life that change the relationship between memory and his other psychological processes occur closer to adolescence, and in their content these changes are sometimes opposite to those that existed between memory and mental processes in the early years. For example, the attitude "to think means to remember" with age in a child is replaced by an attitude according to which memorization itself is reduced to thinking: "to remember or remember means to understand, comprehend, think."
Special studies of direct and indirect memorization in childhood were conducted by A.N. Leontiev. He experimentally showed how one mnemonic process - direct memorization - with age is gradually replaced by another, mediated one. This happens due to the child's assimilation of more perfect stimuli-means of memorizing and reproducing material. The role of mnemotechnical means in improving memory, according to A.N. Leontiev, consists in the fact that, turning to the use of auxiliary means, we thereby change the fundamental structure of our act of remembering; previously direct, immediate memorization becomes mediated.
The very development of stimuli-memory means is subject to the following pattern: at first they act as external (for example, tying knots for memory, using various items, notches, fingers, etc.), and then become internal (feelings, associations, ideas, images, thoughts).
In formation internal funds memorization the central role belongs to speech. The transition that takes place from externally mediated memorization to internally mediated memorization is in close connection with the transformation of speech from a purely external function into an internal function.
In preschool children, direct memorization improves with age, and its development is faster than the development of mediated memorization. In parallel with this, the gap in the productivity of these types of memorization increases in favor of the first.
Starting from school age, there is a process of simultaneous development of direct and indirect memorization, and then a more rapid improvement of mediated memory. Mediated memorization, developing more rapidly, soon catches up with the direct one in terms of productivity.
Features of memory development in children of primary school age
The development of memory in preschool age is characterized by a gradual transition from involuntary and direct to voluntary and indirect memorization. Z.M. Istomina analyzed how the process of formation of voluntary and mediated memorization in preschoolers proceeds and came to the following conclusions. In the younger and middle preschool age in children 3-4 years old, memorization and reproduction in natural conditions of memory development, i.e. without special training in mnemonic functions, are involuntary. In older preschool age, under the same conditions, there is a gradual transition from involuntary to voluntary memorization and reproduction of material. At the same time, in the corresponding processes, special perceptual actions stand out and begin to develop relatively independently, mediating mnemonic processes and aimed at better remembering, more fully and accurately reproducing the material retained in memory.
IN school years memory development continues. A.A. Smirnov spent comparative study memory in children of primary and secondary school age and came to the following conclusions:
From 6 to 14 years old, children actively develop mechanical memory for units of information that are not logically connected;
Contrary to popular belief about the existence of an advantage of memorizing meaningful material that increases with age, the opposite relationship is actually found: the older a younger student becomes, the less advantage he has of memorizing meaningful material over meaningless. This is apparently due to the fact that the exercise of memory under the influence of intensive learning based on memorization leads to a simultaneous improvement in all types of memory in a child, and above all those that are relatively simple and not associated with complex mental work.
Various memory processes develop differently with age in children, and some of them may be ahead of others. For example, voluntary reproduction occurs earlier than voluntary memorization, and in its development, as it were, overtakes it. The development of memory processes depends on the child's interest in the activity he performs and the motivation for this activity.
The transition from involuntary to arbitrary memory involves two stages. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something. At the second stage, the mnemonic actions and operations necessary for this arise and are improved.
It is believed that with age, the speed with which information is retrieved from long-term memory and transferred to operational memory increases, as well as the amount and duration of operative memory. It has been established that a three-year-old child can operate with only one unit of information currently in the RAM, and a fifteen-year-old child can operate with seven such units.
With age, the child's ability to evaluate the possibilities of his own memory develops, and the older the children, the better they can do this. Over time, the strategies for memorizing and reproducing the material that the child uses become more diverse and flexible. Of the 12 pictures presented, a child at the age of 4 recognizes all 12, but is able to reproduce only two or three, while a 10-year-old child, having recognized all the pictures, is able to reproduce 8 of them.
In children of early preschool age, involuntary, visual-emotional memory dominates. Most normally developing children of primary and middle preschool age have well developed direct and mechanical memory. It is known from psychology that the development of memory is closely correlated with the development of thinking in children. It has been established, for example, that the progress of the operational structures of the intellect has a positive effect on the mnemonic processes of the child.
In general, the memory of children of primary school age is quite good, and this primarily concerns mechanical memory, which progresses quite quickly during the first three to four years of schooling. The indirect, logical memory lags somewhat behind in its development, since in most cases the child, being busy with learning, work, play and communication, completely manages with mechanical memory.
If, however, children of primary school age from the first years of schooling are specially taught mnemonic techniques, then this significantly increases the productivity of their logical memory. Ignorance of these techniques, inability to use them in practice, is probably the main reason for the weakness of voluntary memory in many children of this age.
Teaching children mnemonic actions should go through two stages. In the first of them, children need to master mental operations needed to memorize and reproduce the material, and on the second - to learn how to use them as a means of memorization in various situations. Normally, this should happen as early as the senior preschool age, but it is possible to begin and basically complete this process in the lower grades of the school.
The active development of the memory of children in the first school years is facilitated by the solution of special mnemonic tasks that arise before children in the corresponding types of activity.
Psychological foundations for improving the memory of younger students
students primary school learn different strategies to help them memorize the material. These strategies are sometimes referred to as memory management tricks. Let's see how some of these techniques are improved.
1. Repetition. At first, children simply repeat each memorized word, saying it to themselves several times. Around the age of 9, they begin to repeat words in groups.
2. Organization. Another important achievement in the field of memorization strategies is the ability to organize memorized material. Pupils in grades 1-3 tend to link words through simple associations, depending on the proximity of the words in the list presented. Older children organize words into groups according to common features. Children who group words into categories are able to memorize and recall more material than those who do not. However, before the age of 9, they rarely use this strategy on their own initiative.
