Developing education according to the system l in Zankov. Leonid Vladimirovich Zankov: a system of developmental education. Reflection of one's own actions

Correctional work aimed at the development of visual and figurative thinking of children with intellectual disabilities.

Mental retardation is regarded as an irreversible phenomenon, but this does not mean that it cannot be corrected.

The very concept of figurative thinking implies operating with images, carrying out various mental operations based on representations. Considering that figurative thinking plays an important role, therefore, it is necessary to organize the activities of students in the classroom in such a way as to stimulate the development of figurative thinking of schoolchildren with intellectual disabilities.

And as the results of the study show, the level of figurative thinking among the subjects is not high enough. Therefore, nThe assumption that the visual-figurative thinking of schoolchildren with intellectual disabilities is characterized by a number of specific features that can be corrected with the help of specially selected exercises and didactic games included in the educational work of a special (correctional) educational institution is possible if the following conditions are met:

Creation of a specially selected system of game-exercises with didactic content.

Purposeful development of visual thinking should be carried out throughout the entire school period.

Games aimed at the formation of visual-figurative thinking should be varied.

tricksdevelopment of visual-figurative thinking:

Drawing;

Passage of labyrinths;

Work with constructors, but according to the model, verbal instructions, as well asthe child's own intention.

Corrective action was carried out through:

Didactic games that can be used at any stage of the lesson: “What does it look like?”, “The fourth extra”, “Add to ..”, “Journey”, etc .;

Using the technique of mnemonics when memorizing rules

Construction with matches and geometric shapes

Graphic dictations

Consider some exercises, games, techniques that were used in the classroom and outside for the development of visual-figurative thinking of students with intellectual disabilities.

1) Game - exercise "Complete to ...", “What does it look like?” (See Appendix 4)

Purpose: to teach a child to model a holistic image based on a detail, part, scheme.

Both separate schemes and parts were used, as well as images of letters and numbers, which children must complete to a certain subject and tell about it.

2) Reception of mnemonics.

In textbooks, the rules for memorization are long. For those students whose thinking and memory are poorly developed, it is difficult to learn the rules and reproduce them. The system of images helps to understand and easily reproduce scientific information. The process of memorizing the material becomes more efficient, because. not only the left hemisphere of the brain, which is responsible for logical thinking, is involved, but also the right one, which contributes to the development of figurative thinking. Therefore, the method is usedmnemonics aimed atdevelopment of basic mental processes - memory, attention, imaginative thinking.We create images and add a reference chain of words.

3) Design

One of the effective ways of developing visual-figurative thinking is object-tool activity, which is most fully embodied in the design activity. Therefore, tasks with matches and the game "Tangram" were used to develop this type of thinking.

Tasks for drawing figures from matches (sticks). This game can be used in several ways:

option. Match design. (see annex 5)

Instruction:

Look carefully at the board, determine what is drawn on it;

Count how many matches it will take to lay out the upper wings, lower wings, antennae, etc .;

Set aside the required number of matches;

Lay out the butterfly, compare it with the sample.

option. Problems for changing figures, for the solution of which it is necessary to remove the specified number of matches. (Annex 6)

Instruction:

Remove…. matches so that it turns out ......

option. Tasks, the solution of which is to shift the sticks in order to modify the figure. (see annex 7)

Instruction:

Look at the board, count how many matches it will take to lay out the figure;

Lay out the figure; compare it with a sample;

Forward…. matches so that it turns out ......

Tangram game (see Appendix 8)

Working with the Tangram puzzle contributes to the development of:

Ability to follow instructions;

Visually - figurative thinking, imagination, attention;

Understanding color, size and shape;

Target:to teach how to solve problems for recognition and construction of figures, for breaking figures into parts and their transformation.

Stages of mastering the game "Tangram".

First stage- familiarization with the set of figures for the game, converting them in order to compile a new one from 2-3 available

Target:atexercise children in comparing triangles in size, composing new geometric shapes from them: squares, quadrangles, triangles; to exercise children in the ability to compose new geometric shapes from existing ones according to the model and design.

Second phase - drawing up figures-silhouettes according to dissected samples. The second stage of work with children is the most important for them to master more complex ways of drawing figures in the future. Games should be effectively used by the teacher not only for the purpose of exercising in the arrangement of the parts of the figure being composed, but also in introducing children to the visual and mental analysis of the sample.
Target. To teach children to analyze the way the parts are arranged, to compose, a silhouette figure, focusing on a sample.

Third stage mastering the game - recreating figures based on contour patterns (undivided)

Target. To teach children to presumably tell the way the parts are arranged in the figure being composed, to plan the course of compilation.

4) Exercise "Journey of animals." (See Appendix 9)

The main purpose of this exercise is to use it to form the ability to consider different ways or options to achieve the goal. By operating with objects mentally, imagining different options for their possible changes, you can quickly find the best solution.

As the basis of the exercise, there is a playing field of 9 (at least), and preferably 16 or 25 squares. Each square contains some kind of schematic drawing that is understandable to the child and allows you to identify this square.

The content of the task is to travel any animal on this playing field. However, the movement does not occur randomly, but according to the rule established by the adult. (see appendix 9 fig.1)

“Today we will play a very interesting game. This is a game about a squirrel that can jump from one square to another. Let's see what squares-houses we have drawn: this square is with an asterisk, this one is with a mushroom, this one is with an arrow, etc.
Knowing what the squares are called, we can say which of them are next to each other, and which are one after the other. Tell me, which squares are next to the Christmas tree, and which are one through from it? How are the squares with a flower and the sun, a house and a bell, next to each other or through one?
After the playing field is mastered by the child, a rule is introduced: how can the squirrel move from one house to another.
“The squirrel jumps across the field according to a certain rule. She cannot jump into neighboring squares, because she can only jump over one square in any direction. For example, from a cage with a Christmas tree, a squirrel can jump into a cage with a bell, a cage with a leaf, and a cage with a house, but nowhere else. Where do you think a squirrel can jump if it is in a cage with a tree? Now you know how a squirrel can jump, tell me how to get from a cage with an asterisk to a cage with a window?
While working on the task, we immediately teach the child to write: (see Appendix 9, Fig. 2)

“In an empty cell, we fill in the same pattern as on the cell through which the squirrel jumps.” For example, in order for it to get from a cell with an asterisk into a cell with a window, the squirrel must first jump into the cell with an arrow looking to the right, and we draw it in an empty square. But the squirrel could jump in another way: first into a cage with a tree, and then into a cage with a window, then in an empty cage you need to draw a tree.

Next, the adult offers the child various options for tasks in which you need to guess how the squirrel can get into the right cage by jumping according to its own rule. In this case, tasks can consist of two, three or more moves.

