Visual aids in the study of sounds. The use of visual teaching aids in elementary grades - abstract. Psychological reasons for the difficulties of schooling in the primary grades

Do-it-yourself didactic manual for older preschoolers

Didactic manual for the development of phonetic and phonemic representations "House for sounds"

teacher-speech therapist MDOU kindergarten "Rodnichok" village Svecha, Kirov region
Description: The allowance for the development of phonetic and phonemic representations is intended for classes with children 5-7 years old. The game can be used both in subgroup and individual lessons.
The use of visualization in the formation and correction of phonemic analysis contributes to a stronger assimilation of the material. Based on sound symbols, children learn to recognize sound as a unit of speech on a visual-effective basis. The Sound Characteristic Chart helps children learn the term "sound". During the lessons, children will learn to characterize any sound. Children develop the ability to hear themselves and feel the movements of the organs of articulation. Thus, stable associative links are formed between the acoustic image of the sound, its articulation pattern and the term.
Target: Development of the ability to draw up a sound characteristic based on a diagram.
Material:
1. A set of special characters for denoting vowels and consonants (T.A. Tkachenko's manual)

2. A set of pictures with symbols of speech sounds (manual Z.E. Agranovich)

3. Sound house.
Preparation method.
On an A4 sheet, draw a house on the right, 5 circles on the left and laminate with a transparent self-adhesive.

Using double-sided tape, glue a transparent pocket on each circle.

4. Pictures-schemes for characterizing sounds.

- Red circle (vowel sounds).
- Blue circle with a bell (consonant voiced hard sounds).
- A blue circle with a crossed out bell (consonants deaf hard sounds).
- A green circle with a bell (sonorous consonant soft sounds).
- A green circle with a crossed out bell (consonant deaf soft sounds).
5. Object pictures for fixed sounds.

Game "Tell me about the sound"

Tasks:
Teach children to give a detailed description of the sounds of speech.
Teach children to differentiate sounds, depending on their characteristics.
Task options:
1 task
An adult inserts a sound symbol [Ж] (manual by Z.E. Agranovich)
through the window of the house and says:
Today a cheerful beetle flies to visit us and sings a song: “F-f-f”. Repeat this sound. Today he will live in our house.

When we pronounce the sound [Ж]:
- lips are extended with a bagel, a mouthpiece,
- the tip of the tongue is raised behind the upper teeth,
- the lateral edges of the tongue are pressed against the upper molars,
- in the middle of the tongue there is a strong smooth air stream.
Now put your hand on the neck, and say the sound [Ж]. The neck "trembles", vibrates:
If the throat trembles
So the ringing sound is running.
- The sound [Ж] is a consonant, always solid, sonorous. We will denote the sound [Ж] with a blue chip with a bell.

An adult invites children to repeat the characteristics of the sound, find the right chip and place it in the pocket above the picture.
Thus, it is possible to characterize any sound as it is studied.
2 task
An adult lays out on the table pictures with symbols of speech sounds (Z. E. Agranovich), oppositional in deafness - sonority,
inserts a chip-scheme into a pocket on the roof and invites the child to pick up a picture-symbol of the sound corresponding to the scheme.

The child gives a detailed description of the sounds, relying on the acoustic-articulatory image of the sound and selects the desired picture.

3 task
An adult lays out on the table pictures with symbols of speech sounds (Z. E. Agranovich), oppositional in softness - hardness,
inserts a chip-scheme into a pocket on the roof and invites the child to pick up
picture-symbol of sound corresponding to the scheme

The child gives a detailed description of the sounds, relying on the acoustic-articulatory image of the sound and selects the desired picture

4 task
An adult lays out on the table pictures with symbols of speech sounds (Z. E. Agranovich), oppositional in softness - hardness, deafness - sonority,
inserts a chip-scheme into a pocket on the roof and invites the child to choose a sound corresponding to the scheme

5 task
An adult lays out symbols of sounds on the table (T.A. Tkachenko's manual).
He inserts a chip-scheme of sound into the window on the roof and invites the child to name several sounds suitable for this scheme.

Children give a detailed description and choose the right sounds.

6 task
An adult lays out subject pictures of fairy-tale characters on the table.
He proposes to name the hero, highlight the first sound in the word, give a detailed description of this sound and designate it with the corresponding chip.

INTRODUCTION 3

Lesson 19 progress

INTRODUCTION

Currently, more and more attention is paid to the use of visualization at the initial stage of training. This is due to the fact that the methods of using visualization have the ability to show the development of phenomena, their dynamics, to communicate educational information in certain doses and to control the individual process of mastering knowledge. Visual aids stimulate the cognitive interests of students, create, under certain conditions, an increased emotional attitude of students to learning, provide a versatile formation of images, contribute to a strong assimilation of knowledge, an understanding of the connection between scientific knowledge and life, and save teachers' time. The topic related to the use of visual aids in teaching and its implementation in primary school lessons is becoming more widespread in the psychological and pedagogical literature due to the emergence of new types of visual aids and their capabilities in teaching younger students. Therefore the essence research problems lies in the discrepancy between the requirements for the use of visual teaching methods that affect the assimilation of educational material by younger students, and the practical level of their use in the classroom.

The relevance of research is that the use of visual methods in the classroom in the lower grades has a very fruitful effect on the result of the learning process and the assimilation of knowledge, in addition, primary school teachers have a need to implement effective methods of using visualization.

Purpose of the study: to reveal the effectiveness of assimilation of new material in the lessons of younger students with and without visualization.

Object of study were visual aids used in the formation of knowledge in the learning process, and subject of study was the activity of the teacher in the selection and use of visual aids in the classroom.

Based on the problem, goal and subject, a research hypothesis: if the teacher systematically uses visualization in the classroom, then this contributes to the solid assimilation of knowledge, the development of memory and attention.

In accordance with the purpose, object, subject of research and based on the working hypothesis, the research objectives are determined:

To analyze the psychological and pedagogical literature on the research problem;

Perform a comparative analysis of the results of the work with and without visualization.

These tasks can be solved using research methods : monitoring the activities of teachers, pedagogical experiment, processing of research results.

Research base: MOU secondary school No. 60 2 "A" 20 people, 2 "B" 20 people. There are 40 students in total.

1 Psychological and pedagogical foundations for the use of visual teaching methods in primary school

Visual teaching methods are those methods in which the assimilation of educational material in the learning process depends on the use of visual aids and technical means. Such teaching methods should be used in the classroom in elementary school. This rule follows from the psychological characteristics of primary school age. Visual methods contribute to the development of memory, thinking, imagination. However, the role of attention should not be denied. As you know, attention is a function that serves all mental processes. Without attention it is not possible to carry out any conscious activity. Therefore, without attention it is not possible to build the learning process normally. Therefore, it is so important to learn how to control the attention of students.

1.1 The principle of visibility in pedagogical research by various scientists and educators

The use of visual aids to create figurative representations among schoolchildren, to form concepts , for understanding abstract connections and dependencies - one of the most important provisions of didactics based on the methodology of dialectical materialism. Sensation and concept are different stages of a single process of cognition. Even J. A. Comenius put forward the "golden rule": "everything that ... can be provided for perception by the senses ...". The requirement that students draw knowledge primarily from their own observations played a large role in learning. However, the limitations of the sensationalist philosophy, on which Comenius relied, did not allow him to reveal the principle of visualization of teaching with the necessary completeness and versatility. The principle of visibility was greatly enriched in the works of G. Pestalozzi. He believed that the sense organs themselves provide us with chaotic information about the world around us. Teaching should eliminate disorder in observations, delimit objects, and reconnect homogeneous and close objects, i.e. form students' concepts. In the pedagogical system K.D. Ushinsky, the use of visualization in teaching is organically connected with the teaching of the native language. Ushinsky believed that the best way to achieve the independence of children in the process of developing the gift of speech is visualization. It is necessary that the subject be directly perceived by the child and that, under the guidance of the teacher, "... the child's sensations turn into concepts, thoughts are formed from concepts, and thoughts are clothed in words" .

In modern didactics, the concept of visibility refers to various types of perception (visual, auditory, tactile). None of the types of visual aids has absolute advantages over the other. When studying nature, natural objects and images close to nature are of the greatest importance, and in grammar lessons - conditional images of relationships between words using arrows, arcs, by highlighting parts of a word in different colors. Often there is a need to use different types of visual aids when getting acquainted with the same issues.

It is very important to use visual aids purposefully, not to clutter up the lessons with a large number of visual aids, as this prevents students from concentrating and thinking about the most important issues. Such use of visualization in teaching does not bring benefits, but rather harms both the assimilation of knowledge and the development of schoolchildren. When students have the necessary figurative representations, they should be used to form concepts, to develop students' abstract thinking.

In the practice of teaching, the use of visual aids is combined with the word of the teacher. The ways of combining words and means of visualization, with all their diversity, make up several basic forms. One of them is characterized by the fact that the words of the teacher guide the observation conducted by the students, and the knowledge about the external appearance of the object, about its structure, about the ongoing processes, the students receive from the observed objects.

In another form of combination, which differs sharply from the one just described, students obtain information about objects and processes from the teacher's verbal messages, and visual aids serve to confirm or concretize the verbal messages. In this case, at a lesson devoted to the same topic, the teacher himself talks about the properties of the observed object and shows them.

The first of the mentioned forms of combination is more effective not only for the assimilation of knowledge, but also for the development of schoolchildren's observation skills. The superiority of the first form shows itself especially sharply when a subtle analysis of the object must be carried out. Since the use of another form of combination requires less time, one can resort to it when a relatively "rough" analysis of objects is performed.

The teacher's knowledge of the forms of combining words and visual aids, their variants and comparative effectiveness makes it possible to creatively use visual aids in accordance with the didactic task, the characteristics of the educational material and other specific conditions.

1.2 The role and place of visibility in the initial stage of learning

In recent years, the problem of visibility in teaching has become relevant again. This explains many reasons. The field of visibility has significantly expanded and its inventory has become more complicated. Once upon a time, visualization in education was almost exclusively subjective in nature, for example, when introducing a new word, they showed the object designated by it or its image. The conditions for the use of visualization in teaching are contradictory. The main task of visualization is to base the development of students' thinking on sensory-visual impressions, to connect school with life. And at the same time, learning takes place not in real life, but at school. The scope of visualization in teaching has not yet been precisely defined by anyone. Practice shows that visualization is used both in complex and in aspect training, expanding and deepening all the time. The teacher must not only know his subject well, but also be able to make it the property of his students. “Some people know a lot,” said M. I. Kalinin. - I know many people who are excellent at the subject, and if he appoints such a person as a teacher, he will not be able to present his subject well. It is necessary not only to know your subject, but also to be able to present it in such a way that it is well received by the audience.

The ability to present one's subject well, the teacher's pedagogical skills are based on the ability to build the learning process in accordance with its laws, with basic didactic principles. One of these principles is the principle of visibility. Meanwhile, as mass studies show, some teachers do not have a clear idea of when and how to use visual aids, in which cases the use of visual aids is necessary and useful, and in which cases it is unnecessary and even harmful. Each teacher has repeatedly heard persistent advice, and sometimes even demands to rely more widely on visual aids in teaching, to use more visual aids in the lessons, to use visual teaching aids. Each teacher spends a lot of time and effort on the selection and production of visual aids. To enhance clarity, teachers try to use technical teaching aids: tape recorders, video recorders, televisions and other devices and devices. At the same time, teachers sometimes hear warning voices: one must not get carried away with visual aids, one must be careful in the use of visual aids.

In a textbook on pedagogy, one can read the following: “Recognizing the most valuable advantages of visualization, the teacher should keep in mind that this is the sharpest weapon, which, if used inattentively and ineptly, can lead students away from solving the main problem, replace the goal with a vivid means, and can become an obstacle on the way. to a deep mastery of knowledge, to the knowledge of essential connections and patterns. The use of visualization has been one of the main problems of didactics for centuries. Recently, the understanding of the role of visualization in the educational process has changed significantly. The importance of visualization in the educational process began to be considered in close connection with methodological tasks, with the need and expediency of using this particular means of visualization at this particular stage of the educational process. Proceeding from such a formulation of the problem, the task becomes to find a specific application of visualization, i.e., to find a method for introducing it into the pedagogical process that would ensure not a formal application of visualization, but its actual use.