3. Semantic processing. If you observe how children memorize sentences and entire paragraphs, it turns out that they can often remember not only what was actually said, but also what they logically deduce from the memorized phrase. In a series of studies by Scott Paris and colleagues, children were asked to remember sentences like, "Her friend was sweeping the floor." Then they were asked if this friend had a broom. Not difficult for 11 year olds logical way come to the conclusion that she has a broom, while 7-year-old children could not say anything definite, referring to the lack of information. This active process, called semantic processing, involves using inference to reconstruct an event, instead of easy playback an "unedited" copy of the information stored in memory.
4. Creating mental images. Children can be taught to memorize unusual material by creating a mental image based on it. Older children are easier to create such images than small children, and their images are more vivid and better remembered.
5. Search for information in memory. Often children, when trying to spell a word, look for the correct letters stored in memory. They may know what letter a word starts with, but sometimes they need to check multiple possibilities.
6. Creation of scripts. To store recurring events, memory can be organized into sets of scenarios. An event that happens again and again does not need to be separately stored in memory each time. It can be saved as a standard sequence of permanent events, along with slots for variable items.
The more special mnemonic tasks that arise for schoolchildren in the game, communication and work, the faster his memory develops. At the same time, mnemonic actions are distinguished in special group among other types of actions performed in connection with the implementation of a particular activity. Mnemic - these are actions aimed at remembering, preserving and reproducing information.
For the development of a child’s arbitrary memory, it is important to catch in time and make the most of his desire to remember something. Stimulation of repetition plays in the development of memory important role, and repetition should be encouraged in every possible way. Repetitions provide translation of information from short term memory in the long term.
The course of development and improvement of mnemonic means can be imagined as follows:
1. The transition from specific mnemonic means (memorizing some objects with the help of others) to abstract ones (memorizing objects with the help of signs, drawings, diagrams, etc.).
2. Transition from mechanical to logical means memorization and reproduction of material.
3. Transition from external means of memorization to internal ones.
4. The transition from the use of ready-made or known means of memorization to new, original, invented independently.
Following this course of development in improving the means of memorization and reproduction ensures the gradual formation of mediated and voluntary memorization in the child, while simultaneously developing mnemotechnical means.
One should keep in mind important point which distinguishes the learning of children from the learning of adults. A child learns material relatively easily only when he has a clearly expressed direct cognitive or consumer interest in this material. This remark also applies to memory. Its development in children will take place actively only when the child himself is interested in using the appropriate means of memorization, in preserving and reproducing the memorized material.
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Ministry of Education and Science of the Russian Federation
Novokuznetsk Institute (branch)
federal state budgetary educational institution
higher professional education
"Kemerovo State University"
Faculty of Pedagogy and Methods of Primary Education
Department of Pedagogical Technologieselementary education and child development psychology
Coursework in psychology
The development of memory in children of primary school age
Students of the NOI-12-03 group
Maslova N.A.
Supervisor
candidate of pedagogical sciences, associate professor T.V. Zgurskaya
Novokuznetsk 2015
Introduction
1. Theoretical basis memory development in younger students
1.1 The development of memory in a younger student as a pedagogical problem
1.2 Age-related features of memory development in a younger student
1.3 Diagnosis of the formation of memory functions of a younger student
2. Psychological pedagogical conditions development of verbal-logical and visual memory of a younger student
2.1 Application didactic games in mathematics lessons to develop the memory of younger students
2.2 Development of the memory of younger students in the Russian language lessons
2.3 Teaching younger students the techniques of mediated memorization
Literature
Applications
Introduction
Throughout the ages, people have highly valued moral education. The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. At present, moral guidelines are crumpled, the younger generation can be accused of lack of spirituality, unbelief, and aggressiveness. Therefore, the relevance of the problem of moral education of younger schoolchildren is connected, according to at least, with four provisions:
Firstly, our society needs to train widely educated, highly moral people who possess not only knowledge, but also excellent personality traits.
Second, in today's world small man lives and develops, surrounded by many diverse sources of strong influence on him, both positive and negative character which (sources) daily fall upon the immature intellect and feelings of the child, on the still emerging sphere of morality.
Thirdly, education in itself does not guarantee a high level of moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person.
Fourthly, arming with moral knowledge is also important because they not only inform the younger student about the norms of behavior approved in modern society, but also give an idea of the consequences of breaking the norms or the consequences of this act for the people around them.
The general education school is faced with the task of preparing a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution of this problem is connected with the formation of stable moral properties of the student's personality.
The significance and function of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality.
The problem we are studying was reflected in the fundamental works of N.M. Trofimova, Ya.I. Koldunova, I.F. Kharlamova and others, which reveal the essence of the basic concepts of the theory of moral education, indicate ways of further development of the principles, content, forms, methods of moral education.
Research controversies: revealed contradictions between the need to develop memory in a younger student and the insufficient development of the psychological and pedagogical conditions for this process.
Thus, all of the above determined the choice of the research topic. "Formation of moral values in junior schoolchildren» .
Purpose of the study: To identify the psychological and pedagogical conditions for the development of memory in a younger student.
An objectresearch: formation process moral qualities in younger students.
Itemresearch: pedagogical conditions for the formation of moral qualities of younger students.
Research hypothesis: the implementation of psychological and pedagogical conditions for the development of memory in a younger student will be effective if:
Didactic games for the development of memory are used in mathematics lessons;
The development of verbal-logical memory is being carried out in the lessons of the Russian language;
Younger students are taught the techniques of mediated memorization.