Task options(see appendix 9 fig. 3)

You can come up with options for tasks on your own, outlining the first and final point of the journey, at which it is possible to comply with the rule. It is very important that when thinking through the moves, the child can find several ways to get from one square to another.

The Animal Journey exercise using this game board can be modified in a variety of ways. For another lesson, an adult offers a game with another animal (this is a bunny, a grasshopper, a neuk, etc.) and according to a different rule, for example:
1. The beetle can only move obliquely.
2. Bunny can only jump straight.
3. The grasshopper can only jump straight and only through one cell.
4. A dragonfly can only fly to a non-neighboring house, etc.
(We remind you that the number of cells on the playing field can be increased.)

And another version of the exercise, on a different playing field.(see appendix 9 fig. 4)

An alphanumeric field is used for work in the same way as a picture field. You can train on it according to the same rules or according to others invented by yourself. In addition, these may include the following rules:
1. The goose can only walk on neighboring cells and only straight ahead.
2. A ladybug can fly only to the next cell and only with the same letter or the same number.
3. A fish can only swim to an adjacent cell with a mismatched letter and number, etc.

If the child copes well with solving problems, you can invite him to come up with a task about the journey of an animal or a task of the reverse type: “From which cell should the beetle crawl out so that, crawling according to its rule (call the rule), it gets into the cell, for example, GZ or with a mushroom (for a picture playing field).

Thus, these methodsgames and tasks is good gymnastics for the mind. They develop visually - figurative thinking, as well as logical thinking, combinatorial abilities, they require to show ingenuity.Correctional work with students was based on the principles of combining words, visual images and practical actions.

Comparative comparative analysis of ascertaining and control experiments.

After the corrective stage, we repeated the diagnostics using the same methods.

For diagnosis, we have identified a study:

"Raven's Color Matrix"

"Labyrinth"

"The Fourth Extra"

Methodology "Raven's Color Matrix".

In qualitative terms, according to the results of the control stage of the experiment, the results were distributed as follows: (see Table 6)

Table 6. Results of the control experiment according to the Raven Color Matrices method

Name of the child

Ascertaining experiment %

Control experiment %

83,5

78,5

64,5

62,5

10.UN

78,6

11.Yuya

Average

69,2

Thus, the results of the study according to the Raven's Color Matrices method, aimed at identifying the level of development of visual-figurative thinking, showed that the success rates increased by 11.2% than at the stage of the ascertaining experiment. Children with a high and good level of development increased by 1 person, it turned out 54% (4 children with a good level and 2 with a high level).

Let's depict the obtained data in the form of a diagram (see Fig. 1)

Rice. 1 - the results of the "Raven's Color Matrices" technique in two experiments.

Method "Labyrinth"

Based on the results of the control stage of the experiment, the following data were obtained (see table 7)

Table 7. Results of two experiments using the "Labyrinth" method

Name of the child

Ascertaining experiment

Control experiment

10.UN

11.Yuya

Average

29,5

33,5

Thus, the table shows that at the stage of the control experiment, the number of points in children increased. The number of children with a high level increased from 2 to 3, which is 27%, with a good level from 2 to 5 people - 46%, and the indicators at the average level decreased from 5 people to 2, the indicators of a low level with persistent underdevelopmentvisual-figurative thinking remained the same - 1 child.

We will show clearly on the diagram (see Fig. 2)

Rice. 2. The results of the "maze" technique in two experiments

Method "The Fourth Extra".

Based on the results of the control stage of the experiment, the following data were obtained (see Fig. h)

Rice. 3 The results of two experiments using the "Extra Four" method

The study using this method showed that the results on the generalization of two generic concepts per 1 child increased, it became 4 people - 36%, the results with a low level decreased, also per 1 person, it was 46%, it became 36%. The number of children with an average level remained the same.

Thus, the experiment confirmed the correctness of the hypothesis put forward by us that if we carry out timely diagnostics of visual-figurative thinking in children with intellectual disabilities, carry out systematic corrective work at each lesson and develop this type of thinking, then significant results can be achieved, which was shown by the control stage experiment and which made it possible to improve the quality of education of these children.

Conclusion

This paper defines the psychological and pedagogical conditions for the development of visual-figurative thinking in children with intellectual disabilities.

Firstly, the data of special psychological and pedagogical literature testify to the underdevelopment of the visual-figurative form of thinking in children with intellectual insufficiency. These features are also manifested in the peculiar nature of mental operations, in the peculiarities of mastering the word as a means of solving visual problems, etc.

Secondly, an important condition is the timely diagnosis of the level of development of visual-figurative thinking in children with intellectual disabilities. An analysis of the psychological and pedagogical literature showed that among the huge number of methods chosen by us were the most striking indicators of the level of development of visual and figurative thinking of children.

Thirdly, with systematic work, visual-figurative thinking is improved in children.The results have become much higher, the level of development of visual-effective and visual-figurative thinking has increased significantly, this indicates that the correctional work carried out by us has significantly improved the development of this type of thinking, which was the basis for proving the correctness of our hypothesis.

Conclusion.

Relevance this work isin the insufficient formation of cognitive processes, which is one of the main reasons for the difficulties that children with intellectual disabilities have when studying at school, which leads to school maladjustment. Special training of children in ways of thinking helps them to master information, understand, remember it and reproduce it, i.e. cope with the academic load and adapt to school life.

In this work, special attention is paid to the development of visual-figurative thinking in children with intellectual disabilities. The reasons leading to a lag in the development of thinking, associated with both biological and social factors, were described. Considered the mostcommon classifications of children with intellectual disabilities in our country. forms of diagnostic and correctional work with deaf children.

The purpose of the study was the diagnosis and correction of visual-figurative thinking of children and intellectual impairment. For diagnostics, the methods of J. Ravenna were used,adapted by T.V. Rozanova, L. A. Venger.Correctional work was based on the use of special exercises for the development of visual-figurative thinking. In the lessons, techniques and exercises were used that ensure memorization, stability and concentration of attention, the development of various types of thinking. The results and analysis of the research work carried out allowed us to draw the following conclusions:

The proposed diagnostic techniques can be used in working with children with intellectual disabilities.

Corrective-developing exercises proposed in the work work effectively in children with intellectual disabilities.

The use of corrective-developing exercises develops many thought processes.

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Correctional program for teenagers

"Development of thinking through intellectual games"

Relevance

Intellectual activity is based on specific logical mental operations of analysis and synthesis, classification, generalization, comparison, bringing under the concept, establishing cause-and-effect relationships, etc. (5). To perform these operations, it is necessary to be able to distinguish between essential and non-essential properties of objects and phenomena, to identify necessary and sufficient features, to choose grounds for comparison or classification, to possess various types of logical-functional relations, for example, species - genus, part - whole, etc. The listed logical operations are connected with educational activities, during which it is necessary to use: classification, analogy, generalization, finding numerical patterns and spatial skills, and are an indispensable condition for successful educational activities.