Visualization issues have always been resolved depending on general didactic concepts, on the goals and objectives of training. During the period of dominance in the methodology of teaching the comparative grammatical method, grammar tables were most widely used from visual aids. After some time, teaching methods and views on the role and place of visibility in teaching have changed. The principle of visualization began to be considered not as an auxiliary, but as one of the main principles in teaching. Visualization increases the effectiveness of learning, helps the student to learn the material more meaningfully and with great interest. The value of visualization is now seen in the fact that it mobilizes the mental activity of students, expands the amount of material to be digested, reduces fatigue, trains creative imagination, and facilitates the entire learning process.

1.2.1 Theoretical substantiation of the concept of "visual aids" in the psychological and pedagogical literature

Visual teaching aids are planar and three-dimensional images of objects and phenomena created for educational purposes, industrial and natural objects in their natural or prepared form. The use of visual teaching aids contributes to the formation of materialistic ideas and concepts in students, the development of their skills and abilities. Visual teaching aids are used at school at various stages of the educational process: when explaining the teacher of new material, when fixing it by students, during the repetition of the studied material and when the teacher checks the knowledge of students, as well as in extracurricular, circle work. Visual teaching aids must comply with the content of programs and textbooks, teaching methods and techniques, age characteristics of students, and also meet certain scientific, aesthetic, sanitary, technical and economic requirements. Visual teaching aids are very diverse in their purpose, content, image methods, materials and manufacturing technology, methods and techniques of use. They are usually divided into 2 main groups: natural visual teaching aids, consisting of natural or industrial objects, and visual visual teaching aids depicting objects and phenomena by means of art (painting, graphics, sculpture) and technology.

According to the image methods, there are: figurative visual teaching aids showing objects and phenomena in a real, figurative form (models, models, dummies, paintings, illustrative tables), and schematic conditional visual teaching aids that convey only the most important thing in an object or phenomenon - the main, in a well-known logical processing and using conventional graphic symbols, conventional coloring and symbols (maps, diagrams, diagrams).

1.3 Using visualization methods in teaching younger students

The methods of using visualization can be conditionally divided into two large groups: the method of illustration and the method of demonstration. Thanks to these methods, it is possible to arouse students' interest in the life around them and teach them to analyze natural and social phenomena, as well as teach them to concentrate on the main thing, to highlight special signs. With the help of a demonstration, the attention of students is directed to the essential, and not to accidentally discovered, external characteristics of the objects, phenomena, processes under consideration. The illustration is especially well used when explaining new material. Then the teacher should illustrate his story on the blackboard with chalk. The drawing explains the words of the teacher, and the story makes clear the content depicted on the board.

The didactic principle of visualization is the leading one in teaching, but it, as in cognition, should be understood more broadly than the possibility of visual perception. The concept of visualization requires in the learning process the special use for educational purposes not only of various objects and phenomena or their images, as was interpreted until recently, but also models, symbols, including signs, reflecting in a conditional form the essential properties of the phenomena being studied. Visualization plays a special role in teaching children of primary school age, as it corresponds to the peculiarities of their perception and assimilation of knowledge. Influencing the senses, visual aids provide a versatile, complete formation of any image, concept, and thereby contribute to a stronger assimilation of knowledge, an understanding of the connection between scientific knowledge and life. Visualization contributes to the development of students' emotional and evaluative attitude to the knowledge being communicated. By conducting independent experiments, students can be convinced of the truth of the acquired knowledge, the reality of those phenomena and processes that the teacher tells them about. And confidence in the truth of the information received, conviction in knowledge make them conscious, strong. Visual aids increase interest in knowledge, make it easier to assimilate it, support the child's attention.

Depending on the didactic functions, the following types of visualization are distinguished:

Natural visibility (plants, animals, minerals); its function is to introduce students to real objects of nature.

Experimental visibility (phenomena of evaporation, ice melting); function - acquaintance with phenomena and processes in the course of experiments, observations.

Picture and picture-dynamic visibility (paintings, drawings, photographs, transparencies, cinema); function - to acquaint with some facts, objects, phenomena through their display.

Volumetric visibility (layouts, dummies, geometric figures); function - acquaintance with those objects where the three-dimensional image plays a role in perception.

Sound visibility; function - reproduction of sound images.

Symbolic and graphic visibility (drawings, diagrams, maps, tables); function - the development of abstract thinking, acquaintance with a conditionally generalized, symbolic reflection of the real world.

Mixed visibility - educational sound film; function - recreating the most complete living display of reality.

Before choosing one or another type of visualization for a lesson, it is necessary to consider the place of its application depending on its didactic capabilities. At the same time, one should keep in mind the goals and objectives of a particular lesson and select such visual aids that clearly express the most significant aspects of what is being studied in the lesson phenomena and allow the student to isolate and group those essential features that underlie the representation or concept formed in this lesson. performs the function of guiding the perception of students.Visual aids can serve as a support for understanding the connections between facts, phenomena that are inaccessible to direct observation, and the word of the teacher encourages observation and directs children to, comprehend, interpret the observations made.When generalizing, repeating what has been studied, as a rule, history The source of knowledge about facts, phenomena or their connections is the teacher’s conversation, and visualization performs the function of confirming, illustrating, concretizing a verbal message or serving as the starting point for a message containing information about phenomena and connections that are inaccessible to direct perception. Visual aids can act as a source of knowledge in organizing independent work of a creative, research nature. In this case, the teacher determines the task, directs the activities of students. Visual aids can serve as a visual support when questioning students: using, for example, the content of the frames of a filmstrip, students retell an excerpt from a literary work. The number of teaching aids used in one lesson is determined by the specific educational, educational and developmental goals of the lesson. There are quite possible cases when the teacher considers it sufficient to use only a textbook in the lesson, without resorting to other teaching aids. At the same time, in a number of cases, it is necessary to use a complex application of different types of visualization.

1.3.1 The value of figurative and illustrative clarity in the lessons of younger students

In the primary grades, not only students' ideas about the objects being studied are formed, but also concepts. The achievement of each of these tasks is facilitated by the use of various types of visibility. This requirement of an integrated approach to the use of teaching aids is associated with the specifics of their functions. In the formation of representations, the main place is given to figurative clarity. Its simplest, most common and traditional form is printed pictures and illustrative tables, both demonstration and handouts.

Painting as a means of education has been known since the 19th century. In the educational process, it is used in the form of large-format wall demonstration paintings; in the form of illustrative material for individual and group use in story picture albums; as drawings in textbooks. Paintings can be specially created for certain topics of the curriculum, reproductions of art paintings by famous masters can also serve as a useful teaching aid.

Pictures have one feature that explains their systematic use in school: the artist depicts the main features of objects and phenomena in a more concentrated form than is found in life. Bringing the main to the fore provides the possibility of a clear separation of the main from the secondary. Visual means contribute to a bright, figurative, complete perception of the picture, stimulate the student's speech.

In the lessons, pictures are used to solve various educational problems: they can be a source of new knowledge, material for generalization, an illustration of a story of a teacher or student, a means of motivation. The advantages of educational pictures are their large information capacity, achieved by the artistry of the image of the object under study, the absence of irrelevant details that could distract the attention of children, and static nature. A large image allows you to fix the attention of students on the phenomenon being studied for a long time, to direct it to the essential, the main thing. Using educational pictures, the teacher also introduces schoolchildren to the methods of work, which will then find a place in the independent activity of students with handouts not only of a printed but also subject nature, that is, with the help of pictures, they form general educational skills. In pedagogical terms, it is also significant that paintings, as original works of art, have a strong emotional impact on students, thereby enhancing the perception of educational material. At the same time, work with paintings is a kind of base for understanding painting, which is important in educational and developmental plans.

Tables differ in purpose and design. Some of them are based on artistically executed images of the objects under study or corresponding photographs united by a common theme (tables with images of animals and plants: "Mushrooms", "Birch and Spruce", "Birds", etc.).

Other tables are a combination of digital, textual or graphic material with or without one or more figures. These include tables for teaching literacy, for the Russian language, for compiling and solving problems, for extracurricular reading lessons. Some tables are used as illustrations when explaining new material, others as a source of additional information to clarify, expand students' knowledge, as material for organizing training exercises.

A special place is occupied by reference and instructive tables: “Draw and measure correctly”, “Sit correctly when writing”, “Rules of the road”. They are designed for long term use.

Textbook illustrations belong to static illustrative visualization. Now, with the color execution of textbooks, with the presence of photographs in them, many illustrations can perform no less important educational functions than visual demonstration aids. So, for example, there are a lot of drawings in Russian language textbooks. They allow you to organize a variety of work. In some cases, the drawings are a simple illustration to the text: for example, drawings for lessons on the topic “Designation of the softness of consonants with vowels” (calves, lambs, kittens, puppies), a drawing for the exercise “Winter”, etc. In other cases, the drawings tell children what words to write. For example, the task "Add a sentence (The girls are tearing ... They are making noise on the lake...)" students can perform in different ways, that is, add any of the words (in this case - flowers, branches, grass and guys, reeds, ducks). The drawings (here - lilies of the valley, reeds) will direct the child's thoughts in the right direction - the sentence will be supplemented with words with a certain spelling (shi).

Finally, using the drawings in the textbook, students make up answers to questions, sentences and short stories. In addition to illustrations, Russian language textbooks contain chart-tables of endings for nouns and adjectives, and verb changes. According to them, observation of a particular linguistic phenomenon is organized, they can serve both for generalization, and for comparison, and for reference when performing independent work and during self-examination. The functions of drawings in textbooks of mathematics and natural history are similar. To a large extent, they are illustrations of the text, but a certain part of them, especially in natural history, is educational material, accompanied by practical tasks. Pictures in reading textbooks often play an illustrative role.

1.3.2 Playing with visualization in the educational process as a teaching method

When starting to work with children, the teacher must clearly understand what is their distinguishing feature. Psychological studies show that younger students are highly cognitively active. They are dominated by visual-effective thinking. Looking for answers to countless questions, the child is very willing to perform practical activities with objects that interest him.

In the process of teaching children of primary school age, it is important to create favorable conditions for students to fully and deeply understand the educational material in the process of repeated repetition of practical actions. Here it is important to combine the use of demonstration visual material with the simultaneous practical activities of students with individual didactic material. From actions with specific three-dimensional objects, the teacher gradually moves to flat didactic material (subject pictures), and then to an even more abstract one (geometric figures, counting sticks, sound models of words).

In children of this age, involuntary attention and memory predominate. This feature determines the frequent change of activities and the inclusion of the game in the learning process.

Even before the start of training, it is important for the teacher to study the content and methodological apparatus of textbooks, since they lay the foundations for teaching methods. So, for example, the content of a textbook on mathematics and the Russian language clearly shows the specifics of the presentation of educational material, determines the methodological stages in the work, indicates the time and place of the transition from one type of visualization to another (from complete subjective visualization to incomplete, and then to illustrative).

In a conversation with teachers, one sometimes hears that younger students get tired and overtired. But the causes of overload, as it turns out, most often lie in the poor organization of the educational process. Emotional overload of children can be caused by the excessive use of games and visual aids in the educational process. Violation of the daily regimen, which consists in reducing the time spent by children in the fresh air, daytime sleep, adversely affects the well-being of students. An important means of preventing children from fatigue is the use of physical culture minutes.

One of the leading methods of teaching elementary school children is a didactic game. Didactic game has a great influence on the cognitive activity of students. As a result of its systematic use in the educational process, children develop the basic processes of thinking: comparison, analysis, conclusion. Didactic games and entertaining exercises contribute to the formation of such an important quality of the mind as its mobility and flexibility. In a skillfully constructed game, students systematize and consolidate their knowledge, assimilate general concepts. Many games help to repeat the acquired knowledge in the system, in new conditions, which contributes to a deeper assimilation of what has been covered. Didactic game contributes to the development of attention, forms the will of children. The game is characterized by dynamism, therefore, an abundance of disciplinary remarks is unacceptable in it. It is important for the teacher to have a good command of the methodology for conducting game exercises, which consists in observing a certain pace, in providing children with relatively greater independence. The goal of the game must be clearly stated. With the help of didactic games, various educational tasks are solved. There are games that form students' skills of control and self-control (for example, mathematical dominoes). Games built on material of varying degrees of difficulty make it possible to carry out a differentiated approach to teaching children with different levels of knowledge.