Research objectives:
1. Analyze the problem of the formation of moral qualities in the philosophical and psychological-pedagogical literature;
2. Determine the role of moral qualities in the structure of the moral consciousness of the individual;
3. To identify the criteria and their indicators, to determine the levels of formation of the moral qualities of younger students at different stages of the pilot study;
4. To develop and substantiate the pedagogical conditions for the formation of the moral qualities of younger students during extracurricular activities teachers.
Research methods: analysis of psychological and pedagogical and methodical literature on the research topic; methods: "Semantic memory", "Grouping", "10 words", "Study of operational auditory memory", "Remember figures", "Study of involuntary visual memorization".
1. Theoretical foundations of development
1.1 The Problem of the Formation of Spiritual and Moral Qualities in Philosophical and Psychological-Pedagogical Literature
The problem of spiritual and moral education of the individual has always been one of the most urgent, and in modern conditions it is of particular importance. An analysis of the psychological and pedagogical literature shows that a lot of attention has been paid to the upbringing of spirituality. Many of these studies were completed long ago, which indicates that this problem has always been considered important in the education of every citizen.
in different historical periods development of society, the problem of moral education of the younger generation and the training of professional teachers for this type of activity was relevant. Valuable thoughts on moral education were formulated by the ancient Greek philosophers Democrat, Socrates, Plato, Aristotle.
Aristotle was convinced of the limitless possibilities of man in his moral development. He advocated the idea that "it is in our power to be moral or vicious", "morality is not given to us by nature". According to him, morality is the property of the soul. In the achievement of morality, he gave place to knowledge, the teaching of the beautiful. But knowledge, as Aristotle notes, does not yet guarantee goodness. Appropriate habits are also necessary, because knowledge and action are not the same thing.
Domestic thinkers did not ignore this problem, starting from the period Kievan Rus(chronicler Nestor, Prince Yaroslav the Wise, Vladimir Monomakh). Original memo of the 11th century. is "Vladimir Monomakh's Teaching to his Children". The Instruction contains the following advice: to love the motherland, to be hardworking, humane, responsive to people, etc.
The question of moral education was thoroughly studied by teachers of the Renaissance. So, Vittorino where Feltre organized a school, which he called the "House of Joy", the fundamental principle of which was humanism. psychology student memory
Along with the main virtues, Ya.A. Comenius recommended that children develop modesty, obedience, cleanliness, goodwill towards other people, respect for elders, hard work. He attached great importance to moral education. good example teachers and parents, comrades, conversations with children on moral and spiritual topics; exercises in moral behavior, the fight against licentiousness, laziness, the observance of strict discipline on the principles of humanity. Moreover, discipline should be the same for all people, from the highest to the highest. lower classes. Violators of discipline must be punished, but methods must be chosen humane and applied wisely Ya.A. Comenius emphasizes that the “correction of human affairs on earth” and the development of society through improvement and happiness depend on the upbringing of children. Teachers are the soul and heart of education, and they are “placed in a highly honorable place because they have been given an excellent position, higher than which nothing can be under the sun.”
Speaking about the education of humanity in a person, Ya.A. Comenius identifies four main virtues - wisdom, moderation, courage and justice. The teacher emphasizes that a person is not born with moral qualities - they are brought up with her throughout her life; morality is associated with the education of wisdom and love for it in students. Moderation is needed in order to adhere to a sense of proportion in everything, never to reach oversaturation and disgust in anything. Courage includes such traits as endurance, readiness to be useful when needed, without offending anyone, giving each his own, avoiding lies, showing perseverance and courtesy.
D. Locke in the book "Thoughts on Education" considered the task of education to be the education of a gentleman, in the formation of which his moral sphere plays a significant role. A gentleman, according to John Locke, should be distinguished, above all, by "elegance in handling." Such a person can be brought up only by humane methods.
J.J. Rousseau is the author of the world famous works"Discourse on the origin and causes of inequality between people", "Public verdict", "Emil, or On education". In the education of morality, he promoted the idea of educating universal ideals. Rousseau formulated three tasks of such education - this is the education of good feelings, good thoughts and good will.
national system moral education based on folk pedagogy revived V.A. Sukhomlinsky, who saw the main activity of the teacher and student in making the latter a Man. In his “school of joy” under the “blue sky”, the spirit of cordiality, sincerity, responsiveness, mutual trust and mutual assistance reigned. Since the basic qualities of morality are laid down in a person at school, gradually “young men and girls strive to comprehend and correctly assess the moral sphere of their inner peace, to determine one's place in the modern and especially in the future life ”, then this aspect was not bypassed by the scientists of that time.
Among the progressive ideas of A.S. Makarenko for use by future teachers in the moral education of adolescents are: improving the structure of the relationship between the teacher and the pupil, pedagogical expediency formation of collectivist relationships, a reasonable combination of respect and exactingness towards children. Attention is drawn to the system of methods proposed by an outstanding teacher for the implementation of the moral education of schoolchildren: prognostic, information and educational, orientation-labor, communicative, evaluative, which allow to realize definite purpose at the micro and macro levels. For our study, it is valuable that these methods can be used both in general education and in higher education.
Among the researchers, one can also single out P.I. Zinchenko, whose work was compared with the productivity of two types of memorization - voluntary and involuntary - in subjects of different ages.
The beginning of the study of human memory as an activity was laid by the works of French scientists, in particular P. Janet. He was one of the first to interpret memory as a system of actions focused on remembering, processing and storing material. French school has been proven in psychology social conditioning all memory processes, its dependence on practical activities of people.