Program goal:

Creation of mental conditions for the development of intellectual skills that are important for the successful development of school educational programs

Program objectives:

1) Formation of the ability to carry out consistent mental actions: compare, analyze, highlight the main and secondary features, generalize by feature, correlate by meaning.

2) Increasing the arbitrariness and discipline of intellectual activity.

Theoretical justification of the program

The correctional program is based on the following theoretical concepts:

On the fundamental principles that the activity of the child is the main condition for his mental development, formulated in the works of leading Russian psychologists A.N. Leontiev, S.L. Rubinstein, A.V. Zaporozhets, D.B. Elkonin and others

On ideas about the development of the intellectual sphere, as the central link in the mental development of the child and about the important condition for the formation of his personality, which is most fully accomplished in school years. As noted by P.P. Blonsky, - thinking is that function, the most intensive development of which is one of the most characteristic features of school age. Neither in sensations, nor in mnemonic abilities is there such a huge difference between a child of 6-7 years old and a young man of 17-18 years old, which exists in thinking (2)

The work of psychologist E.V. was used as a practical basis for the development of the program. Stutterers (3.4).

Technology

The main pedagogical technologies used in the educational program are: intellectual games.

Terms and Conditions

When conducting classes, it is necessary to observe some initial principles:

1) The atmosphere of the classes should be out of class, positive - to stimulate intellectual looseness.

2) As a material for tasks, well-known, familiar material is used. When using familiar material, thinking skills develop in a "pure form". If the material itself is complex and the ways of its processing and assimilation are new, then the development of thinking proceeds more slowly, slippage occurs.

Frequency: 2 times a week. The duration of the lesson is 40 minutes.

Monitoring the effectiveness of classes

To evaluate the effectiveness, two criteria are used:

1) The dynamics of success in the performance of the game tasks themselves.

2) Dynamics in the execution of tests.

Program content

Lesson 1.

Purpose: development of the ability to find a variety of sometimes unexpected connections between familiar objects.

Games: "Composing sentences from given words"

Three words that are not related in meaning are taken at random, for example, "lake", "pencil", and "bear". It is necessary to make as many sentences as possible that would necessarily include these three words (you can change their case and use other words). Answers can be banal ("The bear dropped a pencil into the lake"), complex, with going beyond the situation indicated by three words and introducing new objects ("The boy took a pencil and drew a bear swimming in the lake") and creative, incorporating these objects into non-standard connections ("A boy, thin as a pencil, stood near a lake that roared like a bear").

This game develops the ability to quickly establish various, sometimes completely unexpected connections between familiar objects, to creatively create new integral images from separate disparate elements.

Note that in this and the games described below, it is important for the host to establish, and the players to find the "golden mean" between the number and quality of answers: on the one hand, it is necessary to stimulate a large number of any various answers, on the other hand, original, creative answers should be especially encouraged.

A prerequisite for the effectiveness of these games is the comparison and discussion by the players of all the proposed answers and a detailed justification of why they liked or disliked this or that answer.

"exclusion of superfluous word"

Any three words are taken, for example, "dog", "tomato," "sun". We must leave only those of them that denote somewhat similar objects, and one word "superfluous", which does not have this common feature, should be excluded. find as many options as possible for excluding an extra word, and most importantly, more signs that unite each remaining pair of words and are not inherent in the excluded, superfluous one. leave, because they are round), it is advisable to look for non-standard and at the same time very well-aimed solutions.. The one with the most answers wins.

This game develops the ability not only to establish unexpected connections between disparate phenomena, but also to easily move from one connection to another without "getting hung up" on them. The game also teaches you to simultaneously hold several objects in the "field of thinking" at once and compare them with each other. It is important that in this case, an attitude is formed that completely different ways of combining and dismembering a certain group of objects are possible, and therefore one should not be limited to one and only "correct" solution, but one must look for a whole multitude of them.

"Classification of objects"

Four or five different objects are named, for example, "wave", "pillar", "beetle", "carriage" and "ficus". You should make as many different classifications of these items as possible, i.e. in various ways to divide them into two or three groups so that the objects that fall into one group are characterized by the same features. For example, in this case, objects can be divided into living ("beetle", "ficus") and non-living ("wave", "pillar", "carriage"), mobile ("wave", "beetle", "carriage") and fixed "pillar", "ficus"), clearly formed, stable ("pillar", "beetle", "carriage", "ficus") and unshaped, unstable ("wave"), made by man ("pillar", "carriage ") and created by nature ("wave", "beetle", "ficus"), homogeneous in composition ("wave", "pillar") and consisting of heterogeneous parts ("beetle", "carriage", "ficus") and etc. The winner is the one who offers the largest number of classifications, non-standard answers are encouraged with additional points.

This game forms the ability to quickly find different ways of dividing and grouping any set of facts, highlighting the most diverse relationships between them and thereby ordering any system of knowledge or area of ​​reality.

Lesson 2.

Purpose: development of the ability to single out a wide variety of properties in an object and operate individually with each of them.

Games:

"Search for similar items"

An object or phenomenon is called, for example, a "helicopter". It is necessary to write out as many of its analogues as possible, i.e. other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, in this case, "bird", "butterfly" (they fly and sit down) can be called; "bus", "train" (vehicles); "corkscrew" (important parts rotate), etc. The winner is the one who named the largest number of groups of analogues.

This game teaches to single out the most diverse properties in an object and operate separately with each of them, forms the ability to classify phenomena according to their characteristics.

An object or phenomenon is called, for example, "house". It is necessary to name as many other objects as possible that are opposite to this one. In this case, one should focus on the various features of the subject and systematize its opposites (antipodes) into groups. For example, in our case, we can name: "barn" (opposite in size and degree of comfort), "field" (open or closed space), "station" (someone else's or our own premises), etc. The winner is the one who indicated the largest number of groups of opposite objects, while clearly arguing the answers.

This game forms the ability to "scoop out" its various properties from an object and use them to search for other objects, teaches you to compare objects with each other, highlighting the common and different in them.

"Search for items by specified properties"

Search for objects on the given grounds. The task is to name as many objects as possible that have a given set of features and in this sense are similar to two or three objects given as an illustration. For example, it says: "Name the objects that combine the performance of two opposite functions, like a door (it closes and opens the exit from the room), a switch (it both turns on and turns off the light)". Answers may be banal ("faucet"), may be more distant ("hand" - both hits and strokes), or may be completely unexpected. The winner is the one who gave the most non-banal answers.

This game forms the ability to easily find analogies between various dissimilar objects, quickly evaluate objects in terms of the presence or absence of given features in them, and quickly switch thinking from one object to another.

Lesson 3.

Purpose: the formation of the ability to easily and quickly establish connections between phenomena, the ability to fix essential features.

