Reading as a means of developing the speech of primary schoolchildren. Literary creativity of primary schoolchildren and the development of speech in reading lessons. on the participation of the vocal cords: deaf and ringing
Gabbasova Rasima Rasimovna - teacher of the extended day group,
MBOU "Secondary school No. 3 of the village of Kukmor"
The role of retelling in the formation of speech activity of primary schoolchildren in literary reading lessons.
The famous scientist-methodologist M.R. Lvov identifies three lines in the development of speech: work on a word, work on a phrase, work on a coherent speech. All these three lines develop, according to M.R. Lvov, in parallel, although they are at the same time in subordinate relations: vocabulary work provides material for sentences, for coherent speech; in preparation for a story, an essay, work is carried out on a word and a sentence.
But working on the development of coherent speech involves not only teaching them to comprehend. It provides for the organization of educational speech activity of schoolchildren by performing special communication exercises designed so that students not only prepare messages or retell texts as instructed by the teacher, but do it, being put in specific circumstances that would stimulate their speech activity, dictate certain requirements to the statement.
This kind of approach is not entirely new. Many of the above skills were identified by T.A. Ladyzhenskaya at the end of the 60s. These are the ability to understand, comprehend the topic, the ability to collect material, the ability to plan work, the ability to prepare language tools, to compose the entire text and the last skill - to improve written or oral expression. These skills actually reflect the stages of speech activity such as planning, utterance creation, and control. But the highlighted skills are needed only for creating texts.
The well-known methodologist N.A. Plenkin said that it is impossible to "write" (speak) into space, "into nowhere". Every author must have a listener (reader). It is by no means necessary that the addressee was the teacher ... ".
We see that many of the ideas that have found implementation today have long been expressed in the methodology, but have not received sufficient development. It should also be noted that for successful verbal communication at any age, one and the same "set" of verbal skills is needed. The teacher should constantly take care of their formation, regardless of the year of study. The formation of the same skills in different classes should be carried out using different speech material - by topic, by style, by genre, by structure, by volume; with more or less independence of students, with the predominance of oral or written form; using various teaching methods.
To understand the process of human speech development, especially its factors, it is necessary to determine the mechanism of the child's language acquisition. "When transmitting a message, two types of information are introduced - a) about objects and phenomena of reality and b) about the rules of the language in which the message is submitted. The latter type of information is introduced implicitly, since the rules of the language are applied, but nothing is said about the rules themselves ... The development of speech is nothing more than the introduction of an implicit language into the child's brain, that is, through speech. " The perception of someone else's speech is ahead of the child's own speech: he begins to understand the speech of adults a little earlier than he himself tries to speak. Consequently, one of the main factors in the normal speech development of a child is the speech (language) environment. But this is not the only factor, it is necessary to highlight others, no less important:
the need for contact with a loved one;
long-term training of the physiological mechanism;
the need for nomination and generalization;
speech activity;
comprehension of language.
The listed factors form linguistic intuition in children - an automated unconscious preference in the use of generally accepted, active language models. It is important that the linguistic flair is formed under the influence of a highly cultured speech environment, which is created on the basis of the correct speech of the teacher, parents, and reading fiction.
The development of students' speech is facilitated by work on the composition and language of the work. Exercises are carried out in the form of observations on the development of the plot, the development of the characters of the heroes, in the process of comprehending the role of the landscape and lyrical digressions to reveal the ideological and thematic content. In this regard, the artistic features of the work are mastered, enriching the speech of schoolchildren: a wealth of synonyms, aphoristic language, a variety of stylistic and compositional techniques.
Attention to the language of a work of art is brought up in children, starting from the 1st grade. This develops the linguistic "flair", the culture of speech of students, instills a love of the Russian language and at the same time contributes to the conscious reading of children. The activities of students associated with mastering the word in a work of fiction include the following content: practical observation of the word in context, the difference in the figurative functions of the word, understanding the functions of the word as a means of expressing the ideological-figurative content of the work.
Students practically get acquainted not only with the communicative, but also with the aesthetic function of the language. This approach provides a full-fledged perception of the work of art and develops the culture of speech of students. The development of speech is a rather complex and creative process. It is not enough just to enrich the student's speech with new words and expressions. The main thing is to be able to develop flexibility, accuracy, expressiveness, variety of speech.
Observations show that in elementary school, only two specific requirements are imposed on the oral speech of students:
1. Give complete answers to the questions asked by the teacher.
2. Be able to consistently retell the text read.
These requirements, undoubtedly, are essential in the development of oral speech of students, but they are completely insufficient for the more widespread development of this form of speech.
The development of a child cannot be considered outside the development of his thinking and outside the environment of cognitive interests in general.
"Thus, the development of a child's speech should begin with work on expanding the range of his ideas, impressions, with work on the education of cognitive interests. The process of accumulating these ideas and impressions is accompanied by the fact that the child begins to feel the need for words that can be used to designate (name) the observed them objects and phenomena, the need for speech means that can most adequately describe these phenomena and impressions, comprehend for themselves and tell others about them. "
It is the teacher's job to give these funds.
Deep, thoughtful work of students on texts in reading lessons stimulates their statements, makes their speech more motivated, independent and emotional. The child's interest in a readable text must also be used to develop aesthetic taste, to draw their attention to the beauty of the language and the individuality of the writer's style, to descriptions of nature and human experiences, thoughts, and actions. It is necessary to work with them on the form of a work of art, its language.
It is important to analyze and evaluate in reading lessons not only what the student said, but also how, in what form he did it, how well he formulated his thought. Constant attention to the oral statements of students, the teacher's systematic requirements for compliance with the norms of oral speech, educate children in attention to the word, constant control over their speech and the speech of others.
So, a huge role in all work on the development of oral speech of students is played by "the formation of their conscious attitude to the language: to the language of the writers whose works they study, to the language of their own statements, stories, retellings, messages."
Let's dwell on some of the techniques.
Retelling... Many Methodists consider this kind of work necessary. But we must not forget the following words of VG Belinsky: "A poetic work can neither be retelled, nor interpreted, but only you can make it feel, and then only by reading it the way it came from the poet's pen: being retold in words or translated into prose, it turns into an ugly and dead larva, from which a butterfly, shining with rainbow flowers, has just fluttered out. "
The methodology for organizing the retelling is described in most detail in the works of Z.D. Kocharovskaya, M.I. Omorokova, V.I. Yakovleva, T.P. Salnikov defines the following main requirements for retelling:
the retelling should sound the student's living speech, and not a memorized sample;
when retelling, the child must use vocabulary, turns of speech and some syntactic constructions of the sample;
the retelling should retain the style of the sample;
the sequence of the original, cause-and-effect relationships must be observed, all basic facts and descriptions must be transferred;
the retelling should reflect the feelings of the child through the expressiveness of his speech.
It is impossible not to notice the contradiction between the first and second and third requirements. It is this inconsistency that baffles young teachers: where is the line between a memorized model and a good retelling?
In the elementary grades, the following types of retelling are used:
1. detailed, close to the text;
2. concise or succinct;
3. selective;
4. with the restructuring of the text;
5.with creative additions.
Detailed retelling assumes the transfer of the sample by content, while maintaining the composition, the logic of the text, vocabulary, syntax of the sample. Also, retellings involve enriching the language of schoolchildren, instilling in them a sense of language.
Partial (selective) retelling is carried out as a reproduction of an episode, one storyline or a story about a hero. Working on the retelling of one episode does not cause difficulties for younger students, while a selective retelling of an event or a hero is quite difficult for them.
Brief (condensed) retelling involves the transfer of only the main content of the text, devoid of details, details. Abbreviation forms in children the ability to isolate the main thing, shorten the text, preserving its meaning, select only the essential in the original text, build a new, own, concise text. A brief retelling is a necessary stage in the development of speech, but excessive enthusiasm for contractions can lead to dry language, wean children from artistic details.
Creative retelling can be characterized by changes and additions in the text:
changing the face of the narrator,
retelling from the person of one of the characters,
staging a story,
verbal drawing,
continuation of the plot,
development of an episode, landscape sketch,
restructuring of the story work.
Retelling with a change in the face of the narrator cannot be called a creative work, since the restructuring of the text is mainly grammatical in nature. However, the replacement of the first person by the third cannot but lead to some changes in the text.
A little higher is the creative level of students' work in retelling on behalf of one of the characters, when the child must enter the role of the hero of the work, understand his character, see the world through his eyes.
The retelling was considered by F.I.Buslaev as a means of transition to the composition, since the composition, in his opinion, is the same story or conversation, only on paper, then the most natural beginning of his own compositions should be "an insensitive transition from an oral story to a written one." Speaking about oral retelling, V.V. Golubkov noted that retelling has a double meaning for students: it helps the assimilation of the literary text and promotes the development of speech, but he warned that one should not abuse this technique and use it in almost every lesson. According to N.V. Kolokoltsev, retelling is the transmission in your own words of a literary text, usually artistic, orally or in writing. The methodologist divides retellings into creative and reproducing ones and attaches great importance to creative retellings, believing that as a means of analyzing a literary work, they serve a deeper understanding of its content and form: they force the student to read the work, ponder the text, look at the artistic details, choose from the work of the necessary material, help to understand the composition of the work, to understand the plan and the meaning of the arrangement of parts in it, attract the student's attention to the language of the work.
Used Books
Lvov M.R. Speech of junior schoolchildren and ways of its development. - M .: Education, 1975 .-- 176 p.
O.V. Kubasova Developing a recreational imagination in reading lessons. // Primary School. - 1991. - No. 9. - P.26-31.
GRADUATE QUALIFICATION WORK
Retelling as a means of developing the narrative speech of primary schoolchildren in literary reading lessons
Completed:
Murina Natalia Pavlovna
primary school teacher
MBO Studenovskaya secondary school
Orenburg, 2016
Introduction …………………………………………………………………….… 3
Chapter I. Theoretical aspects of the development of the narrative speech of a younger student in literary reading lessons ……………………………… .. …… 5
1.1. Basic concepts of coherent speech ……………………… .. ……………… ..… 5
1.2. Retelling as a means of developing coherent speech of students ………………………………………………………………………… .19
1.3. The question of the development of narrative speech in educational and methodological literature ………………………………………………………………………… 25
Chapter II. Experience in the development of coherent narrative speech of junior schoolchildren in literary reading lessons ……………………… .33
2.1.Analysis of the program and literary reading textbooks of the EMC "Harmony" from the point of view of the problem under study .............................................................................
Conclusion ……………………………………………………… .. …………… ... 47
References …………………………………………………… ............ 49
Appendix …………………………………………………………………… 50
Introduction
The relevance of the study is due to the need of society for a person who is fluent in speech, experiencing communicative comfort in communication. The development of coherent speech is of exceptional importance for schoolchildren, because acts as a decisive factor in the successful mastery of all academic subjects.
The explanatory note of the Russian language program for elementary school emphasizes that the development of speech is one of the main areas of work in elementary grades. However, the pedagogical experience and practice of work at school shows that the weakest link in the system of teaching the native language is work on speech development, which requires the use of a variety of techniques and means. One of these means is retelling the text. A variety of types of retelling, varying preparation for it, revitalize the lessons, increase the students' interest in reading and ultimately increase the level of their speech development.
To date, scientists - educators, teachers, as a result of creative search, have determined the foundations of the phenomenon of speech development:
The doctrine of the linguistic personality (V.V. Vinogradov, G.I.Bogin, Yu.N. Karaulov, A.M. Shakhnarovich, etc.);
Consideration of textual activity as independently motivated and purposeful object-oriented activity (T.M.Dridze, Yu.N. Karaulov, E.S.Kubryakova, I.Ya. Lerner, Yu.A. Sorokin, V.Y. ;
the need to pay special attention to the process of mastering textual activity (E.V. Bondarevskaya, A.P. Valitskaya, I.K. Zhuravlev, I.Ya. Lerner, E.I. Passov, etc.).
Due to the urgency of this problem, it was determined purpose of the study: develop a system of exercises aimed at teaching retelling.
Object of study: speech development of junior schoolchildren in literary reading lessons.
Subject of study: teaching younger students to retell.
Research objectives:
1. To study the scientific and methodological literature on the research problem.
2. Expand the content of the concept of "speech development".
3. Describe retelling as a type of work on the development of coherent speech of students.
3. To reveal the content of work on the development of narrative coherent speech by means of retelling in literary reading lessons
Research base: MBOU "Sagarchinskaya secondary school of the Akbulak district of the Orenburg region", MBOU "Akbulak secondary school No. 2 of the Akbulak district of the Orenburg region", MAOU "Fedorovskaya secondary school of the Akbulak district of the Orenburg region", MBOU "Zarechenskaya classical gymnasium."
ChapterI... Theoretical aspects of speech development of primary schoolchildren in literary reading lessons.
Human speech is a kind of mirror of culture and education. By speaking, you can immediately determine the level of development. To develop speech means to form speech skills: to navigate in a communication situation, the ability to plan an utterance, the ability to implement one's plan (speak or write strictly on a topic, ensuring the development of thought, using various means of expression).
Speech is one of the types of communication that people need in their joint activities, in cognition, education, it enriches a person spiritually, serves as an object of art. Speech is called communication with the help of language - a sign system, polished for centuries and capable of conveying any shades of the most complex thought. The term speech has three meanings:
a) Speech as a process, as an activity, for example, speech mechanisms; the child begins to speak, he masters speech; speech flows freely;
b) Speech as a result, as a product of speech activity, synonym - text, for example: analysis of the speech of a 6-year-old child; samples of speech of high culture;
c) speech as a genre of oral, oratorical presentation. (7, p. 86)
Speech is a form of communication that has developed historically in the process of material transforming activities of people, mediated by language.
Speech includes the processes of generating and perceiving messages for the purposes of communication or (in a particular case) for the purpose of regulating and controlling one's own activities.
Speech is subdivided into external, i.e. speech for others, and inner speech for oneself.
Thought and word are in dialectical unity. Speech is inseparable from thought: “Speech is the process of transforming thought into word, materialization of thought” (2, p. 205)
Depending on the purpose of the statement and on its content, ancient rhetoric distinguished between narration, description and reasoning. The narration sets out the sequence of events, the text has a plot and, as a rule, the characters in action, in this sense it is close to the story as a literary genre. In the description there are no events, a plot, pictures of nature, certain phenomena, objects, portraits, etc. are depicted. Reasoning is a type of speech in which various arguments, arguments, examples, someone's opinions are used to prove or refute a statement, thesis , proof; as a result, the author concludes.
Speech is studied by the psychology of speech, psycholinguistics, physiology of speech, linguistics, and other sciences. (26, p. 112) Of all the skills that a student masters in elementary school, one of the most difficult is the ability to speak coherently, competently, in literary language. The method of subjectivization, which provides great opportunities for the mental and speech development of the child, successfully helps to form these skills.
The problem of development has existed, apparently, since then, as soon as people began to consciously direct efforts to prepare children for survival. This is evidenced by archaeological finds and elements of the past in modern languages, in the life and customs of different peoples. The fact that distant ancestors strove to develop children is evidenced by games that have come down to us from time immemorial, requiring mental work, toys, riddles, pranks, puzzles, and tasks for ingenuity.
One of those who clearly had the idea of development was Confucius, whose school was attended by over 3 thousand young people. Development is a philosophical category that expresses the process of movement, changes in integral systems. (25, p. 386) Since the main source of development are internal contradictions, this process, in essence, is self-development (self-movement). Development is the purposeful accumulation of information with its subsequent ordering, structuralization. (2, p.203)
To understand the process of human speech development, especially the driving forces of this development (factors), a lot is given by the study of his first steps, i.e. the child's speech at the very beginning of language acquisition.
Psychologist N.I. Zhinkin showed how the mechanism of language acquisition by a child. However, the model of this mechanism is also suitable for adults: “When transmitting a message, two types of information are introduced (into the human brain): a) about objects and phenomena of reality and b) about the rules of the language in which the message is submitted. The latter type of information is introduced implicitly, since the rules of the language are applied, but nothing is said about the rules themselves ... The prospects for the development of school language education at the present stage are associated with attention to the human factor in the language, with the study of man as a carrier and creator of the language, with the identification features of the process of mastering language and speech.