In our country, this concept has received its further development in the cultural-historical theory of the origin of higher mental functions of a person, developed by L.S. Vygotsky and his closest students A.N. Leontiev and A.R. Luria.
After analyzing the work on our topic, we found the following definitions of memory.
If you delve into antiquity, you can recall Aristotle, who argued that memory is the result of the work of the heart, and the brain serves only to cool the blood. Only in the 16th century, the Flemish scientist A. Vesalius showed that memory is connected with the work of the brain.
If we consider memory biological point vision, then you should turn to L.G. Voronin, who defined memory as a process of change nervous tissue under the influence of the action of stimuli, the result of which is the preservation and imprinting of traces nervous excitement(in this case, traces are understood as certain electrochemical and biochemical changes in neurons - nerve cells).
A. N. Leontiev has his own view of memory, who defines memory as cognitive process, consisting in remembering, preserving, restoring and forgetting the acquired experience.
However, as L.V. Cheremoshkina: "Memory is not just a repository of information, it is the basis of our consciousness, mind, intellect."
Memory is a very important part of our life. It is like a box in which our past is stored, for our future. A person who has lost his memory ceases to be a person, since any of our activities is based on the fact that the image of the perceived is stored in memory. If there were no memory, we would not be able to read a single sentence, because, going to the end of a sentence, we would forget what happened at the beginning.
Information received through the senses would be useless if memory did not maintain a connection between individual events and facts.
To comprehend the essence of memory, it is necessary to explain its structure.
Teachers almost constantly face the opposition of such types of memory as arbitrary and involuntary memory. involuntary memory It manifests itself in the fact that the goal to remember something is absent, but the result is nevertheless there. Arbitrary is characterized by the presence of a goal.
R.S. Nemov in his book distinguishes such types of memory as instant, short-term, operational, long-term and genetic memory.
Instantaneous memory is associated with the retention of an accurate and complete picture of what has just been perceived by the senses, without any processing of the information received.
short term memory is a way of storing information for a short period of time.
RAM is designed to store information for a certain, predetermined period, ranging from a few seconds to several days.
Long-term memory is capable of storing information for an almost unlimited period of time.
Genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance.
Memory is a complex mental process, and having briefly become acquainted with its types, we can move on to the factors that affect the level of memory development.
It should be remembered that the most important thing to remember is not to get acquainted with how you can big amount private techniques and methods of quick memorization, etc., but to understand the general factors on which they are all built. Having mastered them, the younger student will be able to memorize absolutely any necessary information in the most efficient way for him.
According to T.B. Nikitina, there are factors that underlie any effective memorization, as is the desire factor:
Such a factor suggests that in order to remember information, you need to want to do it. Have a clear and conscious intention, set the task of remembering. Oddly enough, a huge percentage of unsuccessful memorization is due to the fact that the student did not set a conscious task - to remember.
Awareness Factor:
This factor tells us that in addition to desire, it is necessary to think about the motive - why the memorized information is useful, how and when, you will have to use it. It is good if the child can realize and set the goal of the upcoming memorization.
In order to remember information, you need to establish a connection with the knowledge or experience that the child already has. In other words, each new piece of information cannot be left unlinked to anything - it must be connected to something. If no connection is established, then it will be very difficult to find it in the depths of memory. In order for the information to be assimilated, the child has two ways: either to cram it, or to establish a connection or connections and limit it to one or two repetitions. Moreover, the more connections between two thoughts or facts are established, the higher the probability of recalling one information with the help of another. As each new connection is established, new ones are in turn established. nerve connections, and the more such connections, the better the adhesion between the facts. Connections can be of two main types - logical (semantic) and associative (figurative, abstract).
Impressive Factor:
He determines that if you want memorization to happen faster and the traces to be stored as long as possible, you need to help children's memory transform the memorized information into a form that is comfortable for it. In other words, any information you need to try to make it look like a vivid impression.
Good Attention Factor:
This factor suggests that without attention there is no memorization. Eighty percent of memory failures have to do with not paying attention well enough. Therefore, it is necessary, firstly, to develop the skills of concentration, and secondly, never forget it, connect it in time.
When applying memorization techniques, it is necessary to remember the following: techniques are not a substitute for memorization itself, but only a means to reduce the time for memorization. natural memory, given from birth, is always involved in the work. Techniques are a help to her, they cannot be overestimated and must be adjusted to natural (it is also called natural) memory.
Thus, Aristotle, I.P. Pavlov, N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev, P.I. Zinchenko, P. Zhane, L.S. Vygotsky, A.R. Luria, L.G. Voronin, L.V. Cheremoshkina, T.B. Nakitina and others.
The memory of a younger student is a cognitive process consisting in memorizing, storing and reproducing information, based on verbal, logical, visual and auditory memorization.
1.2 Age features of developmentmemory development in younger students
After analyzing the characteristics of the age of a younger student, we found that they are closely related to educational activities.
Learning activities are not limited to attending an educational institution or acquiring knowledge as such. Knowledge can be a by-product of play, recreation, or work. Educational activity is an activity directly aimed at the assimilation of knowledge and skills developed by mankind.
Educational activities were studied by such scientists as A.N. Leontiev, D.V. Elkonin, V.V. Davydov, L.S. Rubinstein and others.
D.B. Elkonin said that this or that activity performs its leading function most fully during the period when it develops and takes shape. The younger school age is the period of the most intensive formation of educational activity.
To understand what learning activity is, you need to understand its essence.
Having studied the literature, one can come to the conclusion that the essence of educational activity is the appropriation of scientific knowledge. The child, under the guidance of a teacher, begins to operate scientific concepts.