Games:

"Search for connecting links"

Two items are given, for example "shovel" and "car". It is necessary to name the objects that are, as it were, a "transitional bridge" from the first to the second. The named objects must have a clear logical connection with both given objects. For example, in our case it can be an "excavator" (with a shovel it is similar in function, and with a car it belongs to the same group - vehicles), a "worker" (he digs with a shovel and at the same time is the owner of the car), etc. It is allowed to use two - three connecting links ("shovel" - "car" - "trailer" - "car"). Particular attention is drawn to the clear justification and disclosure of the content of each connection between adjacent elements of the chain. The winner is the one who gave the largest number of clearly reasoned solutions.

This game forms the ability to easily and quickly establish connections ("build bridges") between phenomena that seem at first glance far from each other, as well as to find objects that have common features simultaneously with several other objects.

Guessing an object with the help of a couple of other objects. An object (phenomenon, creature) well known to everyone is called, for example, a "snake". It is necessary to name two other objects that, on the whole, are not similar to the given one, but those whose combination of features would, if possible, unambiguously determine it, i.e. disguise, encode it with other objects. In this case, for example, "mountain road" and "leather spectacle case" can be named (the synthesis of some of their features: elongation, narrowness of the mountain road and roughness of the skin, characterizes the snake). In order to more accurately complete the task (the answers must combine both the good disguise of the intended object and its unambiguous decipherability for the named pair of objects), the game can be organized with four guys so that the first player transmits "encrypted messages" to the second (his "friend ") so that the rest of the heard pairs of words could not understand anything; and the third player passed the "ciphers" of other items to the fourth player so that they could not be deciphered by the first two participants in the game. The winner is the one who offers the most original pair of items for guessing the original one (subject to the specified requirements for the answer).

This game develops the ability to quickly identify the most characteristic features of an object and find other objects that have both similar and dissimilar features, while keeping in mind several different objects and their features at once.

"Guessing an item from a couple of other items"

The described game is opposite to the previous one. The facilitator (and later the players themselves) name pairs of objects that, in their opinion, unambiguously encode some third, conceived by them betrays (for example, having conceived a "tree", they say "raised hand with spread fingers" and "flying hair") , inviting the participants of the game to guess what was conceived. In this case, the task of the players is to name as many different objects as possible, which are possible decodings of a given pair (i.e., forming a synthesis of various features of these objects). The winner is the one who, along with the intended subject, names the largest number of other, unexpected answers (the most original of them are especially encouraged).

This game develops the ability to quickly and accurately work with a variety of features of objects: to single them out, compare them with each other, form all kinds of their combinations, etc., as well as create holistic images and concepts according to their individual, disparate characteristics.

"How to Use Items"

A well-known object is called, for example "a book". It is necessary to name as many different ways of using it as possible: a book can be used as a stand for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using an object. The winner is the one that indicates the greater number of different functions of the object.

This game develops the ability to concentrate thinking on one traitor, the ability to introduce him into a variety of situations and relationships, to discover unexpected possibilities in an ordinary subject. This game can also serve as a good basis for a discussion about morality.

"Formation of definitions"

An object or phenomenon familiar to everyone is called, for example, a "hole". It is necessary to give it the most precise, "scientific" definition, which would necessarily include all the essential features of this phenomenon and would not concern the non-essential ones. The winner is the one whose definition unambiguously characterizes the given subject, i.e. any kind of it is necessarily covered by this definition, but no other subject fits under it.

This game teaches the clarity and harmony of thinking, the ability to fix essential features, distracting from non-essential ones, as well as the ability to cover with one "mind's eye" a lot of varieties of manifestations of the same object, sometimes not similar to each other. This game is especially useful for those students who have difficulty formulating or remembering definitions.

This game, like the vast majority of those described, necessarily requires collectivity - so that the participants in the game can mutually check each other's definitions: refute it with counterexamples or, conversely, approve it. Collective creativity is also possible: when, on the basis of two individual definitions, one common definition is jointly developed.

Lesson 4.

Purpose: development of the ability to look for a wide range of causes when solving any problem or understanding any phenomenon.

Games: "List of Possible Causes"

Some unusual situation is described, for example: "Returning from the store, you found that the door of your apartment was wide open." It is necessary to name as quickly as possible the reasons for this fact, its possible explanations. The reasons may be banal (“I forgot to close the door”, “thieves got in”), but you should not discard the unlikely, unusual ones (up to the arrival of the Martians!), The one who names more reasons wins, and the more diverse they are, the better.

This game develops the ability, when solving any problem or understanding any phenomenon, to immediately look for a wide range of reasons so that you can consider them all, work out a variety of versions without losing sight of any, and only then make a decision.

"Building a system of causes"

Some event is set, for example: "One person suddenly answered the question of another in an unexpectedly rude way." It is necessary to name as many possible reasons for this as possible, using the given (or jointly created in the group) algorithm of causal explanation. Algorithms may be different. For example, one can assume that the causes of an event can be found in the subject of the action, its object, and in the situation; this classification immediately sets the search for causes in three different directions. In addition, in each of these cases, the causes may be intentional or unintentional, permanent or temporary, immediate or distant, and so on. All possible intersections of these different classifications should be considered and at least one cause of each type should be given (if possible). At the beginning, this algorithm can be set on a card (in the form of a table with designated rows and columns, but empty cells (Table 1) or in the form of a classification tree) (Fig. 1); it gradually becomes internalized and becomes a reliably working internal device for analyzing any phenomenon that the student is introduced to.

Types of causes

In the subject

In the object

In a situation

temporary

permanent

temporary

permanent

temporary

permanent

Deliberate

the nearest

distant

unintentional

the nearest

distant

This game forms an attitude to a comprehensive analysis of the situation while understanding a phenomenon. It sets specific means of finding the full range of possible causes. In addition, the game teaches you how to work effectively with classifications of a phenomenon on various grounds and quickly find all its varieties. With a special selection of given situations, the game can lead to discussions on the topics of decency and moral responsibility.

Construction of a system of consequences. This game is similar to the previous one. An event is set, for example, the same rude response from one person to another. It is necessary, using the indicated (or other similar) algorithm, to single out a whole range of its supposed consequences, i.e. possible changes in the subject, object and situation in the future, and these changes can be immediate and distant, direct and indirect, positive and negative, important and secondary, etc. At the initial stages of work, this algorithm is also useful to set on the card.

This game forms the ability to predict the subsequent development of the situation and sets specific means of comprehensively predicting the possible results of any action, which is a necessary condition for making the right decisions.

Lesson 5.

Purpose: development of the ability to capture the essence of information.