2 Pilot-experimental study of the influence of methods of using visualization on the mental activity of younger students.

For the pilot study, two classes were taken: 2 "A" (in which visualization methods were systematically used) and 2 "B" (in which the methods of using visualization were given the least amount of time). To compare the level of acquired knowledge and test visual memory and attention, we will conduct a series of studies.

First, we tracked how the Russian language lessons and math lessons went in both classes.

Russian language lesson in 2 "A" class.

Lesson Objectives: Repeat children's knowledge about the types of sentences according to the purpose of the statement, according to intonation. Develop spelling awareness. Review the spelling of a word from the dictionary.

During the classes

I. Organizational moment and communication of lesson objectives

On the board hang upside down cards, 11 pieces, with letters. On the teacher's table are cards, also turned upside down, on them are numbers from 1 to 11.

One student comes out, pulls out any card from the table. The teacher asks a question under this number. If the student answers correctly, then the teacher turns over the card with the same number, and the children see the letter. If the child made a mistake, then the card on the board does not turn over.

Then another student comes out, and so on.

1. Find the "extra" word.

NIGHT, NIGHT, OVERNIGHT, OVERNIGHT. (Night, since this is an adjective, and the rest of the words are nouns.) Letter opens P.

2. Read the sentence.

(Valya and Natasha are friends.) R opens.

3. Find nouns.

WATER STOP FLOWING. A LEAK OPENED IN THE BOAT. (Water, in a boat, flow (2 prepositions) The letter E opens.

4. Name the word opposite in meaning.

FRIEND - ? (enemy) GOOD - ? (evil) COLD - ? (heat)

JOY - ? (woe) TRUTH - ? (Lying) A LIFE - ? (death)

Opening D.

5. Find such a word.

My root is in the request

(In it, he is voiced and softened).

Prefix- somewhere in the middle

On the whole - everyone is waiting for an answer. (Question.) Letter opens L.

6. Insert separator into words b or Kommersant to make new words.

SHARE - ? (ate up) SEL - ? (ate)

SEED - ? (family) STAKE - ? (Kolya)

Letter opens O.

7. Find a word without a prefix.

YELLOW, DRINKING, WATERING, BREAKING. (Drinker.) The letter breaks off F.

8. Choose a synonym for the adjective.

FRESH BREAD (soft).

FRESH BREEZE (chill). Letter opens E.

9. How many sounds and letters are there in words?

YULA (3 letters, 4 sounds); SUN (6 letters, 5 sounds).

Letter opens H.

10. Make a "scattered" word.

ELON (deer); KOKASH (cat).

Letter opens AND.

Who lives in the forest? What animal is called like this:

ELK? (Elk); GREY? (Wolf); OBLIQUE? (Hare).

Letter opens E.

Children read the resulting word "OFFER".

II. Checking homework

How did the word FORWARD come about? (By merging the preposition B with the form
prepositional singular of obsolete noun BEFORE.)

What parts of the word have the preposition and ending turned into? (The preposition became a prefix, and the ending became a suffix.)

What words with checked unstressed vowels at the root did you find (LIGHTED, BEAUTIFUL, HAPPY)

III. Calligraphy

a) Here is the swing -

Letter "M"!

Here to swing

It is possible for everyone! (E. Tarlapan)

At the "minute of calligraphy" we will repeat how to write a capital letter M and lowercase m. But first, let's prepare our fingers for work.

b) Finger massage.

Warm up! (rubbing hands).

- "Rolling pin" (roll the handle between the palms).

Roll the pen between two fingers.

Clap your hands.

c) Writing in a notebook.

d) Work with a tongue twister.

The fingers of both hands are closed. Palms at right angles. For each syllable, the fingers alternately press against the thumb (back and forth).

IV. Work on the topic of the lesson

a) The teacher writes the following on the blackboard:

This is one or more words related in meaning and grammatically,

This is the name of an object, a sign of an object, an action of an object,

These are two or more sentences related in meaning.

Match the three units of the language (WORD, SENTENCE, TEXT) with definitions.

b) The game "Engine".

The class is divided into groups of 4-6 people. Someone says a short sentence, like:

I'M GOING TO SCHOOL.

The second student adds a word and says the whole new sentence.

I GO TO SCHOOL FAST.

The third student adds another word, and the sentence is repeated again.

I'M GOING QUICKLY TO THE HOME SCHOOL.

The fourth student adds a new word.

IN THE MORNING I QUICKLY GO TO THE HOME SCHOOL.

The fifth student also adds a word.

IN THE EARLY MORNING I GO TO MY FAMILY SCHOOL.

The sixth student adds his word.

IN EARLY AUTUMN MORNING I QUICKLY GO TO MY FAMILY SCHOOL.

Guys, what are suggestions for? (With their help, people express their thoughts and feelings, ask each other, advise, ask.)

c) Types of offers.

What two groups can the proposal be divided into? (According to the purpose of the statement and intonation.) A poster is posted on the board with the inscription

Offers

According to the purpose of the statement According to intonation

On the poster board is a table shown in Figure 1.

Table 1 - Types of offers

Picture 1

d) Work on the textbook.

Read the text. Where in life did you meet with picture writing? (Road signs, signs "Barbershop", "Dining Room", "Hotel").

What interrogative sentence can be made to this text? (What is the modern Russian letter called? Why did it receive

such a name?)

- What is the purpose of the statement is the third letter? (Narrative.)

- Write down this text.

V. Physical education minute

monkey song

The best swing -

Flexible creepers.

It's from the cradle

Monkeys know.

(Children depict a swing: slightly springy at the knees, swing their arms back and forth,)

Who swings all the time

Yes Yes Yes! (clapping)

He is not upset

Never! (jump)

Moscow.

b) Work on the textbook.

Title the text. What new did you learn from the text? What proper names are found in this text?

(Delight, admiration).

Write down the text.

VII. Homework

Exercise 5, page 5.

VIII. Lesson summary

Russian language lesson in 2 "B" class.

During the classes

I. Checking homework

What words with checked unstressed vowels at the root did you find (ROAD, BEAUTIFUL, HAPPY)

How did the word FORWARD come about? (By merging the preposition B with the form
prepositional singular of obsolete noun BEFORE.)

What parts of the word have the preposition and ending turned into? (The preposition became a prefix, and the ending became a suffix.)

II. Calligraphy

At the "minute of calligraphy" we will repeat how to write a capital letter M and lowercase m. But first, let's prepare our fingers for work.

b) Finger massage.

We wrote, we wrote, our fingers were tired ...

(squeeze and unclench fingers into fists)

c) Writing in a notebook.

The teacher shows a sample letter in a notebook.

III.Work on the topic of the lesson

Offers

According to the purpose of the statement According to intonation

What subgroups can these two groups be divided into?

A poster appears on the board, an example of which is shown in Figure 2.

Table 2 - Types of offer

Figure 2

d) Work on the textbook.

A number of exercises are performed independently, and then checked by the whole class: each student answers in turn, the teacher corrects the answers

V. Vocabulary and spelling work

a) Listen to the text. Remember your own names.

Moscow.

Over 800 years ago, on a steep hill between the Moscow and Neglinnaya rivers, a small fortress with high log walls grew up. They called it Moscow. The city grew. Wooden, oak walls were replaced with new ones.- from white stone. Many years have passed since then. Now the city of Moscow is the capital of Russia.

b) Work on the textbook.

Title the text. What new did you learn from the text? What proper names are found in this text? (Yuri Dolgorukov, Moscow, Moscow).

Find an exclamatory sentence in this text. What feelings does it express? (Delight, admiration).

Write down the text.

VI. Homework

Exercise 5, page 5.

VII. Lesson summary

Read the sentence with different intonation. THE LESSON IS ENDED.

How to represent it in writing? (Using a punctuation mark at the end of a sentence.)

Based on the example of these lessons, we can conclude that in the first case, the teacher 2 "A" uses various visualization methods, making the lesson more interesting and dynamic, in contrast to the lesson in 2 "B". Therefore, it can be assumed that in the first case, the children learned the material better, since the methods of using visualization effectively affect the memory of children. To confirm this assumption, we will conduct the same test (for the perception of information using methods of using visualization and without it) in both classes. In 2 "A" we will use visual aids, and in 2 "B" we will conduct a test without them.

Let's offer each student of class 2 "A" 10 cards, in the upper part of which an object will be drawn, the student will need to answer the question: "what does this object have?" At the bottom of the card there will be three possible answers.

1 boot, answers: a- heel, b - branch, c - pipe

2 flower answers: a-stem, b-rope, c- butterfly

3rd house, answers: a-nora, b-roof, in - scissors

4 phone, answers: a- anchor, b- lamp, in-wire

5 tree, answers a- cloud, b-trunk, in - handle

6 hare, answers: a- house, b- tail, in- fox

7 machine, answers: a-pencil, b-wind, in- wheel

8 chair, answers: a-wheel, b- back, in-table

9 people, answers: a- snow, b-nose, v- roof

10 shirt answers: a-collar, b-switch, v-umbrella

If the student answered 8 or more questions, then his level will be considered high, if from 4 to 7 - medium, less than 4 - low.

The results of the testing in this experimental class are presented in Figure 3.

Table 3 - Protocol for testing the perception of new information using visualization 2 "A" class

F.I. students	Question numbers
F.I. students

1. Alekseeva Julia
2. Andryushchenko Egor
3. Belousova Natalia
4. Baidysh Maxim
5. Vakulenko Alexey
6. Zakharevich Ivan

Table 3 continued


7. Kovalenko Alexander
8. Yulia Lukyanchikova
10. Luzina Daria
11. Mirov Boris
12. Moskalenko Elena
13. Nesterenko Galina
14. Svistukhin Yaroslav
15. Sinevich Marina
16. Solovyov Alexander
17. Timokhina Svetlana
18. Firsova Anna
19. Chistov Vasily
20. Yakovleva Vera

Figure 3

And in another class, we conducted the same test without cards, i.e. The teacher simply called the subject and offered answers.

The data of the results of the testing in the 2 "B" class at the 1st stage of the experiment are presented in Figure 4.

Table 4 - Protocol for testing the perception of new information using visualization 2 "B" class

F.I. students	Question numbers
F.I. students

1. Babushkin Sergey
2. Boyko Natalia

Table 4 continued


3. Igor Belozerov
4. Valeeva Yana
5. Vasiliev Maxim
6. Garkin Ivan
7. Alexandra Galygina
8. Davydov Artur
10. Ermolenko Tatiana
11. Yulia Yolkina
12. Zharkov Pavel
13. Zaykin Leonid
14. Irkhin Mikhail
15 Maleev Fedor
16. Pavel Nogin
17. Porstykh Elena
18. Roshina Olga
19. Chaev Roman
20. Yurieva Galina

Figure 4

Thus, it can be seen from the protocols that in the class where the test was conducted using visualization, the level of perception of information is higher. In order to increase the level of assimilation of knowledge in the 2 "B" class, we will begin to apply the methods of using visualization systematically for some time, thereby trying to influence the thinking and memory of students.

At the lesson in mathematics in the 2nd "B" class, we will begin to use various mathematical games using visualization:

Unlucky mathematician. Examples with missing numbers and signs are written on the board:

2 + 6=... 1 ... 8 = 9

2=8 7 - ...=5

9 ... 3=6 8+1= ...

A little to the side, maple leaves cut out of colored paper with numbers and signs written on them (2, 8, 10, 9, +, -) and a drawing of a bear cub are pinned. Children are offered a situation: the bear cub solved examples and wrote down the answers on maple leaves. The wind blew and the leaves scattered. Mishutka was very upset: what should he do now? It is necessary to help the bear cub return the leaves with the answers to their places.