According to D.B. Elkonin, the result of educational activity, during which the assimilation of scientific concepts takes place, is, first of all, a change in the student himself, his development. IN general view we can say that change is the acquisition by the child of new abilities, that is, new ways of acting with scientific concepts. Thus, learning activity is, first of all, such activity as a result of which changes occur in the student himself. This is an activity of self-change, its product is the changes that have occurred in the course of its implementation in the subject itself.
After analyzing the literature, we can come to the conclusion that great changes are also taking place in the processes of memory of a younger student. Having come to school, children already know how to memorize arbitrarily, but this skill is imperfect. So a first-grader often does not remember what he was asked to do at home, but he easily and quickly remembers what is interesting, what causes strong feelings. They have a very great influence on the speed and strength of memorization. Therefore, children easily memorize songs, poems, fairy tales that I call vivid images and strong feelings.
As studies by A.A. Smirnova, P.I. Zinchenko, A.N. Leontiev, children effortlessly remember the material with which they act. Therefore, involuntary memorization plays an important role in the educational activities of younger students.
Some psychologists argue that rote memorization predominates in children of primary school age.
E. Meiman argued that logical memory in children of primary school age begins to predominate from the age of 13-14.
V. Stern believed that understanding the meaning of words in childhood is of little importance.
Research by Soviet psychologists shows that rote learning in children is less effective than meaningful learning.
According to A.A. Smirnov, the main reason for easy memorization, incomprehensible and meaningless, is associated with special treatment children to him. She attracts increased attention, awakens curiosity, makes one search for meaning, find out what it means, and for this, remember it, remember even involuntarily, imperceptibly, despite the complete incomprehensibility of what is remembered.
But it is voluntary or meaningful memorization that is an important part of educational activity in primary school age. Therefore, it is necessary to teach younger students the techniques of indirect memorization, which we will discuss in paragraph 2.3.
An analysis of the literature showed that initially younger schoolchildren better remember visual material: objects that surround the child and with which he acts, images of objects, people. The productivity of memorizing such material is much higher than memorizing verbal material.
If we talk about memorizing verbal material, then throughout this younger age children are better at remembering words denoting abstract concepts.
In a study by Soviet psychologists, it was found that the memorization of concrete and abstract words is greatly influenced by the unity signaling systems. Thus, students firmly retain in their memory such specific material, which is fixed in memory based on visual images and is necessary for understanding what is being remembered. It is worse to remember specific material that is not supported by a visual image.
Psychologists say that the concrete - figurative nature of the memory of younger students is manifested in the fact that children cope even with such difficult memorization techniques as correlation, division into parts of the text, if there is a reliance on clarity.
As L.F. wrote Obukhova, At school, the child faces the need to memorize arbitrarily. Educational activity strictly requires memorization from the child. The teacher gives the child instructions on how to remember and reproduce what should be learned. Together with the children, he discusses the content and volume of the material, divides it into parts (according to the meaning, according to the difficulty of memorization, etc.), teaches to control the memorization process. Understanding is a necessary condition for memorization - the teacher fixes the child's attention on the need for understanding, teaches the child to understand what he must remember, sets the motivation for the memorization strategy: the preservation of knowledge and skills not only for solving school tasks, but for the rest of life. Since the regulatory nature of activity prevails in primary school age, it is very important to develop the motivational sphere.
Also L.F. Obukhova wrote that arbitrary memory becomes a function on which educational activity is based, and the child comes to understand the need to make his memory work for himself. It is the memorization and reproduction of educational material that allows the child to reflect on his personal mental changes as a result of immersion in educational activities and to see with his own eyes that "teaching yourself" means changing oneself in knowledge and in gaining the ability to voluntary actions.
So, having studied the literature, we can come to the conclusion that the memory of a younger student is a primary component of educational cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize large amounts of material, and then reproduce it. If a child does not master mnemonic activity, then he strives for rote memorization, which is not at all a characteristic feature of his memory and causes great difficulties. This disadvantage is eliminated if the teacher teaches him rational methods of memorization.
Based on the foregoing, it can be understood that the mnemonic activity of a younger student, as well as his teaching in general, is becoming more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specificity of content and new requirements for memory processes significant changes into these processes. The amount of memory is increasing. The development of memory is not uniform. Memorization of visual material is preserved throughout primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize verbal, often abstract material.
Thus, the leading activity of the junior schoolchild is educational activity. It causes the development of higher mental functions - the arbitrariness of attention, memory, imagination. Its primary component is the memory of the child. At primary school age, the regulatory nature of activity prevails, so it is very important to develop the motivational sphere.
1.3 Fu formation diagnosticsnctions of memory of younger schoolchildren
An analysis of the literature showed that there are methods for identifying the formation of memory functions in younger students.
Using the technique of L.D. Stolyarenko "Semantic memory", it is possible to identify the level of verbal logical memory.
Use the technique of S.D. Zabramnaya "Grouping", it is possible to determine the child's ability to semantic processing of the memorized material, the ability to highlight concepts.
To determine the level of development of auditory memory, the method of L.D. Stolyarenko "10 words".
Methodology M.V. Lutkina, E.K. Lyutova "Studying operational auditory memory" is used to determine the amount of direct memorization of verbal material.
The method of E.I. helps to assess the level of visual memory. Rogov "Remember the figures".
To study the level of involuntary visual memorization will allow the method of S.D. Zabramnaya "Study of involuntary visual memory".
Taking into account what we have defined in paragraph 1.1. determining the memory of a younger student, we identified 3 criteria, an indicator of the formation of the memory of younger students: visual memorization, auditory memorization, verbal logical memorization. They are characterized in table 1.