Games:

"List of titles for the story"

A short story or message is taken. For example: "Some children do not want to study or go for a walk - they spend all their time in front of the TV screen. The father of two such boys from Washington came up with an original way to deal with this TV fever. He unplugged the TV from the network and connected it to a small dynamo, which you had to set it in motion while sitting on a bicycle frame and working your legs quite hard to maintain the right tension. After that, the interest of the boys in the TV noticeably decreased.

It is necessary to choose as many titles as possible for the story, reflecting its content. Titles can be strict, logical ("The way to wean children from watching TV") or formal] 1al, ie. essentially true, but not embracing the main thing ("Father and Sons"), or figurative, bright, emotional ("Bike TV"). Any type of response is welcome. Then everyone selects one or more of the best.

The game develops the ability to express the essence of a passage of text in one phrase. This ability underlies such powerful techniques of understanding and memorization as drawing up a text outline or its plan. The more it is developed, the easier it is to digest the texts.

"Short Story"

A short story or message is presented printed or read out, for example, the story given above or this: "A resident of the English city of Barington D. White has been robbed eight times over the past two years. It has gotten to the point that he simply became afraid to walk down the street. And when recently, after leaving the store, White went to the pay phone to call a taxi, he found that unknown people locked the booth. "Send for accomplices or are waiting for an opportunity to attack in order to rob again," White thought in a panic and immediately dialed the number the police, begging them to come and save him quickly. The patrol arrived at the scene and found that no one thought to lock the poor fellow. It was just that the booth opened inward, and John burst out."

The content of the story must be conveyed as compressed as possible, using only one - two -. three sentences, and in them - not a single superfluous word. At the same time, the essence, the main content of the story, of course, must be preserved, while secondary moments and details should be discarded. The winner is the one whose story is shorter and at the same time the main content is preserved. You can play by breaking into pairs, offering jointly found solutions. It is also possible to jointly refine, improve successful options.

This game is especially useful for those whose thinking is not clear and highly organized, clings to the little things, not reaching the main thing, or constantly mixes the main thing with the secondary. The dream teaches to fix very clearly only the essence of the event, and to cut off everything secondary without pity.

"Building a message according to the algorithm"

The participants in the game agree that, when talking about any well-known events offered by the host or chosen by themselves, they will clearly adhere to a certain algorithm common to all. Algorithms may be different. For example, it is convenient to use the following: fact (what happened) - causes - reason - accompanying events - analogies and comparisons - consequences. This means that no matter what the story is about, the narrator must necessarily fix all the marked moments and in this sequence.

You can also use the algorithm proposed by Cicero: who - what - where - what - why - how - when. You can develop your own algorithms by analogy with those given. Of course, it’s not worth it, they should be applied blindly and formally: in a number of messages, answers to some points may not make sense (for example, when describing a natural disaster, the “who” and “why” points can be omitted, having specifically justified this).

First, these algorithms should be written on cards and be in front of the eyes of each participant in the game. Then they, internalizing, turn into an automatically operating way of comprehending any phenomenon, which works without effort on the part of a person.

This game disciplines thinking, teaches when analyzing a phenomenon to be sure to highlight all the aspects fixed in the algorithms, thereby allowing a much broader and deeper examination of the phenomenon.

Compared to serious and socially significant educational activities, the described intellectual games are rather simple and artificial situations, but it is in them that some universal, universal mechanisms and properties of thinking are developed and trained, which are present as separate elements or signs in each case of its manifestation, are its necessary preconditions.

Being formed in the game (on well-known material, in a relaxed atmosphere, with constant communication with peers), these "components" of thinking, obviously, can, under certain conditions, be transferred to the educational process and applied in relation to educational material.

Lesson 6.

Purpose: development of the ability to highlight the most characteristic features of an object.

Games: "Guessing an object with the help of a couple of other objects"

"Search for Opposite Items"

The described game is opposite to the previous one. The head of the game (and later the players themselves) name pairs of objects that, in their opinion, unambiguously encode some third object they have conceived (for example, having conceived a "fountain", they say: "tree" and "rainstorm"), offering the participants of the game guess what you have in mind. At the same time, the task of the players is to write as many different objects and phenomena as possible, representing the possible deciphered of a given pair, i.e. forming syntheses of various signs of these objects _ (for example, in our example it can be a river delta: water "branching" like a tree; split wood falling on the head, etc.). The winner is the one who, along with the intended subject, names the largest number of other, especially unexpected items and clearly justifies his answers.

This game forms the ability to quickly and accurately operate with a variety of characteristic features of objects: to single them out, compare them with each other, form all kinds of their combinations, and also create holistic images and concepts according to their individual, disparate characteristics.

Lesson 7.

Purpose: development of the associative foundation of imagination (improvement of such qualities of the associative flow as its width, depth, speed and controllability).

Games: "Search for associations"

Any phrase or phrase is taken, for example: "The plane is taking off - fasten your seat belts." It is necessary for a limited time to write out in a column as many associations as possible that it causes. Associations can be both banal ("stewardess", "car seat belts"), and quite non-standard ("beware before starting any business"; "a bird in flight does not fasten anything", etc.), but in any case they should be are closely related in meaning to the original phrase (too remote and individual associations like "My neighbor, flight engineer Petrov, has a black mustache" are not counted). The winner is the one who has more such associations that are not found in other players.

In this game, the associative foundation of the imagination develops, such qualities of the associative flow as its breadth, depth, speed and controllability, which underlie many types of creativity, improve.

"Chaining associations"

Players sit down, forming a chain. The host gives the first of them a strip of paper with a phrase written on it, for example, "During a thunderstorm, you should close the window." The player must quickly write down one of the associations he likes on the other strip and pass it on to the second, he writes down his association on his strip and passes it on to the third, etc. As a result, for example, such an associative chain can be formed: "Ball! lightning that flew into the room. - A strong fire in the house. - Zero one (a telephone number that can be perceived as a football score). - Spartak (a football team; but it can be perceived as the leader of a slave uprising)," etc.

When discussing the results, the players analyze the resulting associative chain and in each case offer other, more original associations that could lead to completely unexpected topics.

Lesson 8.

Purpose: development of the ability to operate with various cause-and-effect relationships.

Games: "Search for a cause by two consequences"

Two unrelated events are named, for example: "the room was filled with smoke" and "the boy got a deuce1 for not learning a lesson." They must be considered as two effects of some unknown third event, which is the simultaneous cause of both of them. This reason must be established. It is desirable to indicate several different possible causes. So, in our example, these can be: burnt plugs (because of them the wiring caught fire and the lights went out, the boy could not read in the dark), the unexpected arrival of a relative - a heavy smoker and an interesting storyteller, etc. The one whose list of reasons is longer wins.

This game develops such important qualities of thinking and imagination as the ability to quickly and easily operate on all kinds of cause-and-effect relationships and, in particular, to accurately establish the causes of events, as well as to find relationships between several completely unrelated, at first glance, events.