At the call of the teacher, the children go to the blackboard, look for sheets with the correct answers and fill in the gaps with them.

Having written down a number of tasks in poetic form, we diversify the oral account. This technique brings revival to the lesson, helps to develop imagination and memory.

5 - 1 = 4 Mom put five cubs to bed.

One cannot sleep at all, but how many have a good dream?

2 + 6 = 8 The heron walked on the water, looking for frogs.

Two hid in the grass, six under a tussock.

How many frogs survived?

When solving more complex problems (containing two actions), you can put up cards with numbers sounded in verses. And the children put signs of actions themselves, explaining their choice.

1 + 1 + 5=7 The wind blew, the leaf was torn off and another one fell.

10-8=2 The hedgehog went for mushrooms, found ten mushrooms.

Eight he put in the basket, the rest - on the back.

How many saffron milk caps do you carry on your needles, hedgehog?

3 + 2-5 Three yellow-eyed daisies, two cheerful cornflowers

given to the mother by the children. How many flowers are in the bouquet?

6+2=8 A group of baby ducklings want to swim and dive.

Six - sailed away, two - dived deep.

Let's make a bouquet. Prepare in advance from paper images of flowers and leaves. A pocket is glued to the back of each figure, where you can insert a card with a recorded example. All figures of flowers and leaves are laid out on shelves near the blackboard. The teacher attaches images of a flower vase and two or three twigs cut out of colored paper to the flannelograph.

The student goes to the shelf, takes the flower he likes and solves the example written on the back of the picture. If the example is correct, the student attaches his flower to the flannelgraph. If the student did not manage to find the correct answer, another student helps him, who attaches his flower to the flannelgraph. This is how a large bouquet of flowers and leaves is assembled. At the end of the game, it is calculated which students from which row collected the most flowers for the bouquet. The card index of games compiled by A.V. Kozyro helps her rationally use them in the educational process. She skillfully uses story games throughout the school day.

At the Russian language lesson, we also use a number of games using visualization methods.

Right on course. Words with missing letters are written on the board:

K_orova Mo_oko

Za_ts Doro_a

R_baby De_evo

Below, under the words, paper boats are displayed. On the sail of each of them are written letters (o, e, i, p, g, l,), which are missing in these words. The number of boats corresponds to the number of words written on the board. Only one of the above letters is recorded on each sail. You can offer the children the following situation: a storm began at sea, and the ships went astray. We must help guide each ship exactly on course. Called to the board, students take any boat and attach it to the word that corresponds to the letter written on the sail of the ship. The game can be played as a competition. To do this, two students must be called (the number of students called must correspond to the number of columns of words written on the board). The one who quickly navigates all his ships along the course (i.e., picks up the missing letter for each word for each), he is considered the best captain. Boats can be made quickly and easily: two identical boat-shaped quadrangles are cut out and glued together in the form of a pocket. A card with a number is inserted into the pocket. It turns out a boat with a sail.

Fun tasks-jokes, riddles, tongue twisters, rebuses can become game material for lessons. They not only carry an emotional charge, but also, while amusing, teach. Pupils are very fond of the joke game "Letter-naughty". You can also use them in Russian language lessons, when introducing and reinforcing new sounds and letters.

One of the games helps students in determining the sound structure of a word and developing logical thinking. Here's what these lines sound like:

The mouse is dragging into a huge grain mink Gorku.

Russian beauty goat famous.

In the meadow in the spring grew Tooth young.

At Stoves I sit with a fishing rod, I don’t take my eyes off the fish.

Whiskered whale sits on the stove, choosing a warm place.

Under the birches, where there is a shadow, the old one lurks Day.

In the lessons on the world around us, we also use some visualization methods. In the 2nd grade, children study the vital activity of plants and animals in connection with seasonal changes in nature. At one of the lessons it is necessary to take the students on an excursion.

While studying the topic: “Plants”, the children were shown only the plants that are in the forest, but also the herbariums. When repeating the topic: "Adaptation of plants and animals to environmental conditions" in the lesson, the children were asked to divide into 4 groups, each of which was given cardboard cards (bird, grass, fox, wolf, bear, hare, mouse, etc. .) Each group was asked to make a food chain for these animals and tell about their habitat.

The curriculum united by one storyline allows the teacher to maintain a constant interest in work, form children's attention, develop self-control and children's imagination.

After some time, we conducted the same test in both classes, with the help of which we can determine the level of memory of students, and, consequently, the level of assimilation of knowledge. To do this, we will hang a poster on the board on which the room will be drawn, after 30 seconds we will turn the poster over with the other side, which will show the same room, but only there will not be several objects on it. Thus, the student must find all the differences and write them down . If the child found 6 or more differences, then his level will be considered high, if 4-5 - medium, and if 3 or less - low.

The data of the results of the testing in the 2 "A" class at the 2nd stage of the experiment are presented in Figure 5.

Table 5 - Testing protocol the impact of the systematic use of visibility in 2 "A" class

F.I. students	Question numbers
F.I. students

1. Alekseeva Julia
2. Andryushchenko Egor
3. Belousova Natalia
4. Baidysh Maxim
5. Vakulenko Alexey
6. Zakharevich Ivan
7. Kovalenko Alexander

Table 5 continued


8. Yulia Lukyanchikova
10. Luzina Daria
11. Mirov Boris
12. Moskalenko Elena
13. Nesterenko Galina
14. Svistukhin Yaroslav
15. Sinevich Marina
16. Solovyov Alexander
17. Timokhina Svetlana
18. Firsova Anna
19. Chistov Vasily
20. Yakovleva Vera

Figure 5

The data of the results of the testing in the 2nd "B" class at the 2nd stage of the experiment are presented in Figure 6.

Table 6 - Testing protocol the impact of the systematic use of visibility in 2 "B" class

F.I. students	Question numbers
F.I. students

1. Babushkin Sergey
2. Boyko Natalia
3. Igor Belozerov
4. Valeeva Yana
5. Vasiliev Maxim

Table 6 continued


6. Garkin Ivan
7. Alexandra Galygina
8. Davydov Artur
10. Ermolenko Tatiana
11. Yulia Yolkina
12. Zharkov Pavel
13. Zaykin Leonid
14. Irkhin Mikhail
15 Maleev Fedor
16. Pavel Nogin
17. Porstykh Elena
18. Roshina Olga
19. Chaev Roman
20. Yurieva Galina

Figure 6

According to the results of the test, we see that thanks to the systematic use of visualization, we were able to increase the level of assimilation of new material by younger students, while developing their memory.

CONCLUSION

Visualization is such a purposeful and specially organized display of educational material that prompts students to the laws of the phenomenon being studied, in this case, allows you to creatively discover these laws or verify their reliability. With the help of the conducted experimental work, it can be concluded that the following characteristics are inherent in visualization in training:

It serves as the starting point, source and basis for the acquisition of knowledge;

It is a learning tool that ensures optimal assimilation of educational material and its consolidation in the memory of children of primary school age;

Forms the foundation for the development of creative imagination and thinking;

It is a criterion for the reliability of acquired knowledge;

It turns out to be a method of developing memory by relying on various sense organs and impressionability;

Corresponds to the tendency of students to think in forms, colors, sounds, sensations in general;

Provides feedback of sensory-visual impression, image of memory and image of creative imagination;

Muscular-motor visualization is carried out in the form of motor formulas containing visual, motor and auditory elements.

When using visual teaching methods, a number of conditions must be observed:

The visualization used in the lessons in elementary school should correspond to the age of the students;

Visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson;

Observation should be organized in such a way that all students can clearly see the object being demonstrated;

It is necessary to clearly highlight the main, essential when showing illustrations;

Think in detail about the explanations given during the demonstration of phenomena;

The visualization shown must be exactly consistent with the content of the material;

Involve the students themselves in finding the desired information in a visual aid or demonstration device.

The purpose of the course work, to reveal the possibilities of the most effective use of visibility in the classroom, has been fully achieved. This is shown in the presented theoretical material and supported in practice. Visualization in the classroom contributes to the solid assimilation of knowledge, the formation of knowledge, skills, and the development of creative activity of younger students. The use of visualization methods in the classroom contributes to the development of abstract thinking of younger students. In the process of working on the course work, psychological and pedagogical literature was studied, the role of visibility in the learning process was determined, a scientific justification for visibility was given, and its role in the lesson was indicated.

LIST OF USED SOURCES

Artemov V.A. Psychology of visualization in teaching. – M.: Enlightenment, 2004. – 345 p. - ISBN 5-691-00265-2.
Babansky Methodological bases for optimizing the educational process 2002. - 298 p. - ISBN 4-267-00279-4.
Davydov V. "Problems of developing education", 2003. - 420 p. - ISBN 5-134-00374-9.
Davydov V.V. The theory of developmental learning. - M., 2001. - 286 p. - ISBN 5-199-00135-1

Didactic principles // Ped. encyclopedia: In 4, vol. I. - M., 1999. - 385 p. - ISBN 5-324-00196-4

Elukhina N.V. Oral teaching in the classroom, means and methods of its organization. M.: Vekont, 1999.- 96 p. - ISBN 5-199-00164-1

Zagvyazinsky V.I. Pedagogical creativity of the teacher. - M., 2002. - 130 p. - ISBN 5-277-00654-1

Zelmanova L.M. Visibility in teaching the Russian language: A guide for the teacher. M.: Enlightenment, 1998.-120 p. - ISBN 5-275-00377-1

Kalmykova Z.I. Psychological principles of developmental education. M., 2001

Karaeva S.A. The use of picture cards in Russian language lessons: visual material. // N.Sh. - 2003. - No. 8

The World of Childhood: Junior Schoolboy // Ed. A.G. Khripkova. - M .: Pedagogy, 2004.-176s.- ISBN 5-269-00174 -1.

Naimushina L.N. Crossword puzzles in the Russian language lesson. // N.Sh. - 2004. - No. 5

Okon V. "Introduction to General Didactics". M. Higher School, 2001. - 268 p. - ISBN 5-360-00273-5.

Orlova O.E. Reference book for junior schoolchildren / O.E. Orlov. - M .: "Martin", 2002. - 831s. – ISBN 5-8475-0093-9

Petrova I.A. Using the game in the educational process. // Elementary School. 2004. - No. 3

Sidorova S.A. Games and riddles in the lessons of the Russian language. // N.Sh. 2005. -№ 10.

Suvorova G.F., N.V. Vladimirova, A.V. Polyakov et al., Teaching aids and methods of their use in elementary school. - M .: Education, 2003. - 148 p. - ISBN 5-269-00174-1.

Khudyakova R. A. Games of ingenuity / R.A. Khudyakova, N.P. Alifanov. - Rostov n / a: Publishing house "Prof - Center", 1998. - 448 p. – ISBN 5-88475-307-1

Shalaeva G. Everything about everything: an encyclopedia for children / G. Shalaeva, L. Kashinskaya, A. Sahakyan; ed. V. Slavkina - M .: Philological Society "WORD", 1994. - 479 p. – ISBN 5-88196-293-1

Shalaeva G. Everything about everything: an encyclopedia for children / G. Shalaeva, L. Kashinskaya, A. Sahakyan; ed. V. Slavkina - M .: Philological Society "WORD", 1995. - 447 p. – ISBN 5-88818-006-8

Shukarov O.Kh. Creative growth of the teacher. - M., 2004.

Digital Libraries // Moscow: Junior School - 2005.- (Rus.) -URL: http://www.mladshyia shkola.net/i2a1a2.asp235616

Electronic Libraries // Moscow: Pedagogy and Psychology - 2004.- (Rus.) -URL: http://www.nezachetov.net/i2a1a2.asp?id=19316

Digital Libraries // Pedagogy - 2005.- (Rus.) -URL: http://www.sdal.ru/works/

Digital Libraries // Pedagogy and Psychology - 2006.- (Rus.) -URL: http://vio.fio.ru/vio_17/cd_site

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How a teaching tool is used in Russian language lessons handout visual material, basics) of which are drawings (including plot ones) placed on special cards. Pictures help visually comment on the meanings of words, stimulate students to use the studied vocabulary, and provide material for practicing the norms of the Russian literary language. All this allows the formation of spelling and speech skills of students to be carried out in close unity: spelling tasks are included in tasks related to the preparation of sentences and small amounts of statements based on visual material.