It is in this context that the content of the concept of "speech development of schoolchildren" is considered in this study.
The speech development of schoolchildren is understood as a pedagogically motivated process of developing the abilities of a linguistic personality to adequately perceive, as well as create speech works (texts) in the unity of their content and form, in accordance with the goals and conditions of speech activity, aimed at forming the speech and reading experience of schoolchildren.
The grounds for the proposed understanding of the phenomenon of speech development were:
The doctrine of the linguistic personality (V.V. Vinogradov, G.I.Bogin, Yu.N. Karaulov, AM Shakhnarovich, etc.), the definition of its essence and structure in terms of correlating personality abilities with the specifics of various aspects of the created or perceived text, which makes it possible to study a linguistic personality, assessing its readiness for certain speech actions, as well as to outline methodological ways of developing a linguistic personality (Yu.N. Karaulov);
Consideration of textual activity as an independently motivated and purposeful objective activity, part of social and historical experience; recognition of the leading role of textual activity in the development of personality and in the mastery of socio-cultural experience; interpretation of the cognitive process (exchange of knowledge, experience, emotions, values, norms, etc.) in the context of the perception and generation of texts (T.M.Dridze, Yu.N. Karaulov, E.S. Kubryakova, I.Ya. Lerner , Yu.A. Sorokin, V.Ya.Shabes and others);
the need to pay special attention to the process of mastering textual activity, due to the fact that the goal of modern education is to master the methods of cultural interaction leading to the formation and development of personality (E.V. Bondarevskaya, A.P. Valitskaya, I.K. Zhuravlev, I. Ya. . Lerner, EI Passov and others).
Speech development in all its complexity is ensured by the entire course of education, but first of all in the lessons of the native language, where students master the grammatical structure of speech ”, its content, and vocabulary. Subject lessons play a significant role in the process of developed speech, but in the area of these lessons we do not capture all aspects of speech, We mainly pay to the development of coherent speech, which can be described as "a set of sentences united by a common content, a common main idea." (N. S. Rozhdestvensky). This speech is logically harmonious, consistent, in which there is a connection between individual sentences, parts of the utterance.
The speech development of schoolchildren is understood as a pedagogically motivated process of developing the abilities of a linguistic personality to adequately perceive, as well as create speech works (texts) in the unity of their content and form, in accordance with the goals and conditions of speech activity, aimed at forming the speech and reading experience of schoolchildren. The development of speech is nothing more than the introduction of implicit language into the child's brain, i.e. through speech. " (3, 204). Listening to the speech of others, the child not only memorizes words, combinations of words, sentences, he catches analogies in the language, connects analogies of meanings with analogies of forms. So, already at the early stages of development, the child not only uses diminutive-affectionate forms, but with the help of the encountered suffixes of evaluation he himself forms them. The perception of someone else's speech is ahead of the child's own speech: he begins to understand the speech of adults a little earlier than he himself makes attempts to speak. From what has been said, a conclusion follows about the role of the speech (linguistic) environment in mastering speech and language and, consequently, in the development of speech.
A coherent speech is one that is organized according to the laws of logic and grammar, represents a single whole, has a theme, has relative independence, completeness and is divided into more or less significant parts related to each other. In the methodology of elementary school, the following types of coherent speech are adopted, belonging to the students themselves (or exercises in coherent speech):
detailed answers to questions (including in a conversation);
various text exercises related to the analysis of what has been read, with the study of grammatical material, with the activation of grammatical forms or vocabulary, if the statements (or written texts) basically meet the requirements set out above; observation records, nature weather diaries, other diaries;
oral retelling of the read (in its various versions);
oral stories of students on a given topic, on a picture, on observations, on a given beginning or end, etc.;
telling literary texts memorized by heart;
improvisation of fairy tales, the beginnings of literary and artistic creativity, written presentation of exemplary texts;
restructuring of the texts given by the teacher (selective retelling and presentation), creative forms of retelling and presentation, dramatization of stories, etc. both orally and in writing;
various types of dramatization, oral (verbal) drawing;
written compositions of various types;
articles in newspapers, reviews of books read, performances, films;
business papers, statements, announcements, addresses, telegrams, etc.
This is just the most general enumeration of those types of coherent texts that younger students operate with. As you can see, the variety of exercises is quite large. All this diversity is given to students with almost no theory, in practical ways. Naturally, only a clear planning of speech exercises for a long time (long-term planning) will make it possible to avoid, on the one hand, annoying repetitions of the same types of work, on the other, not to miss something important.
According to the degree of independence of students, exercises in coherent speech can be divided into the following types: work performed according to the model; constructive exercises; creative exercises. The latter take on a clear prevailing place here: most of the above exercises are performed without a sample and without a constructive task.
Exercises according to the model can include statements, oral retelling of what has been read, reading by heart, business papers.
To develop a coherent speech of schoolchildren means to instill in them a number of specific skills, to teach them. Spontaneity in the development of speech is also unacceptable, as in any field of study. Let us emphasize those skills that relate specifically to coherent speech, to its various types. This is, firstly, the ability to understand, comprehend the topic, highlight it, find its boundaries. Secondly, this is the ability to collect material, select what is important, what is relevant to the topic, and discard the secondary. The collection and selection of material sometimes takes a long time. The third skill is the ability to arrange the material in the desired sequence, build a story or essay according to a plan. The fourth is the ability to use the means of language in accordance with literary norms and the tasks of the statement, as well as to correct, improve, improve what is written. Each exercise in a coherent text involves the use of all of these skills. But to teach all skills at once, equally impossible. Therefore, in each lesson where students compose some kind of coherent text, be it a presentation or retelling, a story or an essay, a letter or a review of a book read, the learning task should be clearly defined. It is recommended to plan the development of students' speech for a long time - best of all for a year. Under this condition, the plan may include various types of exercises, various topics. The plan should cover all types of essays, presentations, stories, and other exercises available to children of a given age. This will allow to diversify the thinking and speech of students, tk. each type of exercise activates its own special mental operations, its own vocabulary, grammatical means. It is very important to determine the approximate correspondence of the types of exercises. When planning the development of students' speech for a year, the teacher must decide how often oral or written work, presentations and essays should be carried out, write letters, reviews of books read, newspaper notes, and compose oral stories. To answer this categorically, of course, is impossible.
As we can see, in the development of coherent speech of students there is a number of clear, definite tasks, the consistent solution of which creates a system in work.
Types of speech
The type of speech is a way of presentation chosen by the author and oriented (depending on the content of the utterance and the nature of the textual information) to one of the tasks: to statically depict reality, to describe it; dynamically reflect reality, tell about it; reflect the cause-and-effect relationships of the phenomena of reality.
In accordance with these goals, linguists distinguish three types of speech: description, narration, reasoning.
Narration- a functional-semantic type of text that contains a story about events in their temporal sequence.
What is the sequence of actions (events)?
What happened first and what happened next?
He had already prepared a small hut out of thin dry twigs, put a piece of newspaper inside it, and now he was covering this structure with thicker dry twigs. Then he brought the match to the paper, and the fire immediately engulfed large branches (I. Oreshkin).
The narrative text is built according to the following compositional scheme:
development of action,
climax,
denouement.
exposure (not always available),
Exposition:
About an hour passed in this way. The moon was shining through the window, and its ray played on the earthen floor of the hut.
Suddenly, a shadow flashed across the bright strip that crossed the floor.
Action development:
I got up and looked out the window, someone ran past him a second time and disappeared God knows where. I could not believe that this creature had escaped along the sheer bank; however, otherwise he had nowhere to go. I got up, threw on a beshmet, girded a dagger and quietly left the hut.
Climax:
A blind boy is approaching me. I hid by the fence, and he walked past me with a sure, but careful step.
Interchange:
He carried a bundle under his arms and, turning to the pier, began to descend along a narrow and steep path (M.Yu. Lermontov).
Description- functional-semantic type of text, which describes the signs of objects, phenomena, animals, humans.
The main questions specific to this type of speech:
What is the subject of the description?
What does he look like?
What signs are characteristic for it?
A tiny, funny fox terrier sits on the seller's left hand. He is extraordinarily small and sweet. His eyes shine fervently, his miniature paws are in constant motion. The fox terrier is made of some kind of white matter, the eyes are made of cast glass (A. Kuprin).
The descriptive text is structured according to the following compositional scheme:
general impression (or general feature),
signs of an object, person, phenomenon or animal.
The description may end with a general impression (or a common feature).
In a scientific style, the description of an object includes essential features that are called adjectives or verbal nouns:
Apple tree - purple ranet - frost-resistant variety. Fruits are round, 2.5-3 cm in diameter. Fruit weight 17-23 g. Juice is average, with a characteristic sweet, slightly astringent taste.
In the description of the artistic style, the most striking features that create the image are highlighted; they can be conveyed by comparisons, words in a figurative meaning, words with evaluative suffixes:
Linden apples were large and transparent yellow. If you look at the sun through an apple, it shines through like a glass of fresh linden honey. In the middle were black grains. You shake, it happened, a ripe apple near your ear, you can hear the seeds thundering (V. Soloukhin).
Reasoning as a functional-semantic type of text is fundamentally different from description and narration. Description and narration are used to depict the surrounding reality, while reasoning conveys a sequence of human thoughts.
The main questions specific to this type of speech:
What is the reason for this phenomenon?
What follows from this?
What are the consequences of this phenomenon?
What does it mean?
On camels, of course, you can walk through the desert without stopping much farther than on horses, but the transition is not far off, time is expensive, and you have no experience with camels, so we will take horses in the town.
The reasoning is based on the following compositional scheme:
thesis, that is, a thought that must be logically proved, substantiated or refuted;
justification of the expressed thought, evidence, arguments supported by examples;
conclusion, conclusion (may be absent in the text).
The thesis must be clearly provable, clearly formulated, convincing arguments and in sufficient quantity to support the thesis put forward. There must be a logical and grammatical connection between the thesis and the arguments (as well as between the individual arguments). For the grammatical connection between the thesis and the arguments, introductory words are often used: firstly, secondly, finally, so, therefore, in this way. In the text-reasoning, sentences with unions are widely used, however, although, despite the fact that, because.
The development of the meanings of a word usually goes from the particular (concrete) to the general (abstract). Let us ponder the literal meaning of such, for example, words as education, disgust, previous. Parenting literally means feeding, disgust - turning away (from an unpleasant person or object), the previous one - walking in front. Words-terms denoting abstract mathematical concepts: "segment", "tangent", "point", originated from very specific verbs of action: cut, touch, stick (poke).
Actual articulation of speech
Let's look at an example from a children's essay based on the painting “A girl, a woman and a dog Sharik are resting in the shade under a birch tree. Sharik lies next to the girl. "
How would you correct the defect in the text?
Do not rush to eliminate the supposedly unfortunate repetition of the word "Ball" - put it at the beginning of the second sentence, and rearrange the combination "next to the girl" at the end. Read the passage and decide if the error is gone.
In order to explain why the change in the word order not only helped to eliminate the defect, but also clarified the meaning of the entire passage, it is necessary to turn to another concept of text linguistics - to the concept of the actual division of a sentence.
Linguists compare our speech with the movement of a speed skater (G.A. Zolotova). To move forward, the skater pushes off with one foot and slides forward with the other. The text is built in the same way. We start from what has already been said, from the given, and we take a step forward in the development of thought, we communicate new information, the information for which the proposal is created. Such movement is carried out within the framework of the text or its fragment, but every sentence participates in the movement of thought. It is within the sentence that the named parts stand out - "given" and "new". The division of the proposal into these parts: what, with the appropriate intention, is the starting point of the statement, and what is communicated, has received the name of the actual division of the proposal.
The actual division of a sentence should not be confused with its division into a subject (or a group of a subject) and a predicate (a group of a predicate). Actual division is a semantic division, and the selection of a subject and a predicate is a structural, grammatical division.
In Russian, in a calm monologue speech, “new” is accepted, that is, that part, due to which the development of thought occurs, should be placed at the end of the sentence. Remember the arrangement of the words in the sentence about the girl and the ball. The new information is contained in the combination "next to the girl", these are the words that should be at the end of the passage. Moving them to the beginning blurred the meaning, created obstacles in the way of the perception of thought.
The fact that the order of words in a sentence is involuntary, that it depends on the author's intention, is determined by the logic of the development of thought, we must always remember when we correct children's work, when we offer tasks for making sentences from a set of words. Along the way, we note that exercises of this type should teach how to establish word connections and word order not "in general", but for the best expression of a certain thought, in a certain context. Therefore, it is advisable, inviting students to compose a sentence from words, to give them the context in which this sentence should fit.
Summarizing all that has been said about the current division of the proposal, we draw the following conclusions:
1. The theory of actual division of the sentence is the basis for working on the ability to develop thought in the text. It is important for students to realize that thought in the text must develop, and for this it is necessary that each sentence contains a new message, new information about the subject of speech.
2. The means of expressing the actual division of the sentence in oral speech is intonation, therefore it is necessary to teach younger students to highlight the main communicative part of the sentence with the help of intonation.
3. The theory of actual division creates a linguistic basis for working on word order in sentences. Using the "rules" of the arrangement of "given" and "new", the teacher can more competently organize work on deformed sentences, can more consciously correct errors associated with word order, and encourage the appropriate use of inversion.
4. The theory of actual division of the sentence helps us to understand how the development of thought in the text is carried out. This is due to the "new" in each of the sentences. How is the structural coherence of the text ensured?
Linguists have found that sentences are "fastened" with the help of the "data" of each of them. In this connection, communication can be serial or parallel. When sequential, a kind of chain arises: what was “new” in the next sentence becomes “given”, “new” is added to it, it again becomes “given”, etc. For example: That summer I lived in a small northern city. The city stood on the banks of the river. White steamers, dirty brown barges, long rafts sailed along it.
With a parallel connection, a "bundle" of thoughts arises: in several sentences the "given" is one, and the "new" in each is different. For example: Moscow is the capital of Russia. It is the political, cultural and industrial center of the country. Moscow is a major transport hub.
It is important for the teacher to understand that the need to repeat some information creates objective prerequisites for the appearance of repeated words. Should such repetition always be considered a defect or not? If this is a flaw, how can you avoid it?
For both parallel and serial communication, synonyms and pronouns can be used along with repeating words in a "given" sentence. The use of pronouns is the most common way to prevent repetition or oversight. But the use of a pronoun is not always possible: it can give rise to ambiguity of speech, not provide the required accuracy. For example: I saw children with balloons. They were red, blue, green.
As you can see, repeating words often cannot be avoided. So, most often the repetition of terms in scientific speech, possibly in colloquial speech, is justified. In an artistic style, repetition can serve as a means of enhancing expressiveness, increasing expression, emotionality. This most often happens when sentences are connected in parallel. For example: .... The grass was green in the clearing. And golden lanterns of flowers peeped out of the grass. They looked out and shone at us like little suns.
Information about the peculiarities of the connection of sentences in the text can be useful to the teacher both when checking children's essays and presentations, and in working to prevent repetitions.
Analyzing children's utterances, improving the speech of students, one must proceed from the fact that, firstly, repetition is not always a defect, and secondly, neither pronouns nor synonyms can be considered a universal means participating in the connection of sentences. It is advisable to draw the attention of schoolchildren to various means of language, to identify the relevance of one or another of them in a specific text.
1.2. Retelling as a means of developing coherent speech of students
One of the types of work on the development of coherent speech of students is retelling.
Retelling is an oral presentation of the text. This is a type of educational work, a means of developing students' speech based on a sample. Retelling should be taught systematically from lesson to lesson, constantly remembering the educational goal of this type of work.