Table 1Criteria, indicators formedmemorymjunior schoolchildren
|
Criteria |
Indicators |
Research methods |
|
|
visual memory |
Perceives and remembers from 8 to 10 pictures after presentation. |
1) "Remember the figures" 2) "The study of involuntary visual memory" Applications 1.2. |
|
|
auditory memorization |
Reproduces 10 words perceived by ear after presentation. |
1) "Ten words" 2) "Studying operational auditory memory" Applications 3.4. |
|
|
Verbal - logical memorization |
Comprehends the material, uses the semantic connection between words during reproduction. Reproduces from 7 to 10 pairs of words. |
1) "Semantic memory" 2) "Grouping" Applications 5.6. |
The study of the process of memory development showed that memory has 3 levels of its development. Each level is characterized by a number of indicators (Table 2).
table 2Characteristics of the levels of memory formationjunior schoolchildren
|
Appears in younger students. |
||
|
Memory is well developed, the child memorizes well and can reproduce both visual (remembers 10 pictures) and auditory information (reproduces up to 10 words), knows the techniques of logical memorization (understands and reproduces 0m 7 to 10 pairs of words). |
||
|
Memory is well developed, it makes minor mistakes when reproducing information, visual memorization - from 5 to 7 pictures, auditory memorization - 5-7 words, not always uses logical memorization techniques - from 5 to 6 pairs of words. |
||
|
He makes many mistakes, so with visual memorization he perceives less than 4 pictures, with auditory memorization - less than 4 words. Does not use logical memorization techniques - reproduces up to 4 words. |
Thus, in our study, we determined the criteria, indicators of the formation of the memory of a younger student: visual memory, auditory memory, verbal-logical memory.
After analyzing the psychological and pedagogical literature, we can draw the following conclusions:
The problem of memory development was dealt with by Aristotle, I.P. Pavlov, N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev, P.I. Zinchenko, P. Zhane, L.S. Vygotsky, A.R. Luria, L.G. Voronin, L.V. Cheremoshkina, T.B. Nakitina and others.
The memory of a younger student is a cognitive process consisting in memorizing, storing and reproducing information, based on verbal, logical, visual and auditory memorization.
The leading activity of the junior schoolchild is educational activity. It requires the development of higher mental functions - the arbitrariness of attention, memory, imagination. Its primary component is the memory of the child.
At primary school age, the regulatory nature of activity prevails, so it is very important to develop the motivational sphere.
Intentional or voluntary memorization is an important part of learning activities in primary school age.
In our study, we determined the criteria, indicators of the formation of the memory of a younger student: visual memory, auditory memory, verbal-logical memory.
To diagnose the levels of memory formation of younger students, we offer the following methods: "Remember the figures", "Study of involuntary visual memorization", "10 words", "Study of operational auditory memory", "Semantic memory", "Grouping".
There are 3 levels of memory development of younger students: high, medium, low.
2. Psychological and pedagogical conditions of developmentmemory development in younger students
2.1 The use of didactic games in mathematics lessons fordevelopmentmemory of younger students
To implement the first position of the hypothesis, we used games for the development of verbal, logical and visual memory, such as:
1. "Lookmake no mistake."
To conduct the game, you must first make notes on the board or on the screen.
For example:
The teacher calls one student from each team in turn and asks to write a letter or number instead of a square so that equality is fulfilled. After the completion of this work, everyone is invited to carefully review and check the records. Next, the right side of the identity is closed first and it is required to reproduce the left side, then vice versa. Then the game becomes more complicated: all records are closed, and it is required to play them from memory. One student is called to play one or two records. It is desirable that the entries be made in the order in which they were offered on the board. The game is played by the teacher. Students are called to the board in turn from each team. A participant who completes the task brings the team 5 points, a participant who does not complete the task deprives the team of 3 points. The results of the competition are recorded on the board. For violation of discipline, 1 point is deducted. At the end of the game, individual students are given grades in a journal.
2. "Chain".
Each student has a card on which empty circles are drawn, connected by arrows in a chain. Numbers must be entered in the circles. They can be anything, they can even be repeated. But one rule must be strictly observed: arrow goes from the smallest number to the largest. The assignments are also
3. "Domino".
The game will require pre-prepared cards (28 pieces), each half depicts one or another geometric figure (polygon, square, rectangle, oval, circle, rhombus). On duplicate cards, 2 identical figures are depicted, and the seventh double consists of two empty halves. Then all the cards are laid out face down on the table. In the likeness of an ordinary domino, at any end of the track, the child picks up and applies one necessary card in one move and at the same time names the fallen figure. If the player does not have the desired figure on the card, then he has the right to total number cards to find the desired picture. The winner is the player who is the first to get rid of all the cards.
4. "Pass the cube".
A plastic colored cube is placed on the first desk of each row.
At the signal of the teacher, the cube is passed to each student in turn, with the names of the numbers in order, until it returns back to the first desk. Then, in the same way, they pass a cube with the name of the numbers in descending order, naming each previous number.
The row that finishes passing the die first wins.
The game is repeated 2-3 times.
5. "Create a menu for Robin-Bobbin-Barabek."
Children are well aware of the character in the work of S. Marshak Robin-Bobin, who "ate 40 people and a cow, and a bull, and a crooked butcher."
The game starts with:
The man has changed, Robin-Bobin-Barabek.
After all, imagine yourself:
He eats fruits and vegetables.
10 kilograms he
Contributes per day to the diet.
What is it that he eats?
Which one of you will know sooner?
The poster shows fruits and vegetables. Under each picture, there is an example for tabular addition or subtraction within 10. The task of the children is to solve the examples and pick up their pairs so that the sum of the answers is 10 (because the condition of the game says that Robin-Bobbin can eat 10 kg of fruits and vegetables per day ). For example, the example "8 - 3" is written under the cabbage pattern, "7 + 1" under the carrot pattern, "3 + 2" under the apple pattern, etc. So one of the answer options is: Robin-Bobbin can eat cabbage (in the answer 5) and apples (also 5 in the answer), then the total will be 10.