The advantage of tasks on cards is the presence in the handout of exercises of varying degrees of difficulty, which contributes to the implementation of the principle of differentiated learning. The handout includes:

1) assignments to enrich the vocabulary of students (explain the meaning of a word, establish the difference in the meaning of words, select synonyms, antonyms, related words, etc.);
2) tasks related to teaching schoolchildren the exact, correct use of the studied vocabulary (choose from a number of possible options that most closely matches the task of utterance);
3) tasks aimed at preventing grammatical errors (violation of the norms of the Russian literary language): form certain forms, make phrases and sentences, correct errors; compiling small coherent statements (make captions for pictures, choose a title from a number of possible ones, describe the picture orally, etc.).

The manuals contain material on several of the most important sections of the program for the development of speech: the topic and main idea of the statement; dialogue and speech etiquette; letter; description; story; reasoning; official business style of speech; description of the premises, etc. There are also drawings depicting the heroes of popular cartoons. The drawing in this case becomes an effective speech stimulus. The handout does not copy cartoon frames, but modifies them, shows the characters in new situations, in unfamiliar circumstances. The tasks that are offered to students in the process of working with cards stimulate their speech activity: students communicate with cartoon characters, enter into a dialogue with them, write letters on their behalf, etc.

The main types of tasks that are contained in the cards:

Each drawing can be used in the study of one or two topics of the program for the development of speech; tasks for them are differentiated according to the degree of difficulty, are of a variable nature.

Visual aids also include transparencies (or slides), filmstrips, and banners. They are driven by technical means (graphic projector

or overhead projector, overhead projector, filmoscope, etc.) and are displayed on the screen. These learning tools are called screen visual aids.

Banners - one of the types of movable tables that provide portioned supply of material, making it possible to show the image in dynamics. The content of the material projected on the screen is applied to the film, which is demonstrated using a graphic projector (overhead projector). Overlaying transparent films on top of each other allows you to create dynamic tables in the lesson while working with students and thus demonstrate the very course of reasoning when mastering a new rule. First, language material is presented, then graphic symbols explaining the conditions for choosing spelling or punctuation marks, therefore, the pattern that underlies the rule is revealed.

Banners can also be used at the stage of skills formation, consolidation of what has been learned. With their help, tasks are performed for grouping and classifying language material, selecting examples for the learned rule, selecting test words, and determining the correct spellings. Projecting such exercises onto a whiteboard screen will speed up the completion of tasks and their verification.

At present, a series of banners in the Russian language for the 5th grade has been published. According to the model of the developed banners, the teacher can create such visual aids himself, taking into account the work in each specific class.

Filmstrips that are used in Russian language lessons can be divided into two groups: filmstrips that provide explanations, descriptions of linguistic facts and concepts, and filmstrips designed to develop and improve students' speech skills. The content of the filmstrips of the first type is the material (episodes, plot drawings, photographs, reproductions, illustrations, etc.), with the help of which the clarification, expansion, clarification, generalization and consolidation of the studied information on vocabulary and grammar takes place. These are, for example, filmstrips: "Significant Parts of Speech" (by M. Gorbachevskaya); "From the life of the word" (author L.M. Zelmanova); "Dialect and professional words" (author N.F. Onufriyeva).

Viewing filmstrips of this nature is accompanied by the presentation of a series of special tasks to students, which are performed as in the process of viewing a filmstrip (compose captions for frames without subtitles, describe what is shown in the frame of the filmstrip, find flaws in the speech of the hero of the filmstrip, explain the meaning of the word based on the picture, comment

Filmstrips allow the teacher to more effectively and methodically expediently prepare students for writing essays and presentations of various genres. They contain interesting documentary and factual material, colorful illustrations for literary works, plot drawings. All this creates a solid basis for the performance of a particular task: the materials of the filmstrip clarify the speech situation, provide rich factual material, guide students in the choice of language means.

Filmstrips help the teacher solve problems related to the formation of the necessary special and general educational skills in schoolchildren. Here are some guidelines for using filmstrips in Russian language lessons.

1. When starting to work with a filmstrip, the teacher must clearly define the purpose of its demonstration in the lesson and also clearly set this goal for the students.

2. It is necessary to determine the place of the filmstrip in the structure of the lesson, organically link it with all other parts of the lesson.

3. Analyzing the content of the filmstrip before the lesson, the teacher must determine the nature of the tasks for fragments of the filmstrip, for its individual frames, for the filmstrip as a whole, to correlate them with those tasks and questions that are included in the frames.

4. When organizing work on filmstrips, the teacher must take into account the specifics of their construction (fragment) and the peculiarities of using visual material (illustrations, cartoon frames, drawings, etc.). Since filmstrips are built in fragments, it is possible to discuss only a certain number of frames in one lesson, and not the entire filmstrip as a whole. Consequently, different fragments of the same filmstrip can be used in different lessons, depending on the nature of the educational tasks facing the teacher.

Analyzing visual material, students clarify and comment on the meanings of words and phraseological units, comprehend the characters of the heroes of literary works, receive factual data about certain events, develop observation and emotional vigilance.

5. And finally, the teacher should carefully analyze the nature of the subtitles, think over a system of additional tasks for the frames of the filmstrip, aimed at explaining or commenting on the content of the filmstrip, aim students at expressive and attentive reading of subtitles.

Transparencies (or slides) are close to filmstrips in terms of their methodological capabilities: a static image in a frame, in many respects similar visual material. However, there are significant differences between these on-screen tutorials. The frames of the transparencies are not mounted on the same tape, so they are easily varied when presented to students. The teacher, depending on the learning task, can change the number of frames used and their sequence. In addition, a dia-frame is easier to replay if necessary than a film-strip frame. And finally, a clear, colorful image is provided on transparencies, which is primarily necessary when presenting reproductions, photographs, and illustrations.

Thus, transparencies allow the teacher to provide the lesson with more perfect visual material compared to filmstrips. This determines the possibilities of using transparencies, primarily in the lessons of speech development. Using transparencies with reproductions of paintings, photo reproductions of architectural monuments, documentary material (photographs depicting literary places), the teacher significantly expands the scope of emotional impact on students, helps to create a meaningful basis for the future speech work.

Of particular note is another feature of educational transparencies: they allow schoolchildren to be taught to describe what they see from a certain angle, to see the point of view, the position from which observation is being carried out. This is achieved by the fact that in a series of transparencies, frames are selected in such a way that the same object (street, square, area) is shown from different positions. Obviously, it is useful to use diaseries with such visual material when teaching the description of various objects.

Transparencies based on documentary materials help prepare students for writing journalistic essays. The purpose of such transparencies is to enrich the life experience of students, expand their horizons, reveal the essence of such moral categories as humanism, a sense of duty, and patriotism.

All transparencies created for educational purposes are supplied with accompanying text, which helps to combine diaframes into thematic groups and determine the sequence of work.

Transparencies can also be used in the lessons of the study of vocabulary and grammar of the Russian language. In this case, they perform a different function: it is a kind of picture dictionary

Russian language with visual semantization of words, explanation and differentiation of their meanings.

The technique of using transparencies is determined by the tasks solved by the teacher in the lesson. The nature of the visual material allows the teacher to expand the range of tasks for students that are performed after viewing the transparencies and answering the questions provided by the authors of the diaseries and included in the accompanying text. These can be tasks of the type: preparation by students of independent messages based on a group of frames determined by the teacher, creation of an accompanying text for a series of diaframes, writing texts in newspaper genres (essay, reportage, interview), creating a commentary on transparencies, creating texts for conducting a tour of transparencies and etc.

Auditory aids. The main ways to implement auditory visibility are gramophone records and tape recording. Sound recording in this case performs a special didactic function. It is a sample of sounding speech and serves as a means of forming the culture of oral speech of students. A sounding pattern helps to form the skills of correct literary pronunciation, stress, intonation, as well as the skills of building an oral coherent statement. Therefore, sounding samples are a reference speech recorded on a plate or tape, demonstrating the norms of the Russian literary language, and oral statements of a different nature (story, report, description, dialogue, telephone conversation, etc.).

To the textbooks of the group of authors T.A. Ladyzhenskaya, M.T. Baranova and others, an audio manual was created, the tasks of which complement the exercises of textbooks in the Russian language. The basis of this manual is gramophone records with samples of sounding speech. The sound manual contains materials for practicing the norms of the Russian literary language, defined and allocated specifically by the program for a general education school. Consequently, the materials of the sound aid correlate with the materials of the school textbook: those exercises with the help of which words that are difficult in orthoepic terms are assimilated and memorized are voiced. As a rule, these are texts, prose and poetry, listening to which the student correlates what is written and heard, mentally reproduces the sound of the words to be learned. There is also negative material in the manual: listening to it, the student learns to fix errors in pronunciation and correct them.

In addition, the manual contains material for the development of oral speech: these are, firstly, such texts from the textbook, according to which

students are preparing to write a presentation, and secondly, these are voiced texts from literary works studied at school. And finally, these are additional texts that demonstrate samples of oral statements: stories performed by E. Auerbach, I. Andronikov, expressively read excerpts from works of children's literature, dialogues and monologues of schoolchildren's favorite literary heroes. Many texts are read against a musical background, presented with musical accompaniment, which creates a special emotional mood.

The use of a sound aid in a lesson will require the teacher to fulfill a number of special methodological conditions. Particular attention should be paid preparatory stage before listening to the record. At this stage, it is necessary to set the students the task of work, orient them to what they should hear, indicate what to pay attention to, make them think why this exercise is designed to listen to the sounding text. In other words, the teacher must organize purposeful, conscious listening, precede it with special tasks, set students up for unusual work.

While listening it is important not to disturb the sound of the text with remarks, comments and other verbal actions. The student should listen without being distracted, checking the sounding text with the written one, if the work is related to the materials of the textbook. If the textbook does not have a written analogue, a sounding text, it is useful to teach students to make the necessary notes in the process of listening: draw up a plan, highlight certain parts of the text, write down words and phrases necessary for further work, draw up intonation schemes of individual sentences. In addition, it is necessary in some cases (as provided for by the task of the textbook) while listening to prepare students for expressive reading of the text of the textbook, organize observation of the manner of reading the text by the speaker: determine the general emotional mood of the reader, analyze where and why pauses are made, the tone of the speaker changes, what words and how stand out when reading, etc.

At the final stage, after listening, students answer all the questions pre-set by the teacher, perform new tasks, exercise in expressive reading of the text they have listened to, give their own options for reading certain parts of it. If the text is designed to prepare students for the independent compilation of speech works, then, accordingly, the final stage of the work will be the task of preparing an oral statement on a specific topic.

Visual-auditory teaching aids. Screen-sound teaching aids are presented by filmstrips with sound accompaniment, films and film fragments.

Filmstrips with sound accompaniment make it possible to supplement the visual material with an announcer's text. The combination of image and word allows students to more fully present the situation on the basis of which they will perform an independent task. The soundtrack can be used in various ways: plug in and out, apply selectively, play repeatedly, etc. All this ensures the use of such filmstrips at a new methodological level.

Narration in filmstrips is often accompanied by music, which enhances the emotional impact on students. Filmstrips with sound accompaniment are intended primarily for lessons in the development of speech. They use various plots that prepare students for writing essays, descriptions, stories, oral statements, reports on a linguistic topic, messages, discussions of a debatable nature.

Work on filmstrips with sound accompaniment is determined mainly by the same methodological principles that are implemented in working with ordinary filmstrips. However, a number of circumstances should be taken into account. The accompanying text, read by experienced speakers and schoolchildren, performs a special methodological task: it allows students to get acquainted with the features of oral statements, reports, reports, and discussion speeches.

Although with the help of filmstrips with sound accompaniment it is possible to work on the development of written speech, but first of all it is necessary to use the opportunity to work on the development of children's oral speech, since this form of speech activity has not yet been given due attention. In this regard, in the field of vision of the teacher and students, there should be specific methods for constructing oral speech works: composition; intonation; speech etiquette; means to attract the attention of listeners, to build a statement logically and conclusively.