The given complex of games should be considered, of course, as closed. If necessary, it can be supplemented by others, and the described games can be modified depending on the specific situation of their conduct. During their conduct, the activity of the children increases markedly, and the developing effect of the games increases when students are involved in the independent selection and preparation of game tasks and the host encourages them in every possible way to make suggestions for changing and improving the procedure for conducting games.

"Search for intermediate events"

Two unrelated events are taken at random, for example: "A squirrel, sitting on a tree, missed a bump" and "Schoolchildren could not go on an excursion to another city." It is necessary to find a connection between them, i.e. trace a series

At the same time, it is important to observe that each previous event is the cause of the next one (and, accordingly, each subsequent one is a consequence of the previous one). It is advisable to offer several different answers. As an example, let's give a far from the most original transition: "A fallen bump hit a dog walking in the forest, she ran frightened and bit the boy walking along the path on the leg, the boy was an athlete, but due to a wound he could not participate in sports competitions, as a result his school did not win a prize and was not awarded with a tour." The one who offers the most chains wins; additional points are awarded for the originality of some of them.

This game forms such qualities of the imagination as its freedom, looseness, the ability to boldly move on to new objects and situations, making unexpected, unpredictable turns, but at the same time clearly strive for the final goal, constantly keeping it in mind and commensurate with it every step of the imagination.

Note 1: The second and each subsequent lesson begins with a review of the material from the previous lesson.

Literature

1. Akimova M.K., Kozlova V.T. Psychological correction of the mental development of schoolchildren,Moscow: Academy, 2000.

2. Bolshakov V.Yu. Psychotraining. - St. Petersburg, 1994.

3. Blonsky P.P. Development of schoolchildren's thinking, M, 1979.

4. Volkov G. P . Psychologists about pedagogical problems. - M, 1981.

5. Vygotsky L. S. . Fav. psychol. research - M., 1956.

6. VygotskyL. FROM . Sobr. op. - M, 1984. - T 4.

7. Vygotsky L. S. . Pedagogical psychology. - M., 1991

8. Gurevich K.M. Psychological correction of mental development. - M, 1990.

9. Zaika E.V. "Questions of Psychology", 1990, No. 6, p. 86-92.

10. Zaika E.V. "Questions of Psychology", 1993, No. 2, p. 56-62.

11. Kabanova-Meller E.N. Formation of methods of mental activity and mental development of students.-M., 1968.

12. Features of learning and mental development of schoolchildren aged 13-17., M., 1988.

13. Psychological correction of mental development of students. - M., 1990.

From the standpoint of psychology, the conscious assimilation of knowledge, first of all, depends on the availability of appropriate motivation among students. Therefore, in a lesson in an auxiliary school, it is important, first of all, to ensure the cognitive activity of each student. At the stage of "adaptation to a defect" to ensure it, the desire of children with mental retardation to fulfill the requirements of the teacher is used.

The main task of corrective work in this direction is to cultivate the desire to find the right answer, to overcome difficulties of a mental and practical nature, to feel one's ability.

For this purpose, the following techniques are used: especially interesting, emotionally rich form of presentation of the material; creating a variety of tasks; giving preference to dialogic forms of communication over monologues. These techniques are especially important at the stage of "adaptation to the defect."

As practice shows, a common way to encourage learning by noting the significance of the knowledge gained for the future life turns out to be ineffective, since distant motives are not effective for mentally retarded children. In addition, the concreteness of the thinking of the students of the auxiliary school prevents them from comprehending knowledge from certain sections of the program.

A supporter of humanistic pedagogy, Sh. Amonashvili, encouraging first-graders to study literacy, invited the best students of the 4th grade to them, who read fairy tales to them. The teacher offered to evaluate the reading technique of his assistants and promised that soon all first graders would also learn to read so beautifully. The described technique, in our opinion, can also be effective in the conditions of an auxiliary school, since the desire to be the best is also characteristic of children with mental retardation.

However, for the formation of mental activity of students with intellectual insufficiency, only one activation in the lesson is not enough, because in these children all operations of thinking turn out to be underdeveloped.

All features of the operational aspect of thinking must be taken into account during study at the stage of "adaptation to a defect". Explanations should be as detailed as possible, specific, using practical actions and clarity. New material should be presented in small parts with a focus on the narrowed zone of proximal development of children.

An important means of correcting deficiencies in thinking in mental retardation is the development of comparison, since this operation, on the one hand, is based on analysis, and on the other hand, underlies abstraction and generalization. Children need to be taught to use the criteria of analysis and comparison, to identify and name the properties of objects, to distinguish between visual and functional, main and secondary features, to determine the common in different and the different in similar.

The comparison process is facilitated by the introduction of a third object, which, according to a certain criterion, is similar to one object and differs from another.

The teacher can offer students to compare different objects (letters, words, tasks, natural phenomena, etc.) related to the topic of the lesson. This will contribute, on the one hand, to the strengthening of knowledge, and on the other hand, to the correction of shortcomings in the operations of thinking.

When studying any academic discipline, students are faced with the need to learn new concepts, terms of a generalizing nature. If these concepts are introduced through a simple verbal explanation of their meaning, then such assimilation will not contribute to development and correction. To form a generalization operation in mentally retarded children, the study of the generalizing term should take place in several stages.

1. A wide variety of objects are considered, which are representatives of one class or their images. A description and analysis of each of them is carried out.

2. Items are compared with each other, common and distinct features are highlighted.

3. Attention is drawn to the common essential features of objects and it is reported that it is on the basis of these features that objects belong to the same class. A new general term is introduced. ("Let's call all objects with one word.")

4. Additional subjects are considered that are representatives of this and other classes. Students determine whether the subject belongs to the class being studied or not. Each answer is substantiated using the highlighted essential features.

5. The students are once again offered to name a group of objects in one word, to name a single object with this generalizing term. It will be necessary for their consciousness that the same object can have different names (specific specific or generalizing generic) depending on the context.

6. Links of the term being studied with other concepts are demonstrated. For example, a selected class of objects may belong to a larger group and itself be divided into subgroups.

7. It is proposed to put together a proposal with a learned deadline, to name with appropriate justification additional representatives of the class that have not yet been considered in the lesson.

The corrective work should cover the improvement not only of the operations of thinking, but also of mental actions. Children should be taught not only to answer the question, but also to put them, to analyze the conditions of the assignment, to plan and control the sequence of its implementation, to correlate the results with the model. To do this, children first learn to use a ready-made action plan, report verbally upon completion of work, explain why the task was completed this way and not otherwise. Further, the verbal report from the end of the work is transferred to its beginning.

Stimulation to evaluate the results, contributes to the development of critical thinking. In this aspect, the recommended by V.M. Blue technique, when a teacher, who deliberately makes mistakes, so that students do not believe everything, critically and actively perceives the explanation. You can offer students specially designed tasks, the purpose of which is to correct errors themselves.