You can invite children not to write down expressions, but to draw a fruit or vegetable schematically and write the answer in the center.
6. "Open the lock with a key".
Each student has a key, which depicts geometric shapes (different in color and location). I have several locks with geometric shapes. Children select a certain key for these locks, which should fit the correct arrangement of geometric shapes. In the future, I modernized this game: instead of geometric shapes, I placed examples on the lock, and answers to these examples on the keys. This game helps in developing computational skills.
7. "Collect a picture." The game is based on the time-tested principle of visibility in learning. Conducting this game is appropriate in the classroom in elementary school when consolidating or familiarizing yourself with new material, when you can pick up a picture on the topic, graphic image. The game takes 10-12 minutes of the lesson.
The essence of the game is as follows: students must collect a picture cut into several (6-7) parts. If the game is played at the stage of familiarization with new material, then the teacher introduces the concepts on the image of the picture. Students will paste the assembled picture in workbook and label the image elements correctly. The teacher evaluates the accuracy of the work.
If the game is played at the stage of consolidating the material, then the concepts depicted in the picture, the students must formulate independently and correctly. Unlike the previous case, the game takes place without the direct participation of the teacher, that is, independently.
The game will be most memorable if the image of the drawing is clear, colorful and accessible to everyone. There should not be anything superfluous in the figure that would distract the attention of students from the main thing. In the process of the game, the development of memory, creativity, develops correct speech increase students' interest in the subject.
8. « Game for the development of visual memory» .
A task is written on the board in advance (a few numbers, it is possible to use geometric shapes). Students are asked to memorize them in the given order. After a short time (1-2 minutes - depending on the age of the students, on their psychological and pedagogical characteristics, on the complexity of the task), we remove the entry from the board, and the children should try to answer the teacher's questions (answer in chorus) or in writing in notebooks.
Thus, the implementation of the first position of the hypothesis is carried out with the help of such didactic games as: “Look, do not make a mistake”, “Chain”, “Domino”, “Pass the cube”, “Make a menu for Robin-Bobbin-Barabek”, “Open the lock with a key ”, “Collect a picture”, “Game for the development of visual memory”.
2.2 Developmentverbal-logical and auditorymemoryjuniorschoolchildren at Russian language lessons
To implement the second position of the hypothesis, we used methods for the development of verbal - logical and visual memory of younger students in Russian language lessons, such as:
1. « Dividing the text into semantic parts.
The most important technique for the development of memory in the lessons of the Russian language is the division of the text into semantic parts. Students use division into parts when memorizing large poems, but they often make the mistake of breaking the poem not into stanzas, but into lines. Ways of comprehending the memorized are different. So, to keep some text in memory, for example, a fairy tale, a story, drawing up a plan is of great importance. For first grade students, it is accessible and useful to draw up a plan in the form of a sequential series of pictures. Later, the pictures are replaced by a list of main thoughts: “What is said at the beginning? What parts can the story be divided into? In each specific case, the teacher needs to suggest to younger students how it is more reasonable to memorize this or that material. One must not think that all the delicate and painstaking work can be reduced to separate simple techniques that have magic power decide pedagogical problems. Success in the development of memory will be achieved by those teachers who will be able to arouse in younger students an interest in learning, in classes, and in striving for continuous improvement.
2. "Funny memoirs in the Russian language."
- Particle NOT with verbs is written separately.
NOT - the verb is not a friend,
They are always standing apart.
And write them together
They will never understand you!
- Particles NOT and NOR.
Oh, how similar NOT and NOR!
But still they are different.
No matter how cunning, no matter how wise,
Do not confuse NO and NO!
-TSYA / -TSYA in verbs.
On a winter evening, starry, quiet
What is snow doing? Spinning.
And it's time for tomorrow
What should everyone do? Go to sleep.
- accent in personal forms The verb "call" falls on the sound I.
My neighbor-know-nothing moans,
His phone doesn't ring.
The device-cunning is silent,
Waiting for someone to call.
- put on (what?) clothes; dress (whom?).
Nadya girl WEARED
Feel free to put on three dresses,
She put on a cloak and a coat -
No one gets cold!
I began to dress the doll,
Collect for a walk.
"It's getting hot, Mom!
Should I take off my mittens?"
- Come - I will come.
I can't come to you
And I won't go to school.
But what happened? Tell!
I can come. I will come.
- The verb "to go" in the imperative mood.
To the green light
You don't go
And never ride
GO! Remember?
- The verb "put" is used without prefixes, and "(to) lay down" - only with prefixes.
I'm not going to lay down, not to lie down,
And yes, you can't push it.
And you can put and put -
Remember, friends!
- Will I win or will I run? The verb "to win" in the future tense has only a complex form (to win, to become a winner).
“How will I go to the competition, how will I run everyone there!
I will win it without effort, if I endure enough!
“Don’t brag, literate, but quickly master the language.
You must know the rules in order to win!
- Separate and continuous spelling what/to, the same/too, the same/also.
To immediately become the smartest!
The same as Masha, I will write in a notebook,
Also tomorrow, like Masha, I'll get a five!
I will also go to the market
How I walked last year
I'll buy myself a cow there,
Also a horse and a goat.
- Word halves (half a room, half a world, half a watermelon, half a lemon, half a Moscow).
Now it's clear to us
Let's never forget:
The word FLOOR with any consonant
It is always written fluently.