In some cases, work on filmstrips will require quite a lot of preliminary preparation: reading literary works, watching movies, analyzing popular science literature, reading newspaper publications, etc. So, for example, work on the filmstrip "Opinions Divided" (author L.M. Zelmanova) will require students to read V. Zheleznikov's story "Scarecrow"; work on the filmstrip "The word is provided

In addition, it should be borne in mind that the narration text (report, speech, essay) can serve for students not only as a model when creating their own statement, but also as a control text that allows them to determine whether the speech task has been completed correctly. With this circumstance in mind, a filmstrip with sound accompaniment is built: it consists of several fragments, each of which performs its own function. First, in a number of cases, fragments are given without sound accompaniment (photos, game material), explaining by one means or another the rules for constructing the desired text, preventing the most typical mistakes of students. This is followed by fragments with samples of texts voiced by the speakers. It is these fragments that can be used either as samples (they are reproduced and analyzed before the students complete independent tasks), or as control texts (they are analyzed after the students complete the tasks proposed by the teacher). At different stages of training, the teacher determines the methodology of work, taking into account a number of objective and subjective circumstances.

It is necessary to take into account other features of filmstrips with sound accompaniment. Their use will require serious preliminary preparation from the teacher: he must master the instructions when the sound recording is turned on and off (they are given in subtitles and narration) in order to match the sound and image; think over which of the students will read the subtitles, and prepare them for this work; determine how the tasks of the announcers will be completed; prepare to record student responses on tape; develop tasks that take into account the specifics of work in each particular class.

Unlike all other visual aids movies and film clips provide the dynamics of the image, the synchronous supply of sound and visual material, which determines their methodological capabilities. Holistic educational films, sometimes consisting of several parts (the duration of each part is 10 minutes), and film fragments, the demonstration of which takes from 3 to 5 minutes, are used to solve educational problems of a different nature. Like all other visual aids, films and film fragments are used both in Russian language lessons and in speech development lessons.

Movies in Russian lessons supplement the materials of the textbook, help students to understand the essence of linguistic phenomena more deeply, to master the method of applying

rules in practice. For this purpose, various visual material is used: drawings, tables, cartoons, game and visual situations, documentary material, etc. Narration provides audio commentary to visual material, a story, business instructions, questions, and the use of excerpts from works of art.

For Russian language lessons, special educational films have been created, such as "The World of Native Speech", "Alive as Life", "If You are Polite", etc. Their demonstration is combined with the study of lexical and grammatical topics from the textbook. Therefore, the teacher must determine the place that the film will take in the system of studying the topic as a whole; compose questions and tasks that allow you to correlate the textbook material with the content of the film; prepare students for the conclusions and generalizations that need to be made after watching the film; help to include the information given in the film into a story about a particular phenomenon, etc.

In the lessons of speech development cinema is used more widely, since with its help a variety of situations are intensively introduced that stimulate the speech activity of students. In educational films for this purpose plot and visual materials are used. The possibilities of cinema make it possible to present specific scenes in dynamics, from different angles. The film camera organizes and directs the viewer's attention, makes him see what is necessary to solve the educational problem, helps to see the object close and at a distance, from different points of view. All this facilitates the collection of material for a future statement. It is obvious in this regard that films can be used to work on various kinds of descriptions. It is for this purpose that such films as "Monument", "Forest Lake", "Bear Cub" and others were created.

Movies are also used to teach storytelling. With the help of a movie, you can clearly show students the compositional features of the narrative genre. For this purpose, such specific techniques are used as showing a series of main episodes of the filmed story at the end of the film (they are restored using a freeze frame); analysis of episodes related to the development of the action of the story; development of the plot at the beginning or ending of the story; analysis of the speaker's text, its addition and transformation; film music analysis, etc. Some films help prepare students for speaking. At the heart of such films is a sample of oral storytelling. Work on the film will require students to perform a number of special tasks: follow the tone of the narrator's speech; determine how he conveys his feelings and his mood, how he carries himself; think about it

why the story turned out to be interesting, why it is easy to listen to. To work on the story, such educational films as "The Story of a Little Lynx", "Height 136", "As I Once" were created.

Some films ("Keep the book") are used to work on reasoning. The narration helps to determine the rules for constructing texts of a similar nature, to teach how to enter arguments when proving the main thesis, to use the necessary vocabulary, etc.

In order to solve all the problems due to the nature of educational films, it is necessary to follow the following methodological recommendations.

Thinking over the goals and objectives of using an educational film (or film fragment) in the lesson, the teacher must determine the stage at which the film will be shown, methods of correlating work on the film with the content of the entire lesson.
Particular attention should be paid to preparing students for the perception of the film: formulate the tasks of the work, orient the students to fix certain details when watching the film, talk about the creators, characters and actors (if any), etc. In other words, the preparatory work should help to ensure that from the very first minutes of watching the film, students are not distracted from solving the main task of this stage of the lesson.
After watching a movie, it is useful to find out the general impression that it made on them: what they remember, what they liked, etc. This will allow you to determine which of the students was attentive when watching the film, which of them more fully realized its content. Consequently, further conversation with students will be more fruitful.

In the course of performing special tasks aimed at the knowledge of linguistic phenomena or the development of speech, the teacher leads students to the necessary conclusions. During a conversation with schoolchildren, it is useful to teach them to take notes that will later facilitate the performance of tasks related to watching a film: outlines of a plan or compositional scheme for a future statement, vocabulary that is new for students and necessary for future work, drafted fragments of text, etc.

Work on a film ends, as a rule, with the performance of independent tasks (at home or in class), determined by the content of the film and its purpose: the preparation of oral and written statements of various genres.

Modern technical means make it possible to use video films that are shown using a VCR as visual aids. Currently for

Russian language lessons, a video film "Russian language with the help of a fairy tale" was created, which included educational films "If you are polite", "Martyn the dog writes an ad", "Take care of the book", etc. (author L.M. Zelmanova). The creation of educational videos on the Russian language is at an early stage, so the specifics of their use have not yet been determined.

Currently, the arsenal of visual aids is expanding and replenishing. So, in the Russian language lessons, radio and television programs, computer and language equipment are used for educational purposes.

As an example of using a computer, N.N. Algazina "Didactic materials on spelling with computer support" (M., 1997), which describes the experience of using computers in the study and generalization of material on spelling. Working on a rule (or a block of rules) at the first stage involves studying or repeating the relevant material from a school textbook. After that, with the help of a series of computer programs, schoolchildren once again study the spelling rules, then they train in choosing a spelling based on the algorithm embedded in the program, controlling their actions at all stages of applying the rule, including the last, final stage at which the choice of spelling is made. With the help of a computer, schoolchildren master spelling analysis, the scheme of which is presented by a computer, which makes it possible to judge the level of mastery of spelling theory by students, as well as the ability to apply this theory in practice.

The use of a computer in Russian language lessons is not an end in itself. Its use allows you to effectively solve a number of didactic tasks: to intensify the educational process, optimize it, activate the cognitive activity of schoolchildren, arouse interest in educational work, increase their level of knowledge, and achieve tangible results in improving skills and abilities.

The use of computer programs provides a differentiated and individual approach to learning, since they provide for the possibility of providing training work of various durations, depending on the assimilation of the method of action by specific students. The program provides for the use in the process of training work of options of different degrees of difficulty that can be offered to students, taking into account their capabilities.

Computer support is possible when studying various topics of the school curriculum, especially when studying punctuation

Soft toy "Sun" is sewn of fabric, inside is synthetic winterizer. The beams are attached with Velcro. Each ray has a transparent pocket.

The manual is used both in the final lessons and in everyday work. At the final matinees, each child takes a ray with a picture, in the name of which there is a sound that he learned to pronounce correctly, and attaches it to the common sun, the speech therapist attaches the last ray with the word "Well done!"

When working with sounds, sound pronunciation, pictures with the studied sound are inserted into the pockets, the rays are distributed to children. The child names the word, determines the place of the sound in the word and attaches his ray to the sun.

When studying the topic "Prepositions", the corresponding cards with prepositions are inserted into the pockets ( WITH boxes, ON THE box, V box, etc.).

Options for work: children come up with a sentence with their preposition-beam, look for sentences in the text with a certain pretext, etc. The image of prepositions visually presented in this way contributes to their better memorization and study.

A guide for working on rhythms, the syllabic structure of a word

When working with children who have severe speech disorders (alalia, speechless children), much attention is paid to working on rhythmic-melodic-intonational basis of the language , work on the syllabic structure of the word(according to A.K. Markova). This is a long and painstaking work, which the speech therapist helps to diversify allowance "Train".
Equipment: felt with sewn-on trains and tracks for laying out rhythmic rows, rhythm symbols (according to T.N. Novikova-Ivantsova's manual), marbles, subject pictures of different syllabic structures.

Tasks : 1) Based on the pictures-symbols "Zaya" and "Goat", slap the corresponding rhythm with "locks" (two quarters with the first shock, two quarters with the second shock); 2) Lay out tracks for each rhythm - a large drop indicates the stress of the syllable, a small unstressed one. Come up with words for each rhythm ( beads, cloud, children, puddle; hand, fox, face, cats).

Tasks: 1) Slap the corresponding rhythm with "locks" based on the symbol pictures "Dog", "Chicken" (three syllables with the first stress, three syllables with the second stress). - small (rhythm with the second stressed syllable), big droplet - small, small (rhythm with the first stressed syllable). buttercups, bead, greedy, rainbow; cabin, bananas, swing. Gates).
Additionally, for children of primary school age - name the colors of the droplets, the colors of the train, paths, flowers. You can come up with a story about trains that work so that children learn how to correctly pronounce words of different syllabic structures.

Exercise: 1) Slap the rhythm indicated on the picture-symbol "Kakadu" with "locks" (three syllables with the third stress). 2) Lay out the corresponding track: two small drops, the third is a large one. Pick up pictures or come up with words for this rhythm ( boots, head, sieve, milk).

Exercise : 1) The speech therapist lays out a rhythmic series on the first track of the train (without picture-symbol) and asks the child to slap the corresponding rhythms with "locks": three-syllable words with the first and second stressed syllables. 2) From a stack of pictures, the child chooses those that fit this syllabic structure (for example, rainbow, car).
Similar work is carried out with the second track and with the "Kit" rhythm.

The initial stage of work on the rhythm (tasks for the smallest or for children with severe intellectual and speech disorders) - laying out a certain rhythmic sequence: fish-bead-fish-bead. The speech therapist lays out the first row, the child independently the second. Additional task: count the fish (development of the skill of coordinating nouns with numerals: one fish, two fish, one blue bead, two blue beads (or complicate: one blue fish, two blue fish), you can also work out the concept of left-right (first, fish swim from the left- to the right, then vice versa.) Talk to children of primary preschool age about where the fish live, what they eat, etc.

A fragment of a lesson on the syllabic structure of a word with a 2nd grade student Karina K.

Benefits for the formation of objective activity (sensory development)
("Locks", "Put a Butterfly in Your Path")

The majority of children with intellectual disabilities who have speech disorders do not form visual gnosis for a very long time; by school age, children do not distinguish colors and shades, do not copy elements of letters.

Equipment : felt, lightning colors of the spectrum.

Tasks: find the right color, open-close the right lock (working out the verb vocabulary, developing fine motor skills of the fingers).

When automating sounds, you can add the following task: open (close) the lock, the color name of which has a sound, for example, R(red, orange) or sound well(yellow orange). You can ask the child to open (close) the fourth (second, fifth ...) lock from the bottom (top), name the color, say that in nature there is the same color.

Equipment: felt, Velcro tape of different colors, sewn in stripes, butterflies cut out of it.

Exercise: put the butterfly on your path (development of visual gnosis, fine motor skills of the fingers).

Additional task: put the required number of butterflies on the path, count the butterflies (coordination of nouns with numerals: one blue butterfly, two blue butterflies, etc.).