A rare lesson goes without retelling. Children should be aware of the school's requirements for retelling. First of all, the retelling should sound the living speech of the student himself. This means that the sample should not be memorized, jagged. But at the same time, another requirement is presented: to use vocabulary, turns of speech, and partly syntactic constructions taken from text samples. Where is the border between these two requirements? The language of the sample is learned through reading, in conversations, in the course of text analysis. The words and turns of speech of the sample become for the student his own, during the retelling the student does not strain, trying to remember this or that sentence, but freely builds it himself. The teacher monitors the obligatory use of only those words that are encountered in this story for the first time or in some unusual combination. It is also important that the style of the sample, for example, a fairy tale, is preserved in the retelling. In the retelling, the student will use many words that are not in the sample; this is inevitable and even useful, but to a certain extent. The teacher, as it were, regulates the degree of influence of the sample, setting the retelling after reading or listening once or twice, returning to reading in order to improve the retelling. In the retelling, the sequence of the original, cause-and-effect relationships must be observed, all the basic facts and descriptions must be conveyed. The completeness of the transmission of everything essential is one of the most important requirements for retelling, especially for retelling a scientific text.
Retelling needs to be taught systematically (not just “read and retell”). After all, the ultimate goal of retelling is so that a person in life, in production and social activities, can correctly, fully enough, logically harmoniously and expressively convey what he has read and heard.
It is difficult to imagine a lesson without a retelling, even a small one: a student retells what he has read, learned at home, conveys the content of books intended for extracurricular reading. The student retells the tasks for the exercises in the Russian language, conveys the content of the math problem, retells the rule in his own words. Constant retelling strengthens memory, trains the mechanisms of speaking.
The variety of types of retelling that we use bring animation to the lessons:
In the primary grades, the following types of retelling are used: detailed, close to the text; short or complex; selective with restructuring of the text; with creative additions.
Detailed retelling is used in school more often than others, not only because it is simpler and easier, but also because of its other merits. It serves, firstly, as a means of fixing the content of what has been read in children's memory in all its details, and secondly, as a means of assimilating the logic of the sample and its language. However, retelling is not a simple reproduction of what has been read. The goal of the school is to introduce an element of creativity into the retelling. To do this, you need to select tests for retelling, replacing retellings with stories by analogy, on the same topic, on the teacher's question. In the classroom, stories are usually read several times. It's unavoidable. But each new reading must necessarily be accompanied by some new task, otherwise the repeated reading will only develop the reading technique.
Selective retelling, like selective reading, is work on a topic. What does it mean to retell selectively? This means choosing from the text that part of it that corresponds to its narrow question, narrow topic. Selective retelling is of the following types:
1) retelling on a question or task;
2) retelling from illustration.
Preparation for selective retelling is facilitated by drawing up a plan (in grade 2 - collectively, in grade 3 - independently), teacher's questions and language training (especially those sentences with which the disparate parts of the text are connected).
Stories are chosen in which storylines are relatively easy to distinguish.
All students, including first-graders, can cope with these types of selective retelling. But a significant difficulty is presented by samples from different places in the story of thoughts along one of the thematic lines. Stories are chosen in which storylines are relatively easy to distinguish. Working on the retelling of one episode, as a rule, does not make it difficult for younger students. And a selective retelling of a hero or event is more difficult for them. Therefore, it is necessary to use an algorithm in the form of a reminder for students.
I reread the work to myself, ticking the text related to the given hero (event).
I define what is said in each passage.
I arrange the passages in order, thinking about which ones can be combined (I put the serial numbers).
I think over the sequence of my story, re-read the marked passages one more time.
I determine what attitude this character evokes in me (this event).
Compose a story (aloud or mentally).
I check the text to see if I missed anything important.
I talk using notes or a collectively drawn up plan.
Retelling from illustration. It is necessary to retell from the story that scene or picture to which the illustration corresponds. In teaching retelling of descriptions, illustrations - landscapes are useful. Object pictures also help.
Working in reading lessons on narrative, descriptive and explanatory texts for the purpose of reproducing them imposes different requirements on the mental activity of students. Retellings of some texts (explanatory) are associated with the generalizing activity of thinking, retellings of other texts (descriptive) - with the highlighting of details, concretization of the read.
The reproduction of these texts also imposes certain requirements on the oral speech of students. Retelling a text containing a large number of explanations requires independently formulated judgments, generalizations and conclusions. Reproduction of the same descriptions is usually carried out close to the text.
As practice shows, retellings of emotionally figurative texts are the best.
"A thought can be assimilated or understood by such a person, for whom it is included as a link in the composition of his personal experience, either in the same form (then the thought is already old, familiar), or at the nearest degrees of generalization."
This statement is most directly related to the definition of the content of the texts that children read and retell in reading lessons. The content of each text must satisfy two closely related requirements.
First, it must have a certain cognitive value. Each text should enrich the child with some new knowledge, should teach him something.
Secondly, the content of the text should be of a certain interest to the child, should evoke a certain attitude towards itself.
In order for a child to have a need to read a text, assimilate its content and tell it to others, this content must be accessible to him, find some kind of response in his experience and at the same time have a certain degree of novelty.
Retellings of the text are an active means of developing students' speech and thinking.
The work on the retelling should be built in a certain system, which provides for the constant complication of tasks in connection with the retelling, so that each subsequent retelling is a task one step more difficult than the previous one; each retelling should add at least a grain of new to the knowledge already available to the student. This can be expressed in the restructuring of knowledge, in the introduction of them into new connections, contexts.
Retelling in reading lessons depends on a number of conditions:
from the task that guides the process of reading and preparation of retelling;
on the degree of activity with which the student is involved in the process of solving the problem;
on the characteristics of the text to be reproduced.
When preparing for retelling, it is customary to use the following techniques:
clarification of the type of retelling - detailed, close to the text of the sample or selective, according to the illustration, on behalf of the character, etc .;
definition of the purpose of the work;
a conversation with the aim of clarifying the content and linguistic features;
expressive reading of the sample;
logical and compositional division of the story - drawing up its plan (the name of its parts);
preliminary retelling of fragments;
analysis of the "rough" retelling and its criticism;
correction of deficiencies: assistance of an individual nature in the process of presenting a work.
In other words, retelling must be taught sequentially from lesson to lesson.
It must be remembered that the type of retelling in a reading lesson will depend on the artistic characteristics of the literary text. The task that arises in this regard is to teach children to retell and tell taking into account the audience, the listener, to educate them to need to be listened to. In this regard, it is very important to educate children in a critical assessment of their speech, the ability to take into account the attitude towards it.
1.3. The question of the development of narrative speech in educational literature.
Speech development of primary schoolchildren is one of the main acute problems of teaching the Russian language. The most relevant direction of the modern methodology of the Russian language is the formation of students' attentive attitude to the word, to its use, the development of the ability to perceive and evaluate the pictorial and expressive aspect of speech utterance, as well as skillfully use it in their own speech.
The provisions of educational psychology P.Ya. Galperin, N.I. Zhinkina, A.N. Leontyev, A.R. Luria about the peculiarities of teaching children speech activity (reading, speaking, writing, listening) in oral and written forms, are the basis of the methodology for the formation of the syntactic structure of speech in primary schoolchildren. The rapid development of the linguistics of the text formed the basis for the methodological works of T.A. Ladyzhenskaya, M.R. Lvova, T.G. Ramzaeva on the development of a coherent monologue speech for Russian and national schools.
First, it has been determined that speech is an activity, a set of practical skills of a student that are formed in the process of communication. Language is a means of communication, a sign system used in speech for communication.
Secondly, the methodology realized the communicative function of the language: speech exercises not by themselves, but for the purposes of communication, communications.
Thirdly, the development of speech at school has acquired purposefulness, has become teaching a specific subject, skills: constructing a text, composing a description, etc.
Fourthly, specific skills of students were identified, on which both the teacher and students (7 groups) work, which made it possible to make all the work on the development of speech purposeful, more specific, gave grounds to talk about a system in the development of speech.
Until recently, in methodological science and school practice, the prevailing opinion was that the content side of children's speech is formed spontaneously, under the influence of reading and writing, that school does not require special work to enrich children's speech with language units: words, phrases, sentences. S.P. Redozubov, M.L. Zakozhurnikova, I.S. Rozhdestvensky, L.V. Zankov, D.B. Elkonin note the low level of speech development, the absence of a system of work to improve it.
Methodological research by V.V. Vinogradova, A.N. Gvozdev, V.V. Babaytseva, L.Yu. Maksimova, N.I. Politovaya on the development of coherent speech of primary school students are aimed at ensuring continuity and continuity in the development of speech of preschoolers and schoolchildren at subsequent stages of education.
The development of coherent speech of schoolchildren is carried out in literacy lessons, in conversations, as well as in mathematics, natural science, music and fine arts lessons, in extracurricular activities, because speech is not only a subject of instruction, but also a tool for understanding the world, a means of communication, a means of social life person. Speech represents the reality of thought, allows you to make your thought available to other people.
Speech activity, according to M.S. Soloveichik, is characterized as a two-way process carried out in the course of communication between people, on the nature of which the situation of communication leaves an imprint. A.N. Gvozdev, M.R. Lvov, M.I. Omorokova, M.S. Soloveichik et al. In their research emphasized the importance of the practice of verbal communication for the assimilation of a child's native language. The need for communication, which has arisen in a child from the moment of birth, the formation and expression of thoughts in the future, remains the main stimulus for the development of speech in children at school age, and this is taken into account in learning systems. For a child to master speech, it is very important that he has a correct and rich speech environment. At school, such an environment is created by the teacher's speech, the texts of books, etc. However, passive perception of someone else's speech by itself will not develop students' speech; high speech activity is necessary, it is necessary to create such conditions under which the student would have the need to speak and write - to make sentences, coherent texts for different purposes, volume, content, style and genre. It is necessary to create the so-called speech situations that would be natural, would follow from the conditions of various types of activities of the student.
Views on the problem of the development of coherent speech in junior schoolchildren N. S. Rozhdestvensky, T.A. Ladyzhenskaya, N.I. Zhinkina, L.V. Zankova, M.R. Lvova are reflected in the linguistic, methodological and psychological literature.
T.G. Ramzaeva considers speech as a type of human activity, the realization of thinking based on the use of language means (words, phrases, sentences, etc.).
M.R. Lvov expands this concept and believes that speech is one of the types of communication that is necessary for people in their joint activities, in social life, in the exchange of information, in knowledge, education, and also enriches a person spiritually, serves as an object of art.
V.A. Kustarev, N.S. Rozhdestvensky systematized exercises aimed at teaching coherent speech of elementary school students (19). The proposed system is based on the didactic principle from simple to complex, from less independence to more independence in writing. Correction of lexical, syntactic and other defects in oral speech contributes to the development of correct written speech.
Research N.I. Zhinkin are devoted to the issues of difficulties experienced by students in the process of creative work (12, p25). It is especially noted that difficulties in a self-formed text are associated with the slow writing of words, with an imperfect writing technique. The author believes that the analysis of the text of student essays is directed towards the process of composing the text. Analysis of essays according to Zhinkin's method makes it possible not only to establish the basic elements that make up the process of written speech, to find out the correlation between the analysis and synthesis of these words, but also to outline the main lines of interaction of the forces organizing this process (12, p. 78).
T.A. Ladyzhenskaya examines indicators of the level of development of coherent speech and identifies the basic principles, methodological techniques, systems of work on the development of students' speech, creates a characteristic of oral speech as the basis of written speech. Experimental work to establish links between the main facts, actions, events in the text shows the need to understand the main idea of the text and the way it is expressed. The analysis of content and form is carried out in unity: vocabulary-semantic work and drawing up a plan were included in the semantic analysis (20, p. 34).
L.V. Zankov considers it advisable to start work on the development of coherent speech from the first days of school and carry out systematically not only in reading and Russian lessons, but also in other lessons. As the skill of oral stories develops, written creative works are introduced - essays, a special role, when writing which, is assigned to the free statements of children. In working on the development of speech, it is necessary to strive not only for the consistency and logical connection of thoughts, but such indicators of the quality of essays as their emotional coloring and independence of judgments are no less important. This should be the subject of constant attention of the teacher (22, p. 22).
L.V.'s ideas Zankov are continued in the works of L.I. Aydarova, in which the forms and methods of organizing the developing type of education are proposed. The author believes that the language should be considered as one of the main sources of mental development of students, and special attention should be paid to semantics. Questions of the development of the speech of primary schoolchildren are widely reflected in the works of M.R. Lvov. The author examines the stages of preparatory work on the essay, systematic exercises in the lessons of reading and grammar, especially the lessons of the essay. He describes in detail the various types of essays, traces the connection between the essay and the presentation, develops the sequence of work on the essay in the elementary grades. Much attention is paid to the prevention and correction of speech, semantic and spelling errors.
In order for children to write essays well and easily, it is necessary to enrich the active vocabulary of children. This is the main task of vocabulary work in primary school. In this sense, working with synonyms is of great importance. Knowing synonyms makes speech brighter and more expressive. Unfortunately, children often do not distinguish words that are close in meaning from the same root words or forms of the same word. V. Potapova has developed a system of exercises that contribute to a more effective mastering of the synonymy of the language. Her experience shows that children master synonyms well if they use a variety of developing, interesting exercises in the lessons, in extended-day groups, in extracurricular activities.
An important task in the work of a teacher with children is to teach each child to correctly express their thoughts, to use "beautiful" words in speech, L. Talmazova has been working on this task for several years.
M.R. Lvov formulates the main tasks for the development of coherent speech, one of which is to create in the classroom an atmosphere of struggle for a high culture of speech. According to the author, the main requirements for good speech are expressiveness (brightness, persuasiveness, emotionality of statements), as well as the richness of linguistic means, their diversity.
T.A. Ladyzhenskaya defines the tasks of developing coherent speech as the development of the ability to speak fluently, correctly and sufficiently expressively. Speech development is one of the sections of most modern Russian language programs. However, as the modern authors of the teaching materials point out, there is a need to clarify this section of the program with a list of necessary communicative-speech skills. T.A. Ladyzhenskaya denotes the basic communication skills that make up the content of the work on the development of coherent speech of students, set out in the author's program.
The development of coherent speech of students in school practice is understood as follows directions work:
training of the pronunciation apparatus of schoolchildren, the development of their articulation skills, the elimination of various pronunciation defects;
gradual, systematic cultivation of the vocabulary of schoolchildren, teaching them the exact understanding of the meanings of words, both basic and additional, figurative, shades of meanings, emotional colors, understanding the appropriateness of using a particular word in a particular context, etc.;
mastering word combination, building word combinations, mastering stable word combinations, teaching grammatically correct use of words in a word combination, dismembering the meanings of words;
activation of language means, i.e. the use of learned words, their combinations in sentences, in independently constructed texts - retelling, storytelling, written compositions and statements, etc.;
mastering the correct construction of sentences of various types, their improvement and connections between sentences in the text;
mastering the mechanisms of speech generation, i.e. sufficiently fast and correct, accurate construction of speech - sentences and text in oral and written versions;
mastering the skills and abilities of transmitting oral speech, mastering intonations, pauses, logical stresses, other means of prosody, and in writing - the skills of quick calligraphic and spelling correct writing;
assimilation of a number of specific skills in the field of preparation and construction of a coherent text: understanding the topic and its disclosure; accumulation and preparation of material for a story, composition; planning; language training; recording and improving what has been written, etc.
Areas of work on the development of coherent speech are combined into groups in accordance with the levels of speech development: phonetic level, lexical level; syntactic level, text level, or coherent speech.
The process of developing coherent speech is also based on general didactic principles that apply to the entire cognitive process: the unity of the educational, developmental and upbringing functions of teaching, scientific content and methods of teaching; connection with practice; systematic and consistent; availability; visibility; the consciousness and activity of the students themselves; strength; a rational combination of collective and individual forms and methods of educational work and on special methodological principles that exist only within the framework of teaching the Russian language. The development of students' speech is one of the main tasks of the primary school teacher. This problem is solved at every lesson and in extracurricular activities.
ChapterII... Experience in the development of coherent narrative speech in younger schoolchildren.