Before "L" and before a vowel,
Before a capital letter
The word FLOOR is clear to anyone -
Separated by a dash.
- Genitive plural of nouns "socks", "stockings", "boots", "shoes".
"Stockings" and "socks" obey simple rule: The shorter, the longer.
Short socks - long word: socks (6 letters)
Long stockings - short word: stocking (5 letters)
And about “shoes” and “boots”, we invite you to remember a funny quatrain:
One pair of fashionable shoes
It costs like a huge truffle.
But leather boots
I bought as much as I could!
3. Russian folk tongue twisters and tongue twisters, too, perfectly, developchildren's memory
Not on the grass, but near, rolled "O" and groaned.
"Oh" groaned, "Oh" okalo not on the grass, but around!
I'll be at the oak, and you stand by the pines. We will ask both of them for strength.
Lyusya loves to teach Lenya, Lenya loves to teach Lyuba, Lyuba likes herself.
A couple of drums beat a storm, a couple of drums beat a fight.
Stupid, stupid, stupid bull.
Have you heard about shopping?
About what about purchases?
About shopping, about shopping, about my shopping!
Vova is cheerful, Fedya is cheerful, and Fofanov hung his nose.
Feofanych Mitrofanych has three sons - Feofanych.
4. "Let's hear the sounds."
For the development of auditory memory, tasks that can be used in literacy lessons “Let's listen to sounds” are effective. During the lesson, the teacher says: “Guys, it’s quiet at school now, lessons are going on, but can we listen to silence? What sounds can we hear? What do they stand for? Sit comfortably, close your eyes, listen to the sounds around you.” For two or three minutes the children listen to the silence, then the teacher offers to take a deep breath, exhale, calmly open your eyes and return to common work. Children tell who heard what and how they understood it, and then it turns out that they remember the sequence and volume, intensity of sounds in different ways. This exercise lowers the threshold of hearing (children who speak loudly do not perceive a quiet voice) and prepares students to interpret a long audio recording.
5. "Listen and draw."
We ask the children to listen to the poem and draw from memory the objects that it says.
We will draw nesting dolls:
One two three four five.
Most of all the first matryoshka:
Green sundress, kokoshnik.
Behind her sister - the second,
Performs in a yellow dress.
The third is less than the second:
Blue sundress.
At the fourth matryoshka
A little less growth
Blue sarafan,
Bright and beautiful.
Fifth matryoshka -
In a red dress.
Try to remember everyone
Get on with the drawing!
Thus, the implementation of the second position of the hypothesis was carried out using such techniques as: dividing the text into semantic parts, "Funny memoirs", Russian folk tongue twisters and tongue twisters, "Listen to the sounds", "Listen and draw".
2.3 Teaching younger students techniquesmediatedleg memorization
To implement the third position of the hypothesis, we used indirect memorization techniques, such as:
1.WITHthought grouping- division, division of the material into parts of the group with the allocation of the main, essential in each part and in all the material being memorized as a whole.
2.Classification- the material can be divided into certain, clearly defined parts - classes. In other words, classify information. For example, highlight: familiar words and unfamiliar, simple and complex, and so on. In this case, the memory load decreases exactly as many times as the number of parts or classes was divided into the material necessary for memorization.
3. Associations- as a rule, numbers are remembered in connection with memorable dates (birthdays, numbers of apartments, houses). Names and patronymics correlate with the names of all famous writers, politicians or the names of their relatives.
4. Search strong point- any information always contains something that can become a support for remembering. This can be dates, familiar and unfamiliar words, metaphors, names, and so on. To memorize entire pages of text, you need to use several reference points. It will be a kind of plan for remembering.
5. Analogies- in the learning process, you have to memorize a lot of definitions, rules, formulas. In these cases, memorization accuracy is needed. In order to avoid mistakes, you need to use this technique when the similarity, similarity in certain respects of objects, phenomena, which are generally different, is established.
6. Schematization- in some cases, the material is easier to remember by depicting its content in the form of diagrams.
7. Building material- Scattered information is easier to remember by combining them, inventing any links, intermediaries, adding something from yourself.
In primary school, children learn different strategies to help memorize the material. Such strategies are also called memory management techniques, which improve as you learn. The main task of parents and teachers is to accelerate the development of verbal-logical and arbitrary memory in children.
Repetition
At primary school age, a child develops and develops verbal-logical memory. First, the baby repeats each memorized word, saying it to himself several times. Around the age of 7, the baby begins to repeat words in groups.
Organization
The development of memory in children of primary school age is primarily aimed at ensuring that, over time, children learn to independently build logical connections between real objects and their feelings. In grades 1-3, the child connects words using simple associations. Older kids organize words into groups according to a common feature.
Making sense
remembering the offer or whole paragraph, the child can reproduce not only what was actually said, but also what he logically deduced from the phrase he heard. For example, an 11-year-old child can draw conclusions, while a 7-year-old child will not always be able to answer definitely, referring to the lack of information. In the process of active reflection, the baby uses logic instead of simply reproducing the material that has been stored in his memory.
Image formation
The development of memory in younger students will be much more effective if you teach him to memorize new information, creating a mental image based on it. In the memory of children of primary school age, many images of individual objects are stored, in which common features and insignificant features are merged. It is easier for an older child to create such images, and they are better remembered and distinguished by their brightness.
Finding information in memory
For example, when a child spells a word, they often look for the correct letters stored in memory. A toddler may know the letter that begins a word, but sometimes he needs to check several options.
Scripting
To store recurring events, a child's memory can be organized into a set of scenarios. That is, an event that occurs over and over again is stored as a standard sequence of regular events.
Tenoten Children's - an additional tool in the set of effective memory development in children of primary school age