Speech therapy mat, divided into squares, for working on semantics, sound pronunciation, development of objective activity

Equipment : felt, decorative buttons.

Exercise: Didactic game "Who moves how?"

The speech therapist asks to put those who fly in the first row (bird, butterfly, bee, dragonfly), those who creeps, in the second row (snail, worm, lizard, turtle) those , who jumps on third row ( monkey, hare, squirrel, frog). Further, the corresponding semantic work is carried out. Verbal vocabulary is worked out in different exercises in each lesson with children with severe speech disorders, since the verb is necessary to build a phrase, sentence.

If a lesson on sound pronunciation is held, then the squares are filled with objects whose names contain the desired sound.

This manual is also often used to develop attention, thinking in games such as "Find a Pair" (all the squares are filled, for example, with butterflies, two of which are the same and need to be found), "The Fourth Extra", etc.

Multifunctional speech therapy mat (for the development of objective activities, work on semantics)

Equipment: felt, decorative buttons.

Tasks and exercises:

2. Name the words that answer the question Who? ( fish, girl in red dress, ladybug) , What? ( locomotive, cherry, car, poppy, fly agaric, strawberry, apple).

3. Name the transport ( locomotive, car- what kind of transport is it, water, land?), berries ( cherry, strawberry), fruit ( Apple). What can be prepared from apples, fruits?

4. Listen and remember the chain of words, repeat: poppy, apple, strawberry(word order is changed three times). The adult pronounces the word, the child finds the corresponding object on the rug, shows it with his "smart finger", then pronounces the word (at subsequent stages he finds objects only by looking and names them).

5. Guess the object by touch (the child closes his eyes, the speech therapist, if necessary, directs the child's hand to the object).
6. Make a sentence with this subject (if a student, write the sentence in a notebook). Analyze the sentence (how many words, name the first, last, etc.).

7. Name the object that is to the right of the poppy, above the strawberries, to the left of the fly agaric.

8. Remember what color objects you worked with? You can ask the child to name additional items that may be red.
9. Name the red objects in the first row, second, third, fourth.
Similar work can be done when studying other colors..
When working on sound pronunciation, syllabic composition of a word and other speech therapy tasks, exercises are selected in accordance with the topic and goals of a particular lesson.

Speech therapy mats for automating delivered sounds (in isolation, in syllables, words, sentences, coherent speech)

When working on sound pronunciation, despite the fact that the production of sounds (calling) is recommended to be performed in syllables (as in ontogeny), there is very little delay at the stage of sound automation in isolation, often you have to deal with children with whom it is necessary to work out sounds in isolation. Especially if children have severe speech disorders. In speech therapy literature, there are not many manuals for practicing isolated pronunciation of sounds.

Equipment: felt, sewn tracks from braid of different colors, decorative buttons - symbols of sounds (train [h], dog, motorcycle [r], bee [g], angry cat, burst balloon [w], boat [l]

Target: working out the isolated pronunciation of the evoked (delivered) sounds [h, r, w, w, l]

Tasks and exercises:

Help the big engine to get to the little engine. Swipe your "smart finger" along the path, saying clearly: H-W-H.

Other sounds are processed similarly. You can also pronounce the desired sound by going back, for example, from a balloon that has burst and makes the sound sh-sh-sh- to the cat.

You can pronounce the sound in two ways: long, short.

Additionally, you can come up with stories about "heroes": about an angry cat, about a big bee that flew to a small ladybug, etc. With children who do not distinguish colors, work with the color of the tracks, the color of objects.

Equipment: felt, sewn tracks from braid of different colors, 6 flowers on each track (according to the number of vowels of the first row)
Target: practicing the pronunciation of evoked (delivered) sounds in syllables, words .

Tasks and exercises:

The child independently chooses the path along which he will go. The speech therapist asks: who will visit whom today? Depending on which sound is being practiced, the child steps with his fingers along the flowers of the selected path, saying, for example: five flowers). Pronunciation in reverse syllables is also practiced.

When working out sound pronunciation in words, the child calls the word and clicks on the flower (you can use one index finger, you can use all five fingers in turn). As an option to complicate the task: the speech therapist calls out a few words (depending on the child’s capabilities and age), the child repeats the words by clicking on the flowers in order, from left to right, then the speech therapist asks to name which word was on the third, second flower. You can ask the child to come up with six words (or three or four, and the speech therapist will help the rest) and then, for example, Mishka will go to his house.

Fragment of the lesson "automation of the sound p in isolation and in syllables"

(using the symbols of Fomicheva M.F.), Artur L.. Grade 3.

Automation of sounds [s], [s "]

Equipment : felt, decorative buttons.

List: pig, elephant, nipple, rhinoceros, watch, plane, stroller, bike, footprints, snowman, dog, pineapple, board, paint, bag, globe, orange, octopus, heart, emoticon.

Tasks and exercises:

1. Name the pictures, pointing to each item with a "smart finger". Clearly pronounce the sounds [s], [s "] in words.

2. Name words of one, two, three, four syllables. Find words of a given rhythm (for example, a two-syllable word with a second stress: footprints).

3. Name the words in which the sound [s] is at the beginning of the word, in the middle, at the end of the word.

4. Listen and memorize the chain of words, repeat the words in the same order.

6. The game "The fourth extra". Name an extra item in each row:

the first row is a nipple, since it is not an animal;

the second row is the clock, because not transport;

third row - pineapple, because sound [s], is at the end of the word, not at the beginning;

the fourth row is a bag, because board, paints, globe - school supplies;

the fifth row is a smiley, because in other words, the sound [s "].

7. Exercise for the development of spatial orientation: What is under the snowman? To the right of the bag? Over the stroller? (children's answers should be in full sentences).

8. Name the words that answer the question Who? What?

9. Name the transport, school supplies, animals, fruits.

10. Close your eyes, remember the color of the globe, bag, etc. Remember which item was the last in the first row, the first in the second row, etc.

11. "Guess by touch." The child closes his eyes, feels the object and guesses it. If necessary, the speech therapist helps, asks leading questions.

12. Compiling sentences with words, writing them in a notebook. Offer analysis.

13. Work on semantics: explain the meaning of the words proposed by the speech therapist. For example, if the lesson is held in winter, the speech therapist asks: Who (what) is a snowman? When is it made? What parts are they made from? Is it round or square? What happens to him in the spring? Why? etc.

Sound Automation [H]

Equipment: felt, decorative buttons.

List: sheep, girls. textbook, turtle, blue ball, kettle, cup. watch, key, black ball, red ball, bee, bat, worm, yellow ball, butterflies.

Tasks and exercises:

1. Name the pictures by pressing the "smart finger" on each item. Pronounce the sound [h] clearly in words.

2. In case of violation of the syllabic structure, slap the words with locks (oh-vech-ka, de-voch-ki, u-cheb-nick). Name long words, short ones (butterfly, ball).

3. In the words kettle, clock, textbook, name only vowel sounds.

4. Recognize the word by vowel sounds: the speech therapist pronounces only vowel sounds in the word, for example, A, S (in this case, you can highlight the stressed sound with your voice), the child guesses the word and pronounces it: hours.

5. Game "Riddles". The speech therapist begins the word, the child finishes, for example, tea- .... (nickname), key- ... (chik).

6. If the child does not have violations of the syllabic structure of the word, then you can play the games "Shifters" and "Additives".

"Shifters". The speech therapist swaps syllables, and the children name the word correctly, for example, la-pche (bee), ka-chash (cup).

"add-ons". The speech therapist adds one extra syllable, the child must name the word correctly, for example: pchemala (bee).

7. Name the objects in the name of which the sound [h] is at the beginning, middle, end of the word.

9. Look carefully ("take a picture") of the objects in the second row and name them from memory (students can write the words in a notebook).

10. Name the objects that answer the questions: Who? What?

11. Come up with a sentence with one of the words, write it down in a notebook, analyze it.

12. For children with dysgraphia (or for the prevention of dysgraphia), draw up a word scheme with subsequent entry in a notebook: teapot, cup, watch.

13. Know the subject by touch.

Sound Automation [P]

Equipment : felt, decorative buttons.

List: rose, ball, giraffe, camel, gift, crab, beaver, fish, cancer, shells, rake, cake, ice cream, grapes, corn, watermelon, carrots, locomotive, pencil, rollers, fly agaric, chamomile, tomato, pear, monkey, heart. crocodile, ship.

Tasks and exercises:

1. Tasks can be similar to those used when working with speech therapy mats for other sounds.

2. Learn tongue twisters, tongue twisters, poems, show the subject in question:

a) a r-ar-ar- beautiful red ball

or-or-or- tomato in the garden

or-or-or-fly agaric in the forest

b) talk with the child at the beginning, who are beavers, crayfish, crabs, where they live, what they eat.

All beavers are kind to their beavers.

The beaver does not have a hole,

Not a lair, not a hole!

He is a worker, he is a creator!

The beaver in the river has a palace!

Once upon a time there were crayfish, crayfish-bullies.
Crayfish lived noisily, started fights.

The brave crab boasted for two days:

"There is no crab braver than me!"

On Mount Ararat

Varvara tears grapes.

Played from morning to evening

Then he took a racket to bed!

After the dew rose rose!

In the darkness, crayfish make noise in a fight.

Cyril bought a rake at the market.

3. Game "One-Many". The speech therapist calls one object, a child, a lot: a red rose - red roses, a big ball - big balls, a tall giraffe - tall giraffes, a humpback camel - humpback camels, an orange racket - orange rackets, an interesting gift - interesting gifts, etc.
About what subject it is impossible to say "one-many" (ice cream, rake).

4. Didactic game "Mine, mine, mine". The speech therapist asks about what objects you can say "My" (if he refers to a girl): my rose, my fish, my carrots, my corn ....

If a speech therapist addresses a boy, he asks: “What items can you say“ mine ”about: my ship, my cake, my grapes, my crocodile ...

The speech therapist asks all the children present at the lesson what subjects can be said "mine" about? (my videos, my rake).

5. Work on semantics. The speech therapist asks: What do cancer and fish have in common? Between carrots and roses? Between cake and ice cream? Between a crocodile and a giraffe?

6. Guess the riddle, count the guess item up to 10:

Under thick sheets,
yellow stones,
elastic, smooth,
Sweet taste! (corn)

7. Count items using numbers, which are laid out in front of each row, for example, in front of a rose -1, in front of a crab-2, in front of a cake - 5, in front of a steam locomotive - 7, in front of a pear - 9 (numbers change at each lesson) .

Score by row: for example, one rose, one ball, one giraffe, one camel, one racket, one gift.
Post count: for example, one rose, two crabs, five cakes, seven locomotives, nine pears.
Counting items in order on cards (forward and reverse): one rose, two roses, five roses, seven roses, nine roses and vice versa.

8. Exercise for the development of spatial orientation . The speech therapist asks what object is under giraffe, above beaver, between fly agaric and tomato, to the left of ice cream, to the right of grapes, etc.
9. The game "Edible-inedible". The speech therapist asks which items are edible and which are not.
10. Sound-syllabic analysis of words, followed by writing in a notebook: rose, ball, fish, cancer, rake, cake, corn, pencil, rollers, pear, monkey, shell.
11. Compilation of proposals with a complete analysis.
12. Name objects that are red, yellow, brown, etc. You can ask to additionally name objects that can be of such colors.

[P] Sound Automation with Sound Clearings

Equipment: sheets, toys (dogs, tiger, car, motorcycle)

Sheet number 1. Automation of sounds [p, p "] in isolated pronunciation (without reference sounds t, d).

Game "Help the dogs to collect all the bones."
The child chooses a dog, which he will help to collect all the bones in the booth and puts it at the beginning of the path. Going to the "bone", the dog growls [rrrr], near the bone - rests. The exercise is performed on a long sound rrrr-rrrr and short sounds: rrrr.

Two players can play using the game dice.

Sheet number 2. Automation of sounds [p, p "] in isolated pronunciation and in reverse syllables (different tracks - straight lines, with stops).

The game "Visiting" (or the option "Visiting with a song").

The child chooses which of the characters (dog, tiger) will visit.