2.1. Analysis of the program and textbooks of literary reading of the educational complex "Harmony" from the point of view of the problem under study
The working program is based on the author's program of O.V. Kubasova on the course "Literary reading" for grades 1-4 of educational institutions (2010), recommended by the Ministry of Education of the Russian Federation, taking into account the standard of primary education in literary reading. O.V.'s program Kubasova is a member of the "Harmony" educational complex. Thematic planning is designed for 102 teaching hours at the rate of 3 hours per week.
To implement the program content, an educational and methodological kit for literary reading is used, recommended by the Ministry of Education of the Russian Federation:
O.V. Kubasova Textbook on literary reading for grade 4 "Favorite Pages". 4 parts - Smolensk: "Association of the 21st century", 2010.
O.V. Kubasova Workbook on literary reading for grade 4. - Smolensk: "Association of the 21st century", 2012.
The study of literary reading is aimed at achieving the following goals:
The development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, the formation of an aesthetic attitude to the art of an owl: improving all types of speech activity, the ability to conduct a dialogue, expressively read and tell, improvise;
Mastering basic, correct and expressive reading as a basic skill in the education system of primary schoolchildren, the formation of the reader's outlook and the acquisition of experience of independent reading activity;
Fostering an aesthetic attitude to the art of words, interest in reading and books, the need to communicate with the world of fiction, enrichment of the moral experience of younger students, the formation of ideas about good and evil, justice and honesty, the development of moral feelings, respect for the culture of the peoples of multinational Russia.
Tasks:
2. Improving children's reading skills: comprehension, correctness, fluency, expressiveness.
H. Formation of the ability for a full (adequate and comprehensive) perception of a literary text.
4. Assimilation of various ways of creative interpretation of a literary text: expressive reading from a book and by heart, dramatization, verbal drawing, creative retelling, musical illustration, film strip compilation, etc.
5. Teaching practical skills in transforming text: determining the main and secondary, finding key words, highlighting semantic parts, heading, drawing up a plan, retelling, etc.
6. Enrichment of the reader's experience through the accumulation and systematization of literary impressions, various in emotional color, subject matter, species-genre, and on this basis the practical development of elementary literary concepts.
7. Mastering by children the ability to use a set of extra-textual information tools (cover, title page, etc.), using a certain program, that turn the text into a book and allow one to navigate in it.
Reading circle
4th grade students read works of different types and genres: fairy tales (folk and literary), epics, fables, stories, myths and biblical tales, plays, poems, educational literature, stories.
Reading skills
Children should be able to:
- to fully perceive and comprehend literary works of different genres available to age;
- draw up a plan and use it when retelling;
- do short and other types of retelling;
- work with cognitive literature: find the necessary information, systematize and assimilate it;
Basic requirements for the knowledge, skills and abilities of a primary school graduate
Reading skills
By the end of grade 4, students should be able to:
- to predict the content of a literary work before reading and in the process of its primary perception;
- to characterize the characters and their relationships in accordance with the author's intention;
- to distinguish between works of fiction and cognitive literature and to master different ways of mastering them;
- to recreate the image of the writer based on his work;
- express personal opinion about a literary work;
- draw up a plan and retelling of the read text (detailed, selective, short, creative);
In reading lessons, work on each work of art was carried out in accordance with the modern methodology, which defines three stages of work on a work of art: primary synthesis, analysis, secondary synthesis. At the same time, the leading activity of the students is the analysis of the work under the guidance of the teacher. The analysis of a work of art involved the students' assessment of the heroes of the work, the determination of the author's position, and the development of the idea of the work. The analysis assumed a dialogue between students and the author of the work, and in order to enter into such a dialogue, the child needed to be
author, immerse yourself in the element of artistic creativity. Thanks to
this, in the words of M.M. Bakhtin, "being" "in the position of the creator, he will understand from within what tasks the author sets for himself, what difficulties arise in front of him, how he overcomes them. For this purpose, the students were supposed to convey the content of A.P. Platonov "Still Mom" "and V.G. Rasputin "" Mom went somewhere "" with certain changes. After these works were read and analyzed in the reading lessons, the children were asked to come up with a sequel to the first story as a homework assignment, to tell about how the events could unfold further. When retelling the second work by the students, it was necessary to add what could precede the situation depicted in the work. Tasks of this kind develop in students the ability to see in the text of the work the motives and consequences of the actions of the heroes.
The unusualness of this kind of homework aroused a keen interest in the students. During the homework check, almost all students answered, some tended to answer twice. At the same time, only three people from the class did not cope with the task. The beginning of their story was in no way tied to the work itself, the guys tried to create their own complete story. However, under the guidance of the teacher, the students managed to eliminate the shortcomings, the children revised the content of their story.
To the work of M.M. Zoshchenko "" Golden Words "" was offered a different kind of creative retelling - with a change in the grammatical tenses of the verbs. At the same time, the attention of children was drawn to how the image of the event changes. In this work, instead of past tense verbs, it was necessary to use verbs in the present tense, which creates the effect of presence, brings the reader closer to the depicted event.
A creative retelling on behalf of any hero of the work trains the flexibility of the reader's gaze, teaches to see the positions of different heroes, to empathize with them. This type of retelling was used by students when transferring the content of the stories of Yu.I. Ermolaeva "" Spoken "and A.P. Platonov "" Flower on Earth "". At the same time, the guys had the opportunity to convey the content of the work not only on behalf of a person: the girl Irochka, the grandfather of Afonia, but also on behalf of the parrot. According to the students themselves, it was rather unpleasant to retell on behalf of Ira. Thus, the students themselves, without outside help, come to the realization of the idea of the work - they must behave in such a way that later they would not be ashamed of their own behavior.
Retelling of the work of A.P. Platonov's "" Flower on Earth "" made it possible to evaluate the same events and phenomena from the point of view of an 87 - year old man and a 7 - year old boy, to see and realize the difference.
Creative retelling of the story of B.V. Shergin "" Gather a berry - pick up a box "" assumed the inclusion of portraits of heroes created by the students into the content. In the work itself, there are no portraits of the heroes, the author only points to the qualities of the heroes: the grandmother is kind, affable; master Mitya is diligent, hardworking. Improving the ability to convey character traits of heroes through their appearance and actions will contribute to the fact that students in the future, based on the description of the portrait of the hero and his actions, will be able to give an accurate description and ambiguous assessment of the hero; see if the hero changes during the course of the story. An accurate and ambiguous assessment of a hero, in turn, contributes to the formation of one's own attitude towards this hero, which is an integral part of a full-fledged perception of a work of art.
Verification of the retelling showed that the students are quite successful in coping with the task of this kind. They were able to spot the most
characteristic features that testify to Mitya's hard work. Among them - a description of the master's clothes "" gray apron "", "" oversleeve "", "" gloves so as not to get a splinter "," "the sleeves are rolled up because it is more convenient to work this way," " ". In addition, the students highlighted the features concerning the hands of the master - "" they are all covered with calluses "", as well as the process of work - "" while he was working, sweat appeared on his forehead. "
Likewise, during a sufficiently detailed description of the portrait of the grandmother, her kindness and friendliness is emphasized.
The most difficult is the retelling of the work of G.B. Oster, "How Legends Are Made." In all the examples of creative retelling described above, students had to create a portrait of the hero or come up with a beginning, ending to the story. But in order to retell the work of G.B. Oster, the students were required to integrate a number of skills: to come up with a beginning to their story, evaluate its heroes, convey the content on behalf of one of the heroes or from their own person as an author, make an ending to the story. Despite all the difficulty of the assignment, the guys carried it out with enthusiasm. Most of the legends created by the guys were instructive and carried an educational potential.
Creative retellings were offered to students as homework for oral completion, but some children completed this task in writing. The types of creative retelling that were given to students are presented in the table.
| Name | View |
|
| A.P. | Come up with |
|
| V. | Add, |
|
| M. | View |
|
| NS. | View |
|
| A. | View |
|
| B.V. | Turn on |
|
| G. | Come up with |
As you know, in the book "Through the Pages of Favorite Books" "there are no questions about the text of each work of art; the proposed questions and tasks refer to the whole section. The teacher makes up his own system of questions and assignments. In the course of experimental teaching, students in experimental classes raise questions about the content of a work of art. Such work increased thoughtfulness.
reading, greatly enlivened the work, and contributed to a better understanding of the content of what was being read. Thus, experimental training was carried out, including various types of retelling, aimed at increasing the level of perception of a work of art by third-grade students.
For speech exercises, they took works of different literary genres, thinking over methodological techniques for each type of retelling.
The simplest type of retelling is close to the text of the sample. In it, not only the content is preserved and transmitted by the student, but also the language of the work to a large extent. It serves, firstly, a means of fixing in memory the content of what has been read, listened to in all its details and connections, and secondly, a means of assimilating the logic of the pattern and linguistic means in their action. Thirdly, this is already a process of speech, oral or written.
Not every text was taken for retelling, especially written. So, small text is easy for children to memorize. We began training in detailed retelling with a narrative text, where the development of the action can be easily traced, there is a clear plot, the characters. Later, texts were introduced with elements of description, as well as elements of reasoning.
A student expresses well orally or in writing only under the condition that he is interested in himself, when he has a real or imaginary listener (reader); feedback must be provided to create a dialogue situation.
The main requirements for a detailed retelling: comprehension of the text, dividing it into parts so that each event was covered, paid attention to the characteristics of the heroes and to the description of nature, if any.
The following tasks were offered for children in order to improve this type of retelling:
Use the words correctly in retelling …….
Choose from each part of the passage, reading which, you will be convinced of ... ..
There is a proverb: …………… What does this proverb say? Think about what this story taught you?
Prepare to retell the text. Remember how the piece begins. How will you speak to convey the correct intonation of each character?
Read what happened ………… .. Prepare to retell the last two paragraphs of the work close to the text.
For example, in order to prepare students for a detailed retelling of the work of V.A. Oseeva "Why?" (Grade 2) used the following questions:
Where did the boy with the dog play?
Why did the boy call himself that?
How did Boom behave in the evening?
Was the hero of the story ashamed of his behavior? Try to find the answer to this question.
What happened at night?
Did the boy admit what happened?
During the observations, we revealed the typical errors of detailed retelling of oral and written:
inability to start retelling;
detailed start and crumpled end;
missing something important;
unification of the language.
Selective retelling was carried out on questions or tasks:
tell us about the event;
describe the picture;
retell one of the points of the plan;
retell from the illustration to the story;
describe the character traits of one of the characters in the story.
In a selective retelling, the element of the retelling's logical independence is higher than in a complete retelling.
The third type is a concise presentation: this is mainly the logical work of students, it differs sharply from the first two types and is more difficult for children. The student must choose the main, essential content of the story, without violating the logic, meaning, connections, sequence. The linguistic design of a shortened, condensed version of the text requires a qualitative restructuring: direct speech gives way to indirect speech, the face of verbs often changes, simple sentences are combined into complex structures. Therefore, we carried out a careful selection of texts for successful compression: for this purpose I do not take descriptive texts. Narrative texts, stories with a plot lend themselves better to compression than others: here some details of the action, conversations of the characters, inserted landscape sketches can be reduced.
Ideally, a concise presentation is not separate phrases from the full text, somehow connected to each other, but a new story, independently constructed anew, holistic, concise, clear.
We used the following tasks for children to teach this type of retelling:
Re-read this part again. What new have you learned? Name the words that convey the image of the protagonist.
Select and read passages in the story that tell you how - Write down all the questions and prepare the story using these questions as an outline.
Prepare to retell the first two parts of the story on behalf of the main character, start like this ... ... ...
Prepare a retelling of the last part of the story on behalf of…. Tell me how the hero's mood changed along the chord of events.
Prepare to convey the content of part 2 of the story in your own words. Think about what words you will use instead of words: I, me, you, you.
Prepare for a succinct retelling of the first two parts of the work. Choose from the text sentences that you will definitely use in your retelling.
Read each part, think about what is most important in it.
So, to prepare for a concise retelling of the story of V.A. Oseeva "Blue Leaves" was asked to answer the following questions for children:
Who is mentioned in the story of V.A. Oseeva?
What qualities of a person does the writer pay attention to?
Do you condemn Katya's act, sympathize with her, or do you want to give some advice?
How do you think Katya distinguishes between such human qualities as greed and frugality?
Think, what was the reason for the quarrel of friends?
The most difficult type of retelling is a retelling of a characteristic. This type requires a clear understanding of the text, the ability of the teacher to teach children to pay attention to the characteristics of the heroes, to highlight the main qualities of character. To do this, we used tasks of a similar type:
Look at the illustration for the work. How did the artist portray the main character?
Pay attention to the definitions that the author used when describing the main character, think and explain why he used these definitions.
Prepare a story
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The development of speech of primary schoolchildren in literary reading lessons
Introduction
Every year life makes more and more high demands not only on us, adults, but also on children: the volume of knowledge that needs to be passed on is steadily growing. To help children cope with the complex tasks awaiting them, you need to take care of the timely and full-fledged formation of their speech. This is a basic condition for successful learning. Indeed, through the means of speech, the development of abstract thinking is accomplished, with the help of the word we express our thoughts.
Speech is the most important mental function inherent only in humans. Thanks to speech communication, the reflection of the world in the consciousness of one person is constantly being refreshed and enriched by what is reflected in the public consciousness, is associated with the achievements of all social activity and human activity. Thus, speech is the basis of the communicative function, which is carried out by means of one or another language.
The child's speech is formed in communication with the adults around him. In the process of communication, his cognitive and objective activity is manifested. Mastery of speech rebuilds the entire psyche of the baby, allows him to perceive phenomena more consciously and appropriately. The great Russian teacher KD Ushinsky used to say that the mother tongue is the basis of all mental development and the treasure of all knowledge. That is why it is so important to take care of the timely development of children's speech, to pay attention to its purity and correctness.
Particularly important is the correct, clean pronunciation of sounds and words by a child during the period of learning grammar, since written speech is formed on the basis of oral speech, and speech deficiencies can lead to academic failure.
It is very important to monitor the development of the speech of a junior school student, since speech has a social and historical nature. Mastering it is important for the adaptation of a person to society.
Many scientists over the centuries have been interested in this issue. Already in the 18th century, this research was carried out by N.F. Komansky, A.F. Merzlyakov; in the XX century - I.I. Paulson, A.I. Anastasieva; at the present time - M.R. Lvov, T.A. Ladyzhenskaya and many others.
The concept of "speech development" includes various aspects: the culture of speech, the level of pronunciation, the lexical and grammatical level of speech development, etc.
It is necessary to constantly mark children with the rules for the formation of oral and written speech, to teach to select the most accurate words and expressions that turn speech into an ever more perfect means of communicating with people.
It is necessary to develop all aspects of oral speech: vocabulary, grammatical structure, sound pronunciation.
The vocabulary of a language is all the words it contains.
The grammatical system determines the rules for connecting words in sentences.
Correct sound production is formed in a child, mainly by the age of five or six.
Speech is not an innate ability of a person, it is formed gradually, along with the development of the child.
On the basis of speech and its semantic unit - words, such mental processes as perception, imagination, memory are formed and developed. Speech is formed in the process of the general psychophysical development of the child. The conditions for the formation of normal speech include the normal central nervous system, the presence of normal hearing and vision, and a sufficient level of active speech communication between adults and a child.
The development of speech, including the ability to clearly pronounce sounds and distinguish them, own the articulation apparatus, correctly construct a sentence, etc., is one of the pressing problems facing a preschool and school institution.
The topic of this research is the development of the speech of junior schoolchildren in literary reading lessons
The main purpose of the work is to study the techniques of work on the development of speech of junior schoolchildren in literary reading lessons.
To achieve this goal, the following tasks were set:
Determine the understanding of speech;
To study the theoretical aspects of the development of the speech of junior schoolchildren.
Determine the level of development of coherent speech.
Pick up methodological techniques for the development of speech and apply them in practice in literary reading lessons.
Object of research: the development of speech in the younger school age.