The practice of pedagogical work in an auxiliary school shows that children with mental retardation often make mistakes knowing the rules well, because they do not know where these rules can be applied. A child with normal intelligence can also spell a compound word incorrectly, but she has expressive doubts. A child with an intellectual disability has no doubts and writes down the word as he hears it.

Therefore, a separate task for such students may be to emphasize spelling, which not only strengthens knowledge, but also contributes to the development of criticality. This goal will also be served by the use of arithmetic problems with extra or insufficient data, without questions, and the like.

For the development of analysis and comparison, mentally retarded children should be asked to answer a question about the properties of objects after performing appropriate practical actions with the help of which these properties are revealed. At the same time, the child has to accompany each operation with broadcasting, to explain his actions. Appropriate practical actions should be carried out by each child. The demonstration of the operation with the object and the explanation of its properties by the teacher turn out to be ineffective for correction.

Important in corrective work is also the formation of skills to establish cause-and-effect relationships and draw conclusions. To do this, it is convenient to use the analysis of natural phenomena, literary texts and films, folding stories behind pictures, interpreting the hidden meaning of proverbs, metaphors, and the like, analyzing one’s own actions, etc. The teacher should not just inform children of ready-made knowledge about the causes and consequences of certain phenomena and encourage them to come to their own conclusions. V.M.

Sinev proposes, by deliberately creating logical contradictions, to encourage students to think through their answers in terms of their correctness and completeness, to teach them to notice, realize and correct their own mistakes in time. It is also necessary, according to V.M. Sinev, to teach children to establish two-way connections between phenomena (from cause to effect and from effect to cause), to analyze "chain causality", to realize the ambiguity of cause-and-effect relationships.

the arbitrariness of mental activity develops due to the focus of cognitive activity not on obtaining the final result, but on finding a way to solve a problem, invent tasks, and model.

Of great importance in correcting the shortcomings of thinking of mentally retarded students is labor activity. In labor activity, in contrast to mental activity, the end result is set in the form of a specific model, which ensures awareness and acceptance of the goal, as well as interest in one's work. Subjectively, students of the auxiliary school perceive work activity more accessible than mental activity.

All this provides the proper motivation for work, which can be strengthened by telling the students that they can take the thing they made with their own hands or give it to someone.

It should be noted that not every labor activity has a corrective orientation, but only is specially organized. The corrective value of the lessons will not be high, in which the teacher takes on the intellectual part of the work, and the student performs only labor operations.

In the process of manufacturing a product, a child must learn to independently determine the sequence and content of labor operations, select materials and tools, carry out measurements, self-control actions and evaluate the final result, report on performance, explaining the reasons for successful and erroneous, imperfect actions.

MKSKOU for students, pupils

with disabilities

"Special (correctional) general education

boarding school VIII type №4"

Teacher:

Zaripova Irina Vladimirovna

1​ Correction of the thinking of students with disabilities in the Russian language lessons at the VIII type school.

2 Features of thinking

3​ Techniques and exercises in the Russian language lessons aimed at correcting mental operations.

4 Conclusion.

5 Literature.

1​ Correction of the thinking of students with disabilities in the Russian language lessons at the VIII type school.

A student with disabilities is a “special” child. But like any other students, "special" children develop throughout the years of study. The most important direction of theoretical and practical developments in the field of oligophrenopedagogy is the study of the features, possibilities and pedagogical conditions for the formation of higher mental functions (thinking, memory, attention, perception) in a “special” child, which are very poorly developed in them, especially thinking, which leads to poor assimilation of the curriculum in the Russian language.

Therefore, I took the problem of using corrective techniques and exercises in Russian language lessons in the system of developing higher mental functions to activate thinking, memory, attention, perception, speech development, and improve the spelling literacy of children.

Relevance This problem lies in the fact that children with mental development disorders have an extremely low level of development of thinking, which is primarily due to the underdevelopment of the main instrument of thinking - speech.

The main disadvantage of thinking mentally backward children - the weakness of generalizations - manifests itself in process learning is that students do not learn well regulations and general concepts. They often learn the rules by heart, but do not understand their meaning and cannot apply them in practice. Therefore, the study of the Russian language, subject, in the greatest degree requiring the assimilation of the rules, is for mentally retarded children the greatest complexity.

The development of thinking in mentally retarded students is a difficult but fundamentally solvable task. It is achieved with the help of specially developed corrective training methods.

Target my work - using literature data and work experience in a correctional school, to present methodological recommendations to Russian language teachers on the use of techniques and exercises for the correction of higher mental functions.

Tasks application of corrective techniques and exercises aimed at the development of thinking in the Russian language lessons:

develop all aspects of students' speech;

form their morphological knowledge of parts
speech and spelling skills of reliable endings
nouns, adjectives;

improve spelling literacy;

increase interest in the subject and activity
on lessons;

Raise the level of elementary mental operations: analysis and synthesis, comparison, generalization, classification, etc.

2 Features of thinking students with mental disabilities

Thinking - the creative process of human cognition of reality with the help of mental operations.

Main operations of thinkingare: analysis, synthesis, comparison, abstraction, generalization, concretization, classification.

The first sign of mental retardation isthought disorder.The underdevelopment of the thinking of "special" children is determined by the fact that it is formed in conditions of inferior sensory cognition, speech underdevelopment, and limited practical activity. Moreover, violations are observed in all operations of thinking.

Decreasing level generalizations in students with impaired mental development, which is manifested by the predominance of direct ideas about objects and phenomena in judgments, the establishment of purely specific connections between objects. "Special" children think specifically, i.e., they remain at the mercy of individual visual images, unable to understand the general, essential hidden behind them. They remember rather than reflect. For example, when classification objects they combine heterogeneous objects into groups (a notebook and a table, since both are needed for writing). They group objects on the basis of secondary features. There is a misunderstanding of the conventionality and generalization of the image in the interpretation of proverbs and metaphors. The transfer of the meaning of the proverb to other situations is not clear. Proverbs are understood literally, and at the same time their generalized meaning is lost. At comparison objects, it is easier for retarded students to establish differences than to catch similarities. This is because they have an underdeveloped generalization operation.