With isolated pronunciation, moving the toys along curly lines, the child pronounces an isolated sound depending on the figure on the sheet (shortly, abruptly, with stops or long, without stops).

When pronouncing sounds [p, p "] in reverse syllables, "going to visit", we sing songs:

ar-or-ur (first track) - ar-or-ur

yr-er-ir-yur-er-yar (second track) - yr-er-ir-yur-er-yar

er-yar (third track) - er-yar

er-yor-ir-yur-ur (sixth track) - er-yor-ir-yur-ur

If it is difficult for a child to pronounce and remember different syllables, you can sing one or two songs. Follow the correct pronunciation of sounds.

At the initial stage of setting the sound [r], you can use the exercise "Motor". The child pronounces the sound combinations tr, dr (t, d - act as "helper" sounds). In this case, this sheet is used with toy cars and a motorcycle. The child "goes" to visit along the paths-lines, performing the exercise "Motor": long TR-R-R-R; in short: TR-TR-TR-TR.

Sheet number 3. Automation in reverse syllables.

Hide and seek game. Some dog is sleeping in the booth. If a speech therapist works together with a child, then he can have a dog toy, if this is a subgroup lesson, then the toy is "hidden" by another child.
Another dog came to the clearing to visit the dog that "sleeps", which wakes her up, calls, pronouncing syllables or words, for example:
AR,OR,UR,ER,YR; YAR, YOR, YUR, EP, IR or soft variants of the sound [r] (each pair of syllables is repeated by the child in reflection after the speech therapist, if the pronunciation is clear, correct, the dog in the booth "wakes up" and the toy is given to the child.
Words for "Repeats" are taken at the beginning with a sound at the end of the word, then in the stressed syllable in the middle of the word, then in the reverse unstressed:
Bazaar, tan, mosquito, Makar, samovar, fire, yard, motor, fence, tomato, fly agaric, axe, cord, beaver, actor. carpet, boxer, fitter; carp, park, march, army, barge, velvet, map, stamp, desk, apron, feed; watermelon, artist, badger, pocket, cardboard, wind, sugar etc.
All unfamiliar words must be explained to the child.
If we work out a soft version of pronouncing the sound [p "], then we first take the words with an emphasis on the syllable ( row, sea, outfit, snag, order), then without stress on the syllable ( storm, rowan, fried, boiled), then with a confluence of consonants ( cry, mushroom, heating pad, cream etc.).

Name:
Nomination: Kindergarten, Methodological developments, Presentations, Senior preschool age

Position: teacher - speech therapist
Place of work: MDOU "Kindergarten No. 228"
Location: Yaroslavl

Presentation on the topic
"The use of entertaining visual material in the classroom for preparing for literacy for children with disabilities in preschool"

Experience shows that it is very difficult to keep the attention of children with speech disorders, to arouse their interest in the content of the lesson, the learning process as a whole, to ensure that the learned material is retained for a long time in memory and used in new conditions.

It is necessary to build the learning process in such a way that, at the level of emotional consciousness, it is necessary to promote the emergence in children with speech disorders of an elementary cognitive interest in their native language as an academic subject, and later on in the entire learning process. At the same time, it will be possible to activate their memory, attention, phonemic perception and a number of other higher mental processes and functions.

These goals can be achieved through the use of gaming techniques, entertaining material that becomes more difficult at different stages of learning.

The choice of visual aids is determined by the goals, content, stage of the lesson.

When selecting visual aids, didactic games, I took into account the following:

— Visibility should be based on the program material;

— Game material should involve the most intact analyzers (visual and tactile) in the correctional process in the first place;

- The purpose of objects, pictures, manuals, the meaning of questions, the conditions for working with the material should be clear and understandable to children;

— The allowance used should ensure the involvement of all children in the correctional process;

— These grants should be outwardly attractive.

The entertaining material I have selected is systematized depending on the period and goals of training and is divided into several blocks.

slide 1

Preparatory stage.

I. Entertaining visual material at the level of teaching the skills of sound analysis and synthesis.

The main task in the process of teaching literacy is the formation of a general orientation in the sound system of the language among preschoolers. Teaching them the sound analysis of the word, i.e. determining the sequence of sounds in a word, establishing the distinctive role of sound, its main qualitative characteristics.

1. “Visual symbols of vowels and consonants” were proposed by T.A. Tkachenko). Each vowel sound is indicated by a red geometric shape, similar to the position of the lips when articulating the corresponding sound (sound "u" - a small circle, "a" - a large circle). slide 2

A consonant sound is indicated by an image of an object or phenomenon capable of emitting the corresponding sound, and a blue chip (the sound "v" - the wind howls).

slide 3

The use of this visual material is advisable at all stages of the study of speech sounds. This is the isolated pronunciation of sounds, and the compilation of sound patterns and syllables, and the determination of the position of a particular sound in a word, and the selection of pictures for “encrypted” words.

slide 4

2. Sound lines. They serve to determine the position of a sound in a word (beginning, middle, end). They can be varied and even correspond to the lexical theme: the head is the beginning of the word, the body is the middle, the tail is the end of the word.

slide 5

This manual is a strip of cardboard with a "pocket" in front, on which a number series is written. The number of digits may vary depending on the age of the children (for older preschoolers, numbers from 1 to 5 (6) are enough, for children of primary school age, a number from 1 to 9 can be used). An envelope is attached to the sound line, in which there are “chips” - small rectangles of colored cardboard (red, blue and green) to indicate vowels, hard and soft consonants.

The sound ruler allows you to perform various exercises: - Drawing up a sound scheme of a word. - Transformation of the scheme (adding or replacing colored chips). - Establishing a relationship between sounds and letters (in cases where letters represent 2 sounds). The benefits “Boat”, “House”, “Airplane”, “Alarm Clock”, “Chamomile”, “Sun”, “Snowman” serve the same purpose (with the help of them you can determine whether there is a certain sound in a word and where it is located) .

slide 6

3. The scheme for analyzing the articulation of sounds allows you to characterize any vowel or consonant sound. With the help of symbols understandable to the child, he determines the participation of lips and teeth in the formation of sound, the position of the tongue, analyzes the air stream (it can be warm or cold), and also the participation of the voice (the neck trembles or not).

slide 6

The kid learns to independently analyze the sound, can determine whether it is a vowel or a consonant, deaf or voiced.

4. Solid consonants are marked in blue, soft consonants in green and / or we populate in the appropriate houses or trailers. Options can be very different.

Slide 7

Slide 8

Also, the "Engine" and multi-storey houses can be used in the syllable section. On the ground floor or in the first carriage, a word of 1 syllable will “go”, etc.

Voicedness - the deafness of a consonant in the diagram is indicated, respectively, by a bell, a bee or a ladybug.

Slide 9

II. Entertaining visual material at the level of teaching syllable division.

With the introduction of the concept of "syllable", the child gets acquainted with the syllabic role of vowels. Learns to compose syllabic schemes into which vowel sounds or letters are introduced.

Slide 10

Syllabic schemes allow you to feel the rhythmic pattern of the word, which can be tapped, clapped, paced. Accurate perception and clear articulation of vowel sounds ensure the correct transmission of the syllabic image of the word, and also prevent the substitution and rearrangement of syllables in the word. At this stage, you can use hand postures corresponding to vowel sounds.

slide 11

Such techniques aimed at the joint activity of the auditory and kinesthetic analyzers are very effective.

Among the games based on the visual analyzer, the game "Train Engine" is popular, in which children divide words into syllables and lay out pictures in wagons. Pictures are collected in a trailer with one window, the names of which consist of one syllable, in a trailer with two windows - cards - of two syllables, etc. Children are also invited to choose schemes for words, taking into account the stressed syllable. The manual “House” with three floors can serve the same purpose: pictures whose names consist of one syllable “settle” on the first floor, two syllables on the second, and three on the third. Similarly, work is carried out with the "Snowman" manual, where instead of three floors there are three clods of snow. Etc.

Reading stage.

Entertaining visual material at the level of teaching knowledge of letters.

When getting acquainted with the graphic designation of the studied sound, it is necessary to associate its phonemic image with the visual one. This is possible only when children clearly understand: the main difference between a sound and a letter is that we hear and pronounce sounds, but we see, write and read letters.

Games at this stage allow children to learn the graphic representations of letters faster and prevent the possibility of dysgraphia that most children face in schools.

1. “Learning letters in poetry” (based on the book by V.V., Volina “Entertaining ABC Studies”). Graphic images of letters are offered, played out in verse and presented through the simplest associations: visual, auditory, tactile, etc. For example, the letter “p” is depicted in the form of a football goal. A poem is attached to it: “On hockey, on football, the letter P is the gate in the field.”

2. "Finger alphabet" - modeling letters with fingers.

slide 12, 13

3. Modeling letters from shoelaces or counting sticks. (Better with poetic accompaniment).

4. The game "Fold the letter" suggests constructing any printed letter from two elements (like puzzles), before that, you can invite children to guess the letter by its one element.

5. The game "Smart Pens" - a variation of the game "Magic Bag" - invites you to recognize the letter in a rag bag by touch.

Slide 14

6. Game "Smart Eyes". It may be a noisy alphabet. Or letters with missing or hidden elements. Graphic representations of letters can be superimposed on each other with the coincidence of common elements or without coincidence.

7. In the game "Find letters" you can use a complex geometric figure in which the child must find certain letters.

slide - 15

9. Drawing symbols and letters on the sand, grits, on the back.

slide 16

Slide 17

Finally, at any stage of literacy training, you can use sentence graphic schemes, where the sentence itself is indicated by a green "path", words - houses, the first word in a sentence - a house with a pipe, syllables - vases, sounds - flowers of different colors (red, blue, green ). The voicedness and deafness of consonants are depicted with the help of "bees" or "ladybugs", respectively. With the help of graphic diagrams, preschoolers can be taught to conduct a complete analysis of sentences, words, syllables up to sounds.

Slide 17

A game for a child is an opportunity for self-expression, self-examination, self-determination. The game situation requires from everyone included in it a certain ability to communicate, promotes sensory and mental development (visual perception, figurative representations, learning to analyze), assimilation of the lexical and grammatical categories of the native language, and also helps to consolidate and enrich the acquired knowledge, based on which develop speech abilities.

K. D. Ushinsky believed that the development of speech can only be carried out in activity, only in exercises that should be as independent as possible, systematic, logical, oral and written, and oral should precede written ones.

INTRODUCTION

During the classes

Offers

According to the purpose of the statement According to intonation

Offers

Artemov V.A. Psychology of visualization in teaching. – M.: Enlightenment, 2004. – 345 p. - ISBN 5-691-00265-2.

Babansky Methodological bases for optimizing the educational process 2002. - 298 p. - ISBN 4-267-00279-4.

Davydov V. "Problems of developing education", 2003. - 420 p. - ISBN 5-134-00374-9.

Davydov V.V. The theory of developmental learning. - M., 2001. - 286 p. - ISBN 5-199-00135-1

Okon V. "Introduction to General Didactics". M. Higher School, 2001. - 268 p. - ISBN 5-360-00273-5.

Psychological causes of school difficulties learning v primary classes

Formation of cognitive interest in use visual student benefits 7 class on the

Forms of work in mathematics lessons in primary classes in the process of solving word problems

A guide for working on rhythms, the syllabic structure of a word

Benefits for the formation of objective activity (sensory development) ("Locks", "Put a Butterfly in Your Path")

Speech therapy mat, divided into squares, for working on semantics, sound pronunciation, development of objective activity

Multifunctional speech therapy mat (for the development of objective activities, work on semantics)

Speech therapy mats for automating delivered sounds (in isolation, in syllables, words, sentences, coherent speech)

Automation of sounds [s], [s "]

Sound Automation [H]

Sound Automation [P]

[P] Sound Automation with Sound Clearings

Presentation on the topic "The use of entertaining visual material in the classroom for preparing for literacy for children with disabilities in preschool"

Benefits for the formation of objective activity (sensory development)
("Locks", "Put a Butterfly in Your Path")

Presentation on the topic
"The use of entertaining visual material in the classroom for preparing for literacy for children with disabilities in preschool"