Subject of research: the use of various methods aimed at developing the speech of junior schoolchildren in a literary reading lesson
Research methods:
Analysis of primary sources;
Experiment;
Observation.
The purpose and tasks of the work determined its structure. It consists of an introduction, three parts, conclusions, a bibliography and annexes.
1 . Crazyological characteristics of speech shkoflax
1.1 Pomaking speech. Types of speech
The position that language belongs to an absolutely exclusive role in the development of cognitive processes of a person has a long history. Probably, for the first time in the clearest form it was expressed by Hobbes. Without speech, he believed, neither judgment nor thinking could be developed to such a degree that they could distinguish a person from all other living beings. F. de Sussure introduced the distinction of language and speech into science. Language is understood either as “a hidden system of lexical units, as well as the rules for their connection in speech” (Ushakova, 1979), or expanded as “a complex system of codes denoting objects, signs, actions or relations that carry the function of coding and transmitting information introducing it into various systems ”(Luria, 1979).
Speech is the implementation of language in the process of communication and interaction between people.
Modern understanding of speech: speech is a specific speech flowing in time and clothed in sound (including internal pronunciation) or written form. Under speech, they understand not only the process of speaking (speech activity), but also its result (recorded by memory or writing speech products).
The main function of consciousness is the awareness of being, its reflection. Language and speech perform this function in a specific way: they reflect being, denoting it. Speech, like language, if we first take them in their unity, is a signifying reflection of being. But speech and language are both one and different. They mean two different aspects of the whole.
Speech is the activity of communication - expression, interaction, communication - by means of language; speech is language in action. Speech, both one with language, and distinct from it, is the unity of a definite activity - communication - and a definite content, which denotes and, denoting, reflects being. More precisely, speech is the form of the existence of consciousness (thoughts, feelings, experiences) for the other, serving as a means of communication with him, and the form of a generalized reflection of reality, or the form of the existence of thinking.
Speech is a language that functions in the context of individual consciousness. In accordance with this, the psychology of speech is delimited from linguistic knowledge, the student of the language; at the same time, a specific object of speech psychology is determined, in contrast to the psychology of thinking, feelings, etc., which are expressed in the form of speech.
To a large extent, thanks to speech, the individual consciousness of each person is not limited to personal experience, own observations, through the means of language it feeds and is enriched with the results of social experience; the observation and knowledge of all people will become or can through speech become the property of everyone.
Speech is the form of the existence of consciousness (thoughts, feelings, experiences) for the other, serving as a means of communication with him, and the form of a generalized reflection of reality, or the form of the existence of thinking.
Speech is a language that functions in the context of individual consciousness.
Speech, word are a specific unity of sensitive and semantic content. Every word has a semantic - semantic content, which constitutes its meaning.
The semantic nature of human speech determines the possibility of its use for conscious communication by means of designating one's thoughts and feelings for communicating them to another. This semantic, significative (denoting) function, which is necessary for communication, was formed in communication, more precisely, in the joint social activity of people, including their real, practical and accomplished through the ideals of mutual speech
In the speech of a person, it is possible to highlight various functions by psychological analysis. Two basic functions of speech - communicative and significative, thanks to which speech is a means of communication and the form of existence of thought, consciousness, are formed one through the other and function one in the other. The social character of speech as a means of communication and its designating character are inextricably linked. In speech, in unity and internal interrelation, the social nature of a person and his own consciousness are presented.
Speech is a collection of pronounced or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs.
Speech is one of the types of communicative activity of a person, the use of language means to communicate with other members of the linguistic collective. Under speech, they understand both the process of speaking (speech activity) and its result (speech production recorded by memory or writing).
Thanks to speech as a means of communication, the individual consciousness of a person, without being limited to personal experience, communicates with the experience of other people, and to a greater extent than this can allow observation and other processes are non-speech, feeling and thinking.
Through speech, psychology and the experience of one person become accessible to other people, enrich them, and contribute to their development.
Types of speech.
The speech of people, depending on various conditions, acquires its own peculiarities. Correspondingly, different types of speech are distinguished.
First of all, distinguish between external and internal speech. External speech can be spoken and written. In turn, oral speech is monologic and dialogic.
External speech serves communication (although in some cases people can think aloud without communicating with anyone), therefore, its main feature is accessibility to the perception (hearing, vision) of other people. Depending on whether sounds or written signs are used for this purpose, they distinguish between oral (ordinary sound speech) and written speech. Oral and written speech have their own psychological characteristics. During oral speech, the person perceives the listeners, their reaction to his words. Written speech is addressed to an absent reader, who does not see or hear the person who is writing, and will read what was written only after some time. Often the author does not even know his reader at all, does not keep in touch with him. The lack of direct contact between the writer and the reader creates certain difficulties in writing speech. The writer is deprived of the ability to use expressive means (intonation, facial expressions, gestures) to better express their thoughts (punctuation marks do not fully replace these expressive means), as it happens in oral speech. So written language is usually less expressive than oral speech.
In addition, written speech should be especially developed, coherent, understandable and complete, i.e. processed. But written speech has another advantage: it, unlike oral speech, allows a long and thorough work on the verbal expression of thoughts, while delays are unacceptable in oral speech, there is no time for polishing and finishing of phrases. Written speech, both in the history of society and in the life of an individual person, arises later than oral speech and is formed on its basis. The value of written language is extremely great. It is in it that the entire historical experience of human society is fixed. Thanks to writing, the achievements of culture, science and art are passed down from generation to generation.
Depending on the various conditions of communication, oral speech takes on the form of either dialogue or monological speech.
Dialogue speech is a conversation, a conversation between two or several persons who speak alternately. In everyday and ordinary conversation, dialogue speech is not planned. This speech is sustained. The direction of such a conversation and its results are largely determined by the statements of its participants, their remarks, comments, approval or imagination. But sometimes the conversation is organized specially to find out a certain question, then it bears a purposeful nature (for example, the student's answer to the teacher's questions).
Dialogue speech, as a rule, makes fewer demands on the construction of a coherent and detailed utterance than monological or written speech; no special preparation is needed here. This is explained by the fact that the interlocutors are in the same situation, they perceive the same facts and phenomena, and therefore relatively easily, sometimes from a half-word, understand each other. They do not need to express their thoughts in a detailed speech form. An important requirement for interlocutors during dialogue speech is to be able to listen to the partner's statements until the end, to understand his thoughts and respond specifically to them, and not to his own thoughts.
Monological speech presupposes that one person speaks, others only listen without participating in the conversation. Monological forms of speech include lectures, reports, speeches at meetings. A common and characteristic feature of all forms of monologic speech is its pronounced orientation towards the listener. The purpose of this orientation is to achieve the necessary influence on the listeners, to transfer knowledge to them, to convince them of something. In this regard, monological speech bears an expanded character, requires a coherent presentation of thoughts, and, consequently, preliminary training and planning.
As a rule, monologue speech flows with a certain tension. It requires from the speaking ability to logically, sequentially express their thoughts, express them in a clear and distinct form, as well as the ability to establish contact with the audience. For this, the speaker must monitor not only the content of his speech and its external disposition, but also the reaction of the listeners.
Internal speech is an internal silent speech process. It is inaccessible to the perception of other people and, therefore, cannot be a means of communication. Inner speech is the verbal shell of thinking. Inner speech is self-descriptive. It is very abbreviated, curtailed, almost never exists in the form of full, expanded sentences. Often whole phrases are shortened to one word (subject or predicate). This is explained by the fact that the subject of a person's own thoughts is quite clear and therefore does not require detailed verbal formulas from him. They resort to the help of expanded inner speech, as a rule, in those cases when they experience difficulties in the process of thinking. The difficulties that sometimes people go through are often explained by the difficulty of the transition from a shortened internal speech, understood for oneself, to a detailed external speech, understood for others.
1.2 Owithobennodevelopment of thinking and speech of junior studentsoflaxov
The person's speech is included in certain relationships with all mental processes; but the basic and defining for speech is its relation to thinking.
Speech is the form of the existence of thought, therefore, there is unity between speech and thinking. In reality, speech is so long as it has a conscious meaning. Words, as visual images, sound or visual, do not constitute speech by themselves. The movements that make up sounds are not independent processes that speech gives as a side product. the whole process of speech is determined and regulated by semantic relations between the meanings of words.
Speech is not a collection of reactions that occur by the method of trials and errors or conditional reflexes; she is an intellectual operation.
It is impossible to reduce thinking to speech and establish an identity between them, because speech exists only because of its attitude to thinking. But thinking and speech cannot be separated from each other. By creating a speech form, thinking forms itself.
Thinking and speech, without being identified, are included in the unity of one process. Thinking in speech is not only expressed, but for the most part it is done in speech. It can be said that thinking is generally impossible without speech: its semantic content always has a sensual carrier, more or less processed by its semantic content. From thought, which is even more a tendency and a process than a completed formation of education, the transition to thought, formalized in a word, is accomplished as a result of often very difficult and sometimes difficult work.
In the process of speech formation of thoughts, the work on the speech form and on the thought that is formed in it, mutually pass into each other. Formulate your thought, i.e. to express it through the generalized impersonal meanings of the language, in essence, means to transfer it to a new plane of objective meaning and, by relating your individual personal thought to the forms of social thought fixed in the language, to go over to the realization of its objective meaning.
Speech and thinking are connected by complex and often contradictory attitudes. Speech has its own structure, which does not coincide with the structure of thinking; they are not the same. Since in speech, the forms of thinking of that era, when the corresponding forms of speech emerged, are deposited and imprinted. These forms, entrenched in speech, inevitably diverge from the thinking of subsequent epochs. Speech is more archaic than thought. Already because of this, it is impossible to directly identify thinking with speech.
The presence of unity and lack of identity between thinking and speech clearly enters into the process of reproduction. Reproduction of distracted thoughts usually turns into a verbal form.
Memorizing thoughts of semantic content is largely independent of the verbal form. The experiment showed that memory for thoughts is stronger than memory for words, and very often it happens that a thought is preserved, and the verbal form in which it was originally dropped out and replaced by a new one.
It also happens in the opposite way that the verbal formulation is preserved in memory, and its semantic content seems to have disappeared, obviously the verbal form itself is not yet a thought, although it can restore it. The statement about the incompatibility of thinking with speech applies not only to external, but also to internal speech. The specificity of speech is not at all reduced to the presence of sound material in it. It lies in its grammatical, syntactic and stylistic structure, in its specific speech technique.
Inner speech also has such a structure and technique, with its own peculiarity, reflecting the structure of external loud speech and, at the same time, different from it. Therefore, inner speech is not reduced to thinking, and thinking is not reduced to it.
There is a unity between speech and thinking: it is dialectical, inclusive, stuck in opposition.
In the unity of thinking and speech, thinking, not speech, is the leading one.
Speech and thinking emerge from a person in unity on the basis of social and labor practice.
The unity of speech and thinking is concretely implemented in different forms for different types of speech.
The ability to think is formed in the process of a child's development, in his cognitive activity.
Cognition begins with the reflection by the brain of real reality in sensations and perceptions, which constitute the sensory basis of thinking.
The elementary thinking of the child, directly associated with the manipulation of objects, actions with them, I.M. Sechenov called the stage of substantive thinking.
When a child begins to speak, masters speech, he gradually moves to a higher level of reflection of reality - to the level of verbal thinking.
The child's thinking is visual-visual, the object of his thought is objects and phenomena that he perceives or represents. Analysis skills are elementary ("a butterfly is a bird, because what flies", and "a chicken is not a bird - it cannot fly").
From the beginning of schooling, the children’s range of ideas and understandings expands, they become more complete and accurate.
When assimilating concepts, junior schoolchildren mix essential and non-essential features. (For example, mushrooms do not belong to plants - because they do not have leaves, insects - to animals, because they are "small"). With some difficulty, cause-and-effect relationships and relationships are mastered.
The ability to form judgments and draw conclusions is also being improved.
Judgments develop from simple forms to complex ones gradually, as you master knowledge, grammatical forms of speech. Children (1 class) judge this or that fact one-sidedly, relying on their own organic experience. And already under the influence of training and education, they learn to reason, justify, prove.
To form in schoolchildren the ability to think actively and independently is the most important task of a teacher.
Studying at school makes all the new and new requirements related to the study of academic subjects to the child's speech, fully and contentedly respond to the lesson.
Speech among junior schoolchildren is a means of communication, assimilation of the amount of knowledge. In the process of learning the language, all types of schoolchildren's speech are perfected and developed.
Difficult to distinguish the graphic outline of the letters, make mistakes.
They find it difficult to relate, associate letters with their corresponding sounds. They hurry to read a word and make mistakes, especially if the word by its form resembles a symbolic one - they read it by guesswork. This is the stage of fluent and correct reading. The speed of reading from class to class increases markedly. In the 4th grade, a child reads 3 times faster than a first grader.
Great attention should be paid to enriching the word, it is poor, inability to link separate parts of the work into a common context.
With the mastery of reading skills, the mastery of writing skills also occurs.
The small muscles of the arm are not well developed, the arm gets tired quickly. For a long time, the handwriting remains large and angular, the shape of the letters is not always correct, the distances between letters and words are arbitrary.
For the children to successfully master the rules of spelling, it is necessary to ensure that the child speaks the words correctly, since children tend to write the words the way they themselves pronounce it.
The teacher must strive to improve the oral and written speech of students.
What else is characteristic for the development of a child's thinking? In junior school age, the transition from visual-visual to verbal-logical thinking, which began at the previous stage (at school age), continues. Especially this is manifested after two years of study at the primary school, when the child shows the ability to analyze texts, to distinguish genus relations, to reason abstractly.
However, it cannot be said that we are observing formal-logical operations to the full extent: a junior school student is not yet able to reason in a hypothetical plan. But at the same time, junior schoolchildren are undergoing a significant progress in the development of various aspects of thinking: conception, classification, serialization, etc.
Conservation is the ability of an individual to see unchanged in the background of visible or apparent changes.
Classification - the child's ability to combine objects into groups according to a given criterion.
Serialization - the ability to rank items by any attribute.
At the end of the junior school age, the individual differences in the thinking of children are clearly manifested. Among them, it is conditionally possible to single out groups of "theorists" or "thinkers" who can easily solve educational problems in words; "Practitioners" who need support for visibility and practical actions; "Artists" with bright imaginative thinking. Many children have their own relative balance between different types of thinking.
The most important for the development of thinking and speech of a junior school student is the assimilation of scientific concepts in the course of teaching. If everyday concepts form a lower conceptual level, then scientific concepts form an upper, higher one, which is distinguished by consciousness and proficiency. Thanks to scientific concepts, the child is able to establish relationships between phenomena, make communication, compare objects. Mastering the system of scientific concepts in the process of learning gives the opportunity to talk about the development of the basics of conceptual or theoretical thinking in younger schoolchildren. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. In many ways, the success of the formation of this thinking depends on the type of training.
In this way, the development of thinking and speech in junior school age is mutually conditioned. Thanks to the assimilation of new concepts, not only qualitative shifts occur in the child's thinking, but also richer and more contented speech becomes.
Development of oral speech. The child's speech develops under the decisive influence of speech communication with adults, listening to their speeches. Speech develops gradually, the process of its development consists of several stages. In the first year of a child's life, anatomical, physiological and psychological prerequisites for mastering speech are created. This stage of speech development is preparatory, pre-speech. A child of the second year of life practically masters human speech. But this speech bears an agrammatic character: there are no declines, conjugations, prepositions, conjunctions in it, although the child is already building sentences. Grammatically correct oral speech begins to form in the third year of the child's life, but at this stage the child makes many mistakes, in particular in vocabulary. In the middle and senior school age, further development of speech takes place, and by the age of seven, by the time the child enters school, the system of the native language is usually sufficiently mastered by him and he is fluent in the device.
Studying at school causes huge shifts in the child's speech development. These shifts are due to the fact that new requirements are imposed on the child's speech, connected with the study of many new academic subjects, with the need to understand the teacher's speech, to respond to the lesson in full and contented manner, etc. If for children of preschool age speech is a practical means of communication, in the process of which it was formed, then in children of school age speech is also a means of assimilating the system of knowledge. It is clear that without learning the language itself, without mastering reading and writing, the child's speech cannot fulfill the function of a systematic and comprehensive cognition of reality. Therefore, in the conditions of learning, the language in which the child speaks becomes the subject of special study. In the process of learning the language, all types of schoolchildren's speech are perfected and developed.
Development of written language. Written speech is of great importance in the speech development of the school student. A child who can speak writing expands significantly the possibilities of communication. A schoolboy who has mastered written speech can express his thoughts to an absent person in written form. In the same way, using written speech, he can learn about the thoughts of other people and, what is especially important, acquire independent knowledge by reading textbooks and other books.
To the written speech of a school student, very large requirements are imposed. Responsible and presentation of this or other educational material (in textbooks) should be strictly consistent and coherent, understandable for the student. Written speech and oral speech of a school student develop in unity and mutually influence each other. The mastery of written speech includes mastering the skills of reading and writing, knowledge of grammatical and orthographic rules.
According to research, reading mastery takes place in three main stages. At the first stage - analytical - the child signs with the names of the letters and how the letters with the help of the corresponding speech sounds are combined into syllables, and the syllables into words. At this stage, the synthesis of letters into syllables and words into words proceeds slowly and with certain difficulties, which is explained by the following reasons: firstly, the child has not yet learned to distinguish well between the graphic design of letters, therefore, recognizing them with misleading problems; secondly, he finds it difficult to relate, associate letters with their corresponding sounds and often makes mistakes. At the second stage - synthetic - the child synthesizes the elements of the word without any particular difficulty and much faster. However, there are errors in the synthesizing of the word at this stage. They are explained by the fact that children hurry to read a word and do not distinguish between its constituent elements, i.e. read by guess. Most often, these errors occur when the word being read by its external form resembles another symbolic word. At the third stage - analytic-synthetic - the reading process is based on the rapid distinction and connection of the elements of the word. This is the stage of fluent and correct reading.
The speed of reading from class to class increases markedly. For example, a first grader who has finished studying the ABC book reads aloud about three times slower than a fourth grade student, who, in turn, reads twice as slow as a tenth grader.
Meaningful, deliberate reading is based on the development of complex thought processes, which provide an understanding of the basic content of the text. Meaningful reading is not given immediately, but develops gradually, in the process of training and education. The teacher should know both the reasons that impede the development of reading, and the means that accelerate its development. The experience of work in school and psychological research show that younger schoolchildren poorly understand this or that text due to the poor word, inability to find a basic thought in the read, inability to connect parts of the text, etc.
To overcome these shortcomings, special work of a teacher is required. First of all, it is necessary to develop and enrich the vocabulary of children. And for this it is important to know what stock of words the child has and how precisely these words express the content of the concepts. It is necessary to teach schoolchildren to find the basic idea of a story or passage of a text and the meaning of those most important words and sentences in which the main idea is expressed. For this, children are taught to make an outline of the story they have read, to look for the most accurate headings for paragraphs, parts of the outline, etc.
The expressive reading of the teacher, and then of the students themselves, helps to understand the content of the text. Expressive reading reveals, with the help of lively intonation, logical stresses, the semantic content of the text. The expressiveness of speech depends, firstly, on the reading technique, which is not yet perfect for students in grades I-II. Secondly, grammar is also a means of expressive reading, which children of this age still do not sufficiently master. Thirdly, expressive speech depends on the use of comparisons, epithets, metaphors, hyperbole, etc., which are inaccessible to younger students. It is possible to understand and apply them only with a sufficiently high level of development of thinking, which the children of this age have not yet reached.
Students in grades I-II poorly comprehend metaphors and allegories, therefore they understand them, as a rule, literally, literally, and not in a figurative sense. So, they perceive the fable simply as a fairy tale and do not notice in its content a transferable meaning. The content of the phrase "What you sow, so you will reap" is understood literally: "You will sow - you will eat, you will sow wheat, you will reap wheat." A similar picture is observed in their understanding of other expressive means of language. The correct understanding and use of expressive means of speech usually appears in third-graders, and by the fourth grade, this understanding appears in a fairly distinct form. The content of allegories, metaphors for students no longer has an independent meaning, but serves as a starting point for clarifying and understanding the transferable meaning of expressive means of speech.
Almost simultaneously with the mastery of reading skills, the mastery of writing skills also occurs. If, when mastering reading skills, the child goes from letters to sounds, then the formation of writing skills is done in the reverse order - from sounds to letters.
The main difficulties in mastering the writing technique are due to the fact that the small muscles of the child's hand are still not sufficiently developed: the hand quickly dulls, the child complains that he is tired of writing. All these reasons lead to widespread shortcomings in the student's writing: the child writes slowly; due to the unstable tilt and pressure when writing, the shape of the letters is not always correct; the line remains large and angular for a long time; the distance between letters, words and lines is not always uniform.
To eliminate the listed drawbacks, you can recommend the following:
1) not allow the child to write for a long time (unfortunately, many parents force their children to write in excess of the norm);
2) to exercise the small muscles of the hand of the first graders, offering them tasks in modeling, drawing, weaving, sewing, etc .;
3) practice copying from the sample, and children must constantly visually control each written letter;
4) to ensure that students understand the defects in their writing and realize the success achieved in eliminating them. It is known that words are not always written the way they are pronounced and heard. The child learns the rules of pronunciation long before learning to write and therefore strives to write the word the way he pronounces it.
What needs to be done to successfully master the rules of spelling by children?
One of the most important means is for the child to speak to himself in the words of the words that he writes. It is especially necessary to separately pronounce those words that the child constantly writes incorrectly.
Orthographically, grammatical writing depends on self-control, on the student's ability to check the correctness of what is written. When developing self-control, it is necessary to take into account both the age and individual characteristics of the child. Self-control is conditioned by the level of development of thinking of students of different ages. In schoolchildren of I-II grades, due to insufficient development of thinking, self-control is still very poorly developed. Pupils of the third grades have already sufficiently developed self-control, and the teacher can rely on him when teaching children ography. The development and upbringing of orthographic self-control also depend on some character traits of younger schoolchildren, on the type of their nervous activity. Usually unrestrained, fiery, impulsive schoolchildren, as well as students who are irresponsible in their attitude to learning, are not able to critically evaluate their educational activities, are usually poorly self-monitored when writing and write in an inappropriate manner.
The development of written language is not limited to the knowledge of orthographic rules. The ability to express one's thoughts in writing is based on a broader knowledge of grammar - on the assimilation of a system of grammatical concepts.
In this way, mastering grammar is mastering the rules and laws that lie at the basis of the development of oral and written speech. Applying these laws, the school student consciously and arbitrarily builds his oral and written speech, selects the most accurate words and expressions, turning speech into an ever more perfect means of communication with people.
1.3 Int o nation, system f o it
It is known how highly A.S. Makarenko put the ability to speak convincingly, emotionally, to possess a diverse intonation, he himself mastered this skill to the highest degree. “I became a true master only when I learned to say“ come here ”with 15-20 shades, when I learned to give 20 nuances in the position of the face, figure, voice. And then I was not afraid that someone would not suit me or would not feel what I needed ”.
The ability to perceive and express emotional shades with the help of intonation means is one of the main components of the intonational competence of the participants in the communication.
Under the intonation, one understands the totality of the pronunciation means, which express semantic relations and emotional shades of speech. Intonation includes rhythm, tempo, timbre and melody of speech. Melody of speech is an increase and decrease in the voice for expressing an affirmation, question, exclamation in a phrase.
Under the concept of "intonational competence" we understand the possession of the sum of knowledge, abilities and skills that allow us to adequately perceive and use the intonational characteristics of speech in the process of speech communication. This includes knowledge of the concept of intonation, its structural components and functions; the ability to perceive by ear changes in all acoustic parameters of intonation; to distinguish by intonation the expression of the basic emotional states and semantic shades of the sounding utterance (i.e. possession of intonational hearing); correctly place logical stress; to raise and lower the voice, to have the power of the voice; maintain pauses, relate the rate of speech to the content of the text; convey with the help of intonation the meaning of the phrase; select the necessary intonation for the expression of any emotional state; to give a verbal description of the intonation of emotional speech; as well as convey emotional intonations in writing.
The rhythm of speech is an equal alternation of stressed and unstressed words, different in duration and strength of voice. Tempo is the speed of speaking. It can be accelerated or slowed down depending on the content and emotional coloring of the statement. With an accelerated rate of speech, its distinctness, intelligibility decreases. At a slower pace, speech loses its expressiveness. To underline the semantic parts of an utterance, as well as to separate one utterance from another, pauses are used - stops in the speech flow. In children's speech, there are often pauses associated with the imbalance of speech breathing, with the inability of the child to distribute speech exhalation in accordance with the length of the utterance. Timbre is an emotional coloring of an utterance, expressing various feelings and giving speech a variety of shades: surprise, sadness, joy, etc. The timbre of speech, its emotional coloring is achieved by changing the pitch of the phrase, the strength of the voice, the text.
Logical stress - the semantic emphasis of a word in a phrase by strengthening the voice in combination with an increase in the duration of the pronunciation.
Special linguo-didactic studies show that the level of intonational competence of schoolchildren is insufficiently developed. Children are often not able to distinguish by intonation, semantic and emotional shades of a sounding phrase. The ability of schoolchildren to correctly use the intonational capabilities of the language in their own speech is imperfect. Kalmykova, T.V. Kondrashova, T.A. Ladyzhenskaya, M.R. Lvov, O.A. Meyer, A.V. Tekuchev, G.P. Firsov and others).
The problems of perceiving and using intonation are of a multidisciplinary nature, they are of interest to specialists in linguistics, psychology, the technique and expressiveness of speech and the method of teaching them, therefore, in the school, it is advisable to teach the language of and reading, non-verbal communication level.
The development of intonational expressiveness of speech has long been underestimated by primary school teachers. And this is not because the idea of intonation is inaccessible to children. On the other hand, the intonation is first learned by them along with speech. The prevailing opinion was that if attention is paid to written speech, then oral speech develops "by itself." But the approach to teaching these two varieties of speech should be different (L.A. Gorbushina, T.A. Ladyzhenskaya, M.R. Lvov, A.V. Tekuchev, G.P. Firsov).
To form the rhythmic and melodic side of speech in children, it is necessary to develop:
o verbal hearing - such its components as the perception of the tempo and rhythm of speech corresponding to the situation, as well as sound-high hearing - the perception of the movements of the tone of the voice (increase and decrease);
o basic qualities of voice - strength and height;
o speech breathing - its duration and intensity.
As the analysis of modern methodological literature has shown, the method of developing the intonational competence of junior schoolchildren has not yet been a subject of special study. Basically, attention is paid to the formation of intonational skills among middle-level students; work on the intonation of junior schoolchildren is largely reduced to work only on expressive reading; comparatively recently, the problem of understanding and expressing emotional states by younger schoolchildren through intonational characteristics of speech has gained weight.
Thus, it is important to develop the intonational competence of junior schoolchildren, because:
a) the level of development of intonational competence in many ways depends on the success of communication between children;
b) the formation of intonational hearing contributes to general speech development, in particular to such a quality of speech as expressiveness;
c) the level of perception and understanding by students of the basic emotions of a person (joy, sadness, fear, surprise, anger, contempt, disgust) by intonation, as well as the level of the vocabulary of students, consistent with the emoticon of their speech to the needs.
In addition, the development of intonational skills is more effective if the work on the intonation of junior schoolchildren is organized in a complex manner: with the familiarity with the features of non-verbal communication, in the process of improving the syntax of speech and learning.
In any language there is a certain number of sounds that create the sound image of the word. Sound outside speech does not matter, it acquires it only in the structure of the word, being able to distinguish one word from another (home, com, tom, lom, com). Such a sound-meaning-discriminator is called a phonem. All speech sounds are distinguished on the basis of articulatory (difference in education) and acoustic (difference in sound) characteristics.
As we know, the primary division of speech sounds is carried out according to the articulation feature into vowels and consonants.
Vowels are the sounds of speech, during the production of which the stream of air does not meet any obstacle on its way, i.e. sound is produced by voice only.
Concord - the sounds of speech, during the production of which the air stream overcomes the obstacle formed by the organs of articulation, and thereby creates noise.
Therefore, depending on the ratio of noise and voice, all speech sounds are divided as follows:
vowels
Sounds
consonant noisy (noise prevails over voice) - deaf and ringing
sleepy (voice prevails over noise)
Classification of consonants
Basic principles:
1.by the method of forming barriers: occlusive and slotted
2.in the place of formation of the barrier (localization): labial, lingual, alveolar, palatal, velar
3.by active organ: lingual, labial and throat
4.by the degree of noise participation: noisy and sleepy
5.by the participation of the vocal cords: deaf and voiced
Additional principles:
1.palatalization / velarization
2.labialization
3.aspiration
4.Long time
Vowel classification
Basic principles:
1.the position of the tongue as a result of moving forward and backward: front, middle and back vowels
2.the position of the tongue as a result of movement up and down: vowels of the upper, middle and low rise
3.on the stability of articulation: monofeed, diftong and diphton.
Additional signs:
1.labialization
2.Long time
3.nasalization
Speech sounds are the result of complex muscular work of various parts of the speech apparatus.
Three sections of the speech apparatus take part in their education: energy (respiratory) - lungs, bronchi, diaphragm, trachea, larynx; generator (voice-forming) - larynx with vocal cords and muscles; resonator (sound-forming) - the cavity of the mouth and nose.
The interconnected and coordinated work of the three parts of the speech apparatus is possible only due to the central control of the processes of speech and voice formation, that is, the processes of breathing, voice formation and articulation are regulated by the nervous system of the central system. Under its influence, actions are carried out on the periphery. So, the work of the breathing apparatus provides the strength of the sound of the voice; work of the throat and vocal cords - its height and timbre; operation of the mouth cavity provides the formation of vowels and consonants and their differentiation according to the method and place of articulation. The nasal cavity fulfills the resonator function - it enhances or weakens the overtones that give the voice sound and fullness.
The entire speech apparatus (lips, teeth, tongue, palate, small tongue, epiglottis, nasal cavity, throat, larynx, trachea, bronchi, lungs, diaphragm) takes part in the formation of sounds. The source of the formation of speech sounds is a stream of air coming from the lungs through the throat, swallow, mouth or nose outside. The voice is involved in the formation of many sounds. The air stream leaving the trachea must pass through the vocal cords. If they are not tense, apart, then the air passes freely, the vocal cords do not vibrate, and the voice is not formed, and if the ligaments are tense, close, a stream of air, passing between them, the helicopter ooze. The sounds of speech are formed in the mouth and nasal cavities. These cavities are separated by the palate, the front part of which is the hard palate, and the back part is the soft palate ending in a small uvula. The greatest role in the formation of sounds is played by the mouth cavity, since it can change its shape and volume due to the presence of movable organs: lips, tongue, soft palate, small uvula.
The most active, movable organs of the articulatory apparatus are the tongue and lips, which produce the most diverse work and finally form each sound of speech.
“The tongue is a collection of muscles going in different definite directions. As a result of this structure, the language can take different forms and produce different movements: move forward and backward, up and down, and not only with the whole body, but also with its individual parts. This extraordinary flexibility of language also accounts for the variety of articulations that produce all kinds of acoustic effects, which we perceive as different sounds of speech. The language distinguishes between the tip, the body and the root of the tongue. When classifying the sounds of speech, conditional-phonetic concepts of the front, middle and back of the back of the tongue are also introduced.
2 . Development of the speech of junior school studentsoflaxoat urokah literaryoGoreading
2.1 Metowildocnoyouotraining for junior schoolchildrenoflaxoin different types of retellinghowodayofrom convothe development of their oraloth speech
Almost not a single lesson goes without retelling, so the primary school teacher should be careful not to use a template in this work. It revives the lessons, increases the interest of schoolchildren with various types of retelling, as well as varying preparation for it.
Before proceeding to the methodological foundations of teaching retelling, let us open the very concept of “retelling”.
V. Dahl's Dictionary gives the concept of retelling in context to retell:
"To retell
o Retell something, tell a dream, again, tell a son. | Children, at least one hundred times retell one fairy tale, they all listen |.
o To convey other people's speeches, not to speak. | I am only telling you what I heard: for what I bought, for what I sell |.
o Scouting, gossiping, transferring, stirring up, secretly cooking. | He will retell everything, do not speak with him. |
o Tell a lot, one after another. | I retold all the tales, I don’t know anymore |.
o Retelling, pl. retellings, the very speeches, gossip, slander, carry messages, ear-ringing, retelling words.
We find another definition in S. I. Ozhegov's dictionary:
“Retelling is an exposition of the content of something. Voluntary retelling
Retell
- to tell, to express something in your own words. Retell the content of the roman
- to tell sequentially, in more detail about something. Retell all the news "
In the methodology of the Russian language, we find the following definition:
"Exposition (retelling) is a type of work, which is based on reproduction of the content of the statement, the creation of a text on the basis of the given (source)." Despite the fact that retelling and exposition are often used as synonyms, the name retelling still more often refers to the oral form of reproduction of the text, i.e. oral presentation - retelling.
Ladyzhenskaya T.A. gives the following definition: "Retelling - reproduction of the content of the original text"
In our opinion, the most accurate definition is given by M.R. Lvov:
"Retelling is a type of student's work, a means of developing speech on the basis of a model."
In the methodology of the Russian language and literature, there is a problem of classifying retellings (oral statements). It is possible to single out the following grounds for highlighting the types of retellings: in relation to the volume, to the content, according to the perception of the original text, according to the degree of familiarity with the original text, according to the complexity of the linguistic assignment, the description of the text, the nature of the text
Below are the most essential reasons, in our opinion:
In relation to the volume of the source text, retellings are:
table
table
With regard to the content of the source text:
table
By perception of the source text:
table
By the degree of familiarity with the source text:
table
For complications with a language task:
Let's characterize some types of retelling, most often used in the practice of the primary school.
1. Detailed and close to the text of the sample retelling
This is the simplest type of retelling used in school. But it is used more often than others, not only for this reason, but also because of its virtues. Firstly, it serves as a means of consolidating the content of what has been read in the child's memory in all its details and connections. Secondly, this is a means of mastering the logic of the sample, mastering language means.
A detailed retelling can be considered independent and mature when it relies on the whole perception of the work, on the knowledge of its composition, on internal logical connections, on the structure of the text, and not on a series of questions about content. If a detailed retelling is built from private answers to questions that are not united in the student's mind by a single semantic task, then the student does not fully convey the topic, idea and content of the read.
A detailed retelling of questions can be used only for educational purposes, at certain preparatory stages, when some new, difficult tasks for students are being solved. And by itself, it does not correspond to the natural conditions of speech utterance.
“The typical drawbacks of such a retelling are known: firstly, the inability to start; secondly, distortion or incomplete transmission of the final parts of the text, despite the fact that the first, the initial parts were transmitted well; thirdly, language impoverishment. Other mistakes: violations of the sequence, lack of understanding of connections, plot, etc. - are less common.
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Development of speech in the lessons of literary reading
in primary school
One of the indicators of the level of a person's culture is his speech. It is believed that speech isintelligence channel... The earlier the language is mastered, the more fully the knowledge will be assimilated. How to get kids excited about language learning? Many teachers are looking for the answer to this question, since the main task is to teach children to think, speak, reason.
Speech development determines the effectiveness of the assimilation of other school disciplines, creates the preconditions for active and meaningful participation in public life, provides the skills of speech behavior necessary in personal life, and the culture of speech development.
Words by K. D. Ushinsky that"To teach the child to have a reasonable conversation witha book and get a taste for such a conversation "is, in my opinion, one of the most important tasks of the school. Reading lessons in elementary school are designed to address the formation of students' independence not only, which is the basis of reading activity, but also the development of speech skills associated with reproducing a read work of art and creating their own statement based on what has been read. The organic connection between the reading and speech activity of a younger student is due to the psychological nature of reading as a type of speech activity aimed at perceiving a word, extracting meaning, understanding the author's intention, and comprehending one's attitude to what is being read.
Teaching younger students the ability to express their own attitude to what they read is one of the integral tasks in the process of forming a full-fledged perception of a work of art, reading independence and speech development. Expressing your understanding and even more so your attitude, of course, is a great difficulty for an elementary school student. On the one hand, this difficulty is due to the state of his experience of reading and speech activities, on the other hand, the presence of a need to express his position, as well as the creation in the lesson of conditions conducive to the inclusion of children not only in the reading of a work of art, its analysis, but also the subsequent interpretation of what was read. text to speech.
Thus, the choice of the topic of the essay "Work on the oral speech of students in reading lessons" is not accidental, since the problem of reducing the culture of speech in our country, the tendency to spread jargon and vernacular is relevant. Therefore, the formation and improvement of the culture of verbal communication of primary schoolchildren acquires great importance.
It is known that a child, being a social being by nature, cannot live without connection with other people: he must consult, share feelings, thoughts, and communication serves as a communication channel. The main way to meet the child's communication needs is speech.
The child's speech and features of its development.
Speech is an activity that is carried out by a person through language for the purpose of communication. These goals can be different. In some cases, a person needs to communicate something to another; in others - to ask something, ask a question, or, conversely, answer a question; thirdly, to order something to others, to influence them. Thanks to the speech of knowledge, the thoughts of one person become the property of another. The exchange of thoughts, feelings, experiences between people in the process of joint activities is their vital need and necessity.
There are such types of speech: 1) external speech , which in turn is divided into oral with its two forms - monologic and dialogical - and written; 2)inner speech.
A special type of speech, in comparison with oral and written, is internal speech, or speech to oneself. Since inner speech serves not for communication with other people, but for the purposes of one's own mental activity, it is carried out without loud pronunciation, i.e. characterized by hidden articulation of speech sounds. However, just like oral and written speech, internal speech is carried out on the basis of linguistic material. Since inner speech is speech for oneself, speech that a person uses to think over his thoughts, what he wants to say, write or just understand for himself, it is short, laconic and not necessarily correctly constructed.
By the age of seven, when a child enters school, he has practically mastered his native language. At the same time, under the influence of learning, huge shifts occur in the child's speech. They are due to the fact that with the child's admission to school, the native language for the first time becomes an academic subject for him, which means that the child enters into a completely new relationship to the language.
The learning process requires the student to learn to consciously use the grammatical and syntactic forms of the language.
First of all, a child at school must master literacy, the ability to read and write. From the very first steps, the sound-letter composition of the word becomes the subject of special analysis and awareness for the child. Learning to dismember words into syllables, and syllables into sounds, connecting the selected sounds with the visual image of the letters, the child masters the sound-letter symbols underlying the image of sounds with letters. In this case, there is a further development of the phonemic hearing of children. They develop new phonemic ideas, they master the image of letters, learn to combine them into words and correlate words and phrases in written speech with the corresponding words and phrases in oral speech.
The main stages of mastering reading can be distinguished.
Stage I - analytical - the child reads first about individual sounds, and then about syllables. As a result of such reading, words are read syllabically separately (not together), and therefore their meaning is poorly assimilated by the student. As a result, the content of the text as a whole is not captured by him.
Stage II - synthetic - children combine the elements of the word, but they do it insufficiently differentiated, in a hurry and guess the words.
Stage III - analytical - synthetic - the synthesis of a word is carried out on the basis of a more differentiated analysis of its elements, the reading becomes more accurate, faster (fluent), more conscious.
At this stage of reading, children develop and develop the ability to read to themselves. It is entirely aimed at understanding the text and does not require expressive pronunciation. Mastering reading to oneself plays a very important role in the general process of a child's speech development and contributes, in particular, to the development of complex forms of mental activity, carried out through internal speech. This is already the highest form of reading, which, however, can also be carried out at different levels.
As many people know, from grade I to grade IV, students generally have only two more or less definite requirements for oral speech: first, to give complete answers to the questions asked, and second, to be able to consistently retell the text read. Both of these requirements are essential conditions for the development of students' oral speech, but they are completely insufficient to ensure a broader, more versatile development of this form of speech.
The development of students' oral speech depends on a number of conditions. In order for speech to develop, it is necessary for the child to practice more in this regard, so that his speech practice is active. For this, it is necessary for the child to feel a need (motive), motivation in verbal communication. The task of educating speech activity is closely related to expanding the range of their ideas, knowledge, and the development of their cognitive interests. The development of a child's speech cannot be considered in isolation from the development of his thinking and the sphere of cognitive interests in general.
Thus, the development of a child's speech should begin with work on expanding the range of his ideas, impressions, with work on raising his cognitive interests. And also the teacher's speech has a great influence on the development of students' speech.
Vocabulary work in reading lessons.
The enrichment of the vocabulary of students is carried out when studying grammar in the process of working on the text in reading lessons.
The source material for the reading lesson is a literary work. Work on synonyms, antonyms, polysemy of a word, its figurative meaning, as well as on the figurative and emotional side of the word is carried out mainly by observing the language of the work and in the process of semantic analysis.
In order to instill in students a love of the Russian language, to acquaint them with the richness of their native language and teach them to use it, first of all, one should cultivate an attentive attitude to the word, to its semantic, stylistic, emotional and imaginative side.
The ability to "see" the word in the text is developed through special exercises. For a primary school student, this is a great achievement, because through the word an image is created, the main idea of the work is realized.
Unlike grammar lessons, in reading lessons, attention is brought up not so much to the grammatical as to the lexical side of the word. And, first of all, the object of attention is the words necessary in order to understand the artistic image, event and the whole idea of the work, to determine first how the object is described, in what words, and then to understand what role they play in its assessment, in what sense are used. Therefore, the choice of a word from its many meanings and synonyms is of great importance for understanding the text and the elementary characteristics of the image. Teaching children of the senior elementary grades to distinguish between shades of word meanings, their imagery is the most important task that determines not only the development of children's speech, but also the understanding of the work, its ideological significance.
The nature of the lexical exercises selected for working with children depends on the quality of the works read in explanatory reading lessons, their ideological, emotional side and language. Literary texts develop a taste for language, a flair for the word. And the higher the work is in its qualities, the more influence it has on the student's speech, for a truly fictional work deeply affects the feelings of children, encourages their thinking and speech to work actively.
Primary school students practically get acquainted with the main literary genres.
The richness of the poetic language of poems, apt and figurative expressions of fables, the accuracy, laconicism of business language, often containing terminology - all our lexical wealth should be brought to the consciousness of children already at primary school age.
At the same time, work on a word in the process of reading a text brings up children's attention not only to the lexical and phraseological richness of the Russian language, but to the word-concept, the meaning of the word.
Work on the meaning of the word is carried out both on popular science texts and when reading works of art, giving through artistic images, through the image of events or the concept of the phenomena of life.
In the process of vocabulary work, it is necessary to achieve not only an understanding of words and the images, representations, concepts denoted by them in the text, but also to teach how to use words in a coherent, lively speech.
The selection of a vocabulary for study and inclusion in the speech of students depends on what knowledge the student should acquire in connection with this topic. The choice of a word for explanation depends on the nature of the context, its general content, because it should be determined how significant it is in the text, to what extent it helps to reveal the main idea of the work, to explain or characterize certain actions of the hero.
Thus, the content of vocabulary work in reading lessons includes:
- enrichment of students' speech with words based on the development of ideas and concepts;
- clarification of the meanings of well-known words by direct observation of the subject and consideration of the word in context, the establishment of the basic, essential features of the concept expressed by the word;
- expanding the sphere of using familiar and new words, comparing the use of the studied words in this and some other (previously or later studied) context, including words in a new context;
- study by observing the word in the text of its stylistic role and basic lexical categories;
- work on figurative means of language in the text;
- the use of words by students in a coherent speech, awareness of their semantic and grammatical connections.
The enrichment of the vocabulary of students is associated with the enrichment of their thinking with ideas and concepts through direct observation of the surrounding reality and the verbal images of the text being read. Therefore, an important issue in the problem of enriching a child's vocabulary is to establish the correct relationship between the book image and the real idea of the subject.
The knowledge a child learns from a book should not be verbal. So that there is no gap between word and image, verbal images should be based on the child's sensory experience; in turn, sensory perceptions, images must have a rational basis, otherwise they will be poor, one-sided.
The child's sensory experience must be enriched through observation, direct study of the surrounding reality.
Unclear ideas and concepts can be concretized by clarifying the content of concepts or ideas.
In reading lessons, in order to enrich the children's vocabulary, I use the following groups of speech exercises:
- Exercises aimed at finding out the meaning or meaning of a word.These are exercises such as observing a word in context; explaining its meaning using this context; explanation of a word by replacing it with a synonym, etc.
- Exercises using logical techniques that reveal the content of words and concepts.This includes exercises aimed at expanding and clarifying the ideas associated with these words in the child. Exercises containing elements of logical operations take a large place; highlighting the main features of the subject; description of the subject by a single, characteristic feature; comparison of two objects in terms of similarity and difference with the aim of a deeper characterization; systematization and generalization of the main features of the concept (for example, signs of the seasons, distinctive features of domestic and wild animals); comparison of coherent elementary characteristics, descriptions of objects (3-4 sentences) on questions or independently. For the successful implementation of exercises of this type, visualization is of great importance - showing the subject, observation and excursions. It helps to reveal the content of the concept and the comparison of the child's personal experience, his idea of a given subject with that given in the book. Therefore, another type of exercise arises - comparing what was read with what was seen, using an example from the experience of a child.
- Lexico-stylistic exercises that contribute to the accuracy, correctness of the use of the word in speech, giving an idea of the lexical richness of the word (polysemy, compatibility, etc.).These exercises are conducted based on observation of the word in the text and the students' own speech. They give an idea of the lexical richness of the Russian language - synonyms, homonyms, antonyms, the ambiguity of the word, its emotional coloring, etc. Lexico-stylistic exercises are associated with the semantic side of the analyzed text or oral story.
- Exercises to help you understand the role of visual language.This group of exercises should acquaint children with the visual means of the language - epithets, comparisons, metaphorical expressions. The purpose of these exercises is to educate, by observing the text, attention to the figurative side of the language. We need to help children realize that an artistic image is created with the help of certain artistic means.
When carrying out the named types of exercises that contribute to the enrichment and activation of the vocabulary of students, an important and final point is the organization of the speech practice of children in connection with the read and analyzed work.
Coherent speech of students is an indicator of the correctness and conscientiousness of their use of words in their speech, testifies to the strong assimilation of these words and the practical mastery of them.
The most common types of coherent speech are: answers to teacher's questions, drawing up a plan for what has been read and various types of retelling.
I will give an example of how the work was carried out on the answers to the questions for the IV part of the story of D. Mamin - Sibiryak "Gray Neck". The order of work was as follows: the part was read by the students in separate completed passages (there are four of them), then they answered questions for each passage. After that, the students formulated the main idea of the passage.
First excerpt
How did Gray Neck feel with the onset of winter? (Gray Neck was afraid of winter, because the wormwood would freeze and the duck would be defenseless.)
How did Fox meet the onset of winter? (She was glad that Gray Neck would soon be defenseless, she could be eaten.)
The main point of the excerpt: the defenseless Gray Neck is afraid of winter.
Second excerpt
How does Fox try to summon Gray Neck to the shore? (The fox wanted to intimidate Gray Neck. At first she tried to summon the duck to the shore affectionately. She was cunning.)
The main idea of the passage: the cunning Fox is trying to lure Gray Neck to the shore.
Third excerpt
How did Fox's behavior change when the ice hole was completely frozen? (The fox scoffs at the duck. Now she began to directly say that she wants to eat it.) Read the words of the fox.
The main point of the passage: Fox mocks Gray Neck.
Fourth excerpt
How did the Hare react to the Fox's act? (The hare condemned the Fox. He was indignant "with all his hare's heart.")
How does the Hare relate to the duck? (Affectionate, friendly. He sympathizes with her.)
The main idea of the passage: The Hare sympathizes with Gray Neck.
This example shows how the structure of the answer depends on the nature of the question: the questions direct the student's thought in a certain direction and help to consciously use in his speech the expressions of the author and the words that the teacher introduces to characterize the characters.
After answering the questions, the students easily coped with drawing up the plan for Part IV, because a short, precise expression of the content of the main passages is both a plan for a part and a summary. At the same time, the plan reflected the work on words showing an emotional assessment of the events, the characters.
The following plan was drawn up:
- Winter has come. Defenseless Gray Neck is afraid of winter.
- Sly Fox is trying to lure the duck to the shore.
- Fox mocks the defenseless Gray Neck.
- The hare sympathizes with the duck.
The next stage of work in the lesson is the synthesis of the analyzed excerpt. The most effective forms of retelling this passage in order to activate speech turned out to be three types: selective storytelling, storytelling on behalf of one of the actors, and creative storytelling. these types contribute to the development of creative thinking in schoolchildren.
* * *
It is necessary to cultivate an attentive attitude to the word from the first grade.
During the period of literacy training, attention develops mainly to the sound side of the word. The lack of sufficient reading technique does not make it possible to stop children's attention in detail on the artistic side of the word, on the richness of its emotional coloring, shades of meanings. And yet this work must be started already during the period of learning to read and write.
The teacher draws the children's attention to individual words that help to recreate the event, the character with the help of questions: as they say, what is said, which (which, which), what they liked, which word needs to be remembered in order to name the words denoting an object, etc.
Children 6 - 7 years old try to comprehend abstract words, words with a figurative meaning, remember and use apt expressions in speech, their speech is emotional, expressive, therefore, meeting similar phenomena in the text, we show them to students, awaken a certain relation, we explain their meaning in the text.
It is difficult to sort out, as they say, on the shelves the types of vocabulary exercises carried out on the texts being read. This is because in their "pure form", they almost never occur separately. As a rule, next to a word-concept in the same text, students meet with synonyms, antonyms, polysemy of the word, with phraseological phrases, with various means of expressiveness and emotionality. Therefore, in practice, it turns out that exercises of various types are possible on the same text in the lesson, especially when a complete lexical analysis of a passage of the text is carried out.
The next stage of lexical exercises: students are invited to understand the meaning of words, to compare these meanings. These exercises show that the same thought can be expressed in different ways. Students are invited to understand the shades of meanings, choose at their own discretion, based on the semantic analysis of the text, a word that is more appropriate to the context, action, character, and explain its use.
Let me give you an example. L. Tolstoy's story "The Bone".
Think about what words in the story show that Vanya really wanted to eat the plum. Underline them with a pencil. (Sniffed, walked past the sinks).
Vanya grabbed one plum and ate it. Why is it said grabbed, but did not take?
Both exercises help children to consciously understand the meaning of words. The first exercise is easier. It makes it possible to establish why the words are used (show that Vanya very I wanted to eat a plum), the second exercise contributes to the enrichment of speech with synonyms and reveals the nature of the act (secretly quickly grabbed it - was afraid, and not boldly, openly took it).
Another stage of lexical exercises is associated with such stylistic work, when the attention of children is drawn not only to how a phenomenon or object is depicted, but also shows why such words should be used.
Let me give you an example. In the poem by Y. Kolas "Spring" (extracurricular reading lesson, grade 3) there are lines:
"The sun laughs tenderly,
Shines brighter, hotter.
And it pours loudly from the hillock
A talkative stream.
It is radiant, silvery,
It sparkles and trembles ... "
When reading and parsing a poem, a number of exercises are carried out:
- Can the sun laugh? Why is it said that the sun laughed ? How do you imagine it?
- Why is it said that it laughing tenderly?
- Why is the spring stream named talkative? And radiant, silvery why does the stream become?
The first exercise develops attention to the figurative meaning of the word. To make sure that this image is understandable to the child, it is necessary to check his perception by verbal drawing a picture.
In the work on the polysemy and figurativeness of a word, a certain place should be occupied by the comparison of the meanings of words.
Lexico-stylistic exercises are available and necessary in reading lessons from grade 1, because they are associated with understanding the semantic and ideological side of the text, with the education in children of an active attitude to the text read, contribute to the emotional perception of the read, and are also a necessary condition for the education of attention and love for Russian language.
With the help of linguistic means, the author's attitude to the actors, to their actions is revealed, the attitude of students towards them is determined. Through language analysis, the analysis of the emotional side of the text is connected, its impact on the reader is determined.
Retelling of texts as the most important means of development
oral speech of students.
An important place in the development of the speech of primary school students is occupied by retellings of various texts. Reproduction of what has been read is one of the main forms of students' work on educational material and one of the effective methods of developing thinking and speech.
In this regard, the question of the conditions under which the retelling itself and the preparation for it really serve this purpose is very important.
Teaching speech activity at school should be carried out in accordance with its nature, which consists in the unity of its main functions - communication and thinking.
Insufficient efficiency of work on the development of students' speech is explained by the fact that this nature is not sufficiently taken into account.
This is especially pronounced in the work on the oral speech of children. So, retelling as the main form of oral speech in reading lessons, in essence, does not serve as a real means of communication, because it is almost not addressed to these listeners, but mainly addressed to the teacher.
Speech - a special form of activity, and, like any activity, it is carried out for certain reasons. What is the motive underlying the retelling of the student, what problem does he solve in it and how does he understand this problem?
It is known that a student who knows how to quickly and directly retell the content of read books or watched films in his children's environment, a schoolboy who generously accompanies his “non-auditorial” retelling with various shades of intonations, pauses, facial expressions, eyes, facial expressions and gestures that help him convey to of listeners, his attitude to what is being told, in a school, classroom environment, becomes unusually stingy with additional expressive means of retelling. The stories and retellings of children become monotonous, flow with tension with many pauses, with a great load on the memory. All this can be explained by a number of circumstances.
The first of them is that with admission to school, the object of retelling changes dramatically, the motives for which they are carried out, as well as the source from which the theme is drawn.(study material instead ofown experience and observations).The storyteller's audience also changes significantly.(a class with a specific teacher grade instead of a small group).
It is known that the preparatory stage for retelling is reading the text. Consequently, by the way the student reads the text, one can already judge the problem that he intends to solve in it.
Reading, as a rule, proceeds unevenly: the student reads some parts of the text fluently, others, on the contrary, more slowly. He reads individual phrases and words repeatedly, sometimes several times, and while reading some words and phrases he says aloud.
Reading the text, the child, in essence, sets himself and solves only one problem: remember its content as fully and accurately as possible.
The features and qualities of retellings performed in reading lessons are in the most direct dependence on the speech abilities that children have, on their speech development. As I have already noted, primary school students are still not fluent in speech. Their vocabulary is limited, especially for active speech, for what they actually use. In the speech of children, there are absolutely not enough synonyms and, therefore, the possibilities for replacing some words with others are limited. Even more difficult is the task of replacing some speech patterns with others. Children have difficulty finding the right words, building a phrase. This circumstance prevents the reconstruction of the text during its reproduction. Under these conditions, children are forced to keep closer to what is given to them in finished form in a readable text. Here they find ready-made what they can formulate themselves with such difficulty.
Thus, we can single out one natural feature of retellings - the presence of verbal substitutions in them.
Working in reading lessons on narrative, descriptive and explanatory texts for the purpose of reproducing them imposes different requirements on the mental activity of students. Retellings of some texts (explanatory) are associated with the generalizing activity of thinking, retellings of other texts (descriptive) - with the highlighting of details, concretization of the read.
The reproduction of these texts also imposes certain requirements on the oral speech of students. Retelling a text containing a large number of explanations requires independently formulated judgments, generalizations and conclusions. Reproduction of the same descriptions is usually carried out close to the text.
As practice shows, retellings of emotionally figurative texts are the best.
"A thought can be assimilated or understood by such a person for whom it is included as a link in the composition of his personal experience, either in the same form (then the thought is already old, familiar), or at the closest degrees of generalization." .
This statement is most directly related to the definition of the content of the texts that children read and retell in reading lessons. The content of each text must satisfy two closely related requirements.
First, it must have a certain cognitive value. Each text should enrich the child with some new knowledge, should teach him something.
Secondly, the content of the text should be of a certain interest to the child, should evoke a certain attitude towards itself.
In order for a child to have a need to read a text, assimilate its content and tell it to others, this content must be accessible to him, find some kind of response in his experience and at the same time have a certain degree of novelty.
Retellings of the text are an active means of developing students' speech and thinking.
The work on the retelling should be built in a certain system, which provides for the constant complication of tasks in connection with the retelling, so that each subsequent retelling is a task one step more difficult than the previous one; each retelling should add at least a grain of new to the knowledge already available to the student. This can be expressed in the restructuring of knowledge, in the introduction of them into new connections, contexts.
Retelling in reading lessons depends on a number of conditions:
- from the task that guides the process of reading and preparation of retelling;
- on the degree of activity with which the student is involved in the process of solving the problem;
- on the characteristics of the text to be reproduced.
It must be remembered that any retelling or story in a reading lesson should be, first of all, a means of communication. The task that arises in this regard is to teach children to retell and tell taking into account the audience, the listener, to educate them to need to be listened to. In this regard, it is very important to educate children in a critical assessment of their speech, the ability to take into account the attitude towards it.
The development of children's speech and vocabulary, mastering the wealth of their native language is one of the main elements of personality formation, mastering the developed values of national culture, is closely related to mental, moral, aesthetic development, is a priority in language education and training of schoolchildren.
The formation of the possibilities of verbal communication of schoolchildren involves the inclusion in the child's life of specially designed communication situations (individual and collective), in which the teacher sets certain tasks for the development of speech, and the child participates in free communication. In these situations, the vocabulary expands, the ways of expressing the concept accumulate, conditions are created for improving the understanding of speech.
Taking care of the enrichment of the vocabulary of children, we must understand that the words learned by children fall into two categories. The first of them, which can be called an active vocabulary, includes those words that the child not only understands, but actively, consciously, whenever appropriate, inserts into his speech. The second, passive vocabulary includes words that a person understands, associates with a certain idea, but which are not included in his speech. The new proposed word will replenish the verbal active stock of children only if it is fixed. It is not enough to say it once or twice. Children should perceive it with hearing and consciousness as often as possible. Only a child with a rich vocabulary of a child can form the correct literate speech. The task of the teacher is to optimize the process of developing speech and enriching the vocabulary as much as possible. Applying various methods of teaching the development of speech and enriching the vocabulary, you can achieve more tangible results than if you use stereotyped techniques. Children are interested in changing activities and therefore the process of mastering knowledge will proceed more interestingly, lively and without fatigue. Having developed speech, an elementary school student will be better prepared for the middle level. The knowledge transferred to him by teachers will be more easily perceived, there will be less problems when communicating with peers, answers at the blackboard. Based on the above, we can conclude that the child's vocabulary is the basis for the development of children's speech.
Lipkina A.I., Omorokova M.I., Work on the oral speech of students in reading lessons, "Education", M., 1985, p. 81.
Speech is a person's activity, the use of language to convey their thoughts, knowledge, intentions, feelings. Speech can be external and internal; external is subdivided into oral (sounding) and written (graphically recorded); they also distinguish dialogue and monologue speech. The tasks for the development of students' speech include: enrichment, consolidation and activation of the vocabulary, improving the sound culture of speech, improving the grammatical side of speech, developing the qualitative characteristics of speech. Students' speech should be characterized by content - you can speak or write only about what you yourself know well; consistency - consistency, clarity of speech construction; precision – the ability of the speaker and writer not only to convey facts, observations, feelings in accordance with reality, but also to choose the best language means for this purpose. The student's speech must be characterized by expressiveness - the ability to brightly, convincingly, concisely convey a thought, the ability to influence people by intonation, selection of facts, construction of a phrase, choice of words, mood of the story; clarity – accessibility to the people to whom it is addressed. Very important pronouncing side of speech: good diction, clear pronunciation of the sounds of the native language, adherence to the rules of spelling.
The following levels of work on the development of speech in primary grades are distinguished: pronunciation, lexical, grammatical and text level. Pronunciation work is planned in three directions: speech technique, orthoepy, intonation. An important task in the work on the technique of speech is: a) the formation of correct speech breathing; b) improving articulation and diction. In this regard, in the structure of literacy lessons, as well as, if possible, lessons of the Russian language and literary reading, it is planned to plan and conduct a speech warm-up as an obligatory stage of the lesson. The assimilation of the orthoepic norms of the Russian literary language should be provided daily in connection with the educational material studied in the lesson. Children should be taught to read orthoepically correctly printed and correctly write orthoepically dictated. Intonation work is necessarily included in the structure of the lessons and is based on the educational material of educational books (textual and illustrative). Intonation is a sound means of language. It consists of the following components: melody (raising and lowering the tone); the strength of the voice; tempo, pause, timbre as a means of expressing emotions.
The lexical level of speech development is a vocabulary work, which consists of four directions: enrichment of the vocabulary , i.e. assimilation of new words that schoolchildren did not previously know; refinement of the dictionary , i.e. deepening the understanding of already known words, clarification of their shades, differences between synonyms, selection of antonyms, analysis of polysemy, allegorical meanings; activation of the dictionary , i.e. inclusion of the widest possible range of words in the speech of each student; elimination of non-literary words , sometimes used by younger students, correction of erroneous stress, pronunciation.
Sources of vocabulary enrichment: speech environment in the family, among friends, books, mass media; educational work at school (textbooks, teacher's speech), dictionaries, reference books. The vocabulary of personality accumulates throughout life; the highest intensity is in the earliest years. It is estimated that the vocabulary of primary school students is daily enriched with 4-6 words, in middle grades - 6-8 words, in senior grades - 7-12 words.
Ways to explain new words (vocabulary semantisation):
The use of visualization: subject, visual, graphic. Sometimes you can use facial expressions, gestures, movements.
With the help of system connections: selection of synonyms, antonyms, derivational analysis, context.
Using a logical definition: bringing a word to the closest genus and highlighting species characteristics
Season
Autumn
Cooling down, birds flying away, harvesting
Detailed description: used in the analysis of literary texts.
In the process of working on the vocabulary, students need to familiarize themselves with the stylistic richness of their native language. Trails - this is a poetic turnover, words or expressions used in a figurative sense. Trails include comparison, epithet, metaphor.
The lexical richness of the language is largely provided by its synonyms. The work on synonyms in primary grades consists of the following elements: a) detection in the readable texts of words that are close in meaning, explanation of the meanings and shades of these words; b) selection of words close in meaning to the given one, explanation of differences in the meanings of these words; c) exercises for the use of synonyms in speech. Work on antonyms is structured as follows: a) antonyms are grouped in pairs; b) select antonyms for these words; c) replace antonyms in a sentence; d) supplement the begun sentence with words with the opposite meaning (antonyms); e) select antonyms for words that have different meanings, f) select synonymous groups of antonyms, etc.
In the primary grades, work is provided on the polysemy of words, homonyms and phraseological units.
At the grammatical level of work on the development of speech, exercises are used in the construction of syntactic structures: phrases and sentences. Collocation Is a lexical and grammatical unity that does not express a complete thought. It contains the main and dependent words. In the elementary grades, such a method of working on a phrase is adopted, as the formulation of a question to the subordinate word from the subordinate. Types of speech exercises with phrases: establishing links within a phrase, fixing these links in writing; a schematic representation of the connections between words in a phrase and in a sentence, i.e. modeling; drawing up phrases of different types and topics; highlighting stable combinations and interpreting their meanings; correction of speech errors in phrases, correction of dialectisms (I was "at my sister's", caught a "mouse"). A sentence is a minimal unit of speech, has a clear grammatical organization, and expresses a complete thought. Types of exercises with sentences: "according to the model", constructive and communicative-creative.
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