In the learning process, the weakness of generalizations is manifested in poor assimilation of rules and general concepts. By memorizing the rules by heart, students do not understand their meaning and do not know how to apply them. In this regard, the study of the Russian language, a subject that requires the most mastery of the rules, is of particular difficulty for children with intellectual disabilities. They are not able to make verbal mediation of objective connections between objects and phenomena of the real world, which makes it difficult for them to control their behavior. Thus, the objective and human worlds and the interconnections in them are imperfectly reflected. "Special" children do not know howabstractfrom specific details, while this is necessary for a full reflection of the objective properties and patterns of phenomena. Their analytical activity is based on representations and concepts. Such students in their development go from the analysis of a separate object, a separate phenomenon to the analysis of connections and relationships between objects and phenomena, which is a necessary prerequisite for students to understand the phenomena of life around them. Students with developmental disabilities have particular difficulties in establishing and understanding causal relationships. It is easier for children to establish a connection from cause to effect than from effect to cause. This is understandable: when inferring from cause to effect, a direct connection is established, when inferring from a fact to the cause that caused it, such a connection is not directly given, since the indicated fact can be the result of a variety of reasons that need to be specially analyzed.

Underdevelopment of higher forms of thinking "the first and most frequent complication that occurs as a secondary syndrome in mental retardation", but a complication,

occurring is not necessary. Hence the conclusion - mentally retarded children will be able to learn to generalize.

Violation of the dynamics of mental activity is manifested in the form of lability and inertia of thinking. The inertia of thinking, the difficulty of switching from one thought to another is manifested in thoroughness and excessive detail. It is typical for many mentally retarded students. They show slowness, stiffness of intellectual processes and difficulty in switching.

Violation of the motivational (personal) component of thinking is characteristic of mentally retarded persons, who, as a rule, do not have a motive for action. The lack of purposefulness in action also affects thinking, which becomes not only superficial and incomplete, but also ceases to be a regulator of behavior.

Violation of critical thinking (lack of control over one's actions and correction of mistakes made)

A constant characteristic of mentally retarded subjects who do not know how to evaluate the work of thought, weigh all the arguments for and against. When they perform tasks, many errors are found related to the thoughtless spelling of words for the studied spellings, indifference to their own mistakes.

The weakness of the regulating role of thinking in "special" children arises from the fact that they do not know how to use, if necessary, already learned mental actions. The weakening of the regulatory function of thinking is associated with the "uncritical" thinking. Mentally retarded students do not doubt the correctness of their newly arisen assumptions. Rarely notice their mistakes. They do not even assume that their judgments and actions can be erroneous.

In this way, the thinking of "special" children is concrete, limited by direct experience and the need to provide for their momentary needs, inconsistent, stereotypical and uncritical. The regulatory role of thinking in behavior is insufficient. In order to help students with mental development disorders learn to independently reason, draw conclusions, compare, compare, analyze, find particular and general, establish simple patterns, I use techniques and exercises in Russian language lessons that correct the processes of mental activity.

3​ Techniques and exercises in the lessons of the Russian language, aimed at correcting mental operations.

Correction - correction (overcoming) of shortcomings in the physical and mental development of an abnormal child.

The most important value of the correction of higher mental functions is the development of mental operations. Thinking develops in two ways: the first - from perception to visual-active thinking, and then to visual-figurative and logical; the second - from perception to visual-figurative and logical thinking. Both paths of development exist simultaneously and, although at a certain stage they merge together, they have their own specifics and play their own special role in human cognitive activity. It is important to remember that the achievements of each period of development do not disappear, are not replaced by later stages of the development of thinking, but play their role throughout the entire subsequent life of a person. Therefore, the unformedness of the processes of thinking, going both from perception to visual-active, and from perception to visual-figurative thinking, may turn out to be irreplaceable at a later age.

* the principle of communicative orientation;

the principle of the unity of the development of speech and thinking;

the principle of increasing language and speech motivation;

the principle of forming a sense of language and relying on it;

the principle of interaction of work on oral and written speech.

One of the leading principles of teaching the Russian language in a correctional school is the principle

unity of speech development and thinking. This principle is based onpsychologicalregularity, manifested in the interaction of language and thinking.

mental impairment
retarded children leads to the inferiority of their speech
practices. In turn, underdevelopment of speech delays
the formation of logical thinking, makes it difficult to eliminate
shortcomings of its visual-figurative and visual-effective
forms. This vicious circle can be broken, first of all, in the field of speech. Speech is a channel for the development of intellect and, most importantly, a channel available for external influence.

Forming speech, I work on enrichment, accuracy, expressiveness at any level - be it a word, a sentence or a text. The development of these qualities of speech has a positive effect on the correction of shortcomings and the improvement of the mental activity of students. “Speech organizes, streamlines and activates the thinking of schoolchildren,” writes V. G. Petrova, “helps them establish simple semantic connections between parts of the perceived material and thereby contributes to the implementation of cognitive activity.”

The principle of the unity of speech and thinking is realized with the help of teaching methods and techniques that actively influence the speech and mental activity of children. First of all, these are the methods and techniques that make up the essence of mental operations. These include analysis and synthesis, concretization and generalization, comparison and classification.

According to a study by B. Breuse, the active use of methods of comparison, analysis and synthesis has a positive effect on the formation of children's speech and thinking: to mental analysis and synthesis. The use of the above methods and techniques in the lessons of the Russian language arouses children's interest in the subject, activity in the classroom, develops speech, and improves spelling literacy. Therefore, in the lessons of the Russian language, I systematically use corrective techniques and exercises aimed at developing mental operations (analysis and synthesis, comparison, classification, etc.) at different stages of the lesson. The type of corrective exercise is determined by the purpose and objectives of the lesson. In terms of time, such tasks occupy a small part of the lesson (from 1 to 5 minutes), but they are of great benefit and efficiency for the development of higher mental functions.

There are several stages in the structure of the lesson: introduction to the topic of the lesson, vocabulary work, learning new material, consolidation, and others.

The beginning of the lesson should be interesting, setting up for work, therefore, at the stage of summing up the topic of the lesson, I use the following corr. tricks:

1​ Word mazes

2​ Change text direction

3​ "Changes"

4​ Words with noise

5​ Anagrams (Anagrams with numbering)

These corrective techniques enliven the beginning of the lesson, increase the interest of children in the subject being studied; develop students' attention, short-term memory, speech, analytical-synthetic thinking, quick wit.

One of the most important stages of the Russian language lesson

is vocabulary work.

The introduction of a new word is intended to form an interested attitude of students to the upcoming educational activity, therefore, at this stage of the lesson, I use various corrective techniques and exercises to develop logical thinking, attention, memory, perception, speech in order to increase the efficiency of vocabulary work, the activity of schoolchildren, and ensure stage of the lesson of its developmental orientation.

In various areas of education, success is largely due to targeted work to correct intellectual development. By intelligence is meant the totality of all aspects of cognitive activity. In a broad sense, the intellect covers all mental functions, in a narrow one - only the higher ones (voluntary attention, active memorization, dissected perception, thinking, speech). Intelligence also often means the ability to use forms of thinking: concepts, judgments, conclusions.

At present, more and more children, not only special, but also mass schools, need additional stimulating classes for the correction of cognitive functions. A child is not born with a ready-made ability to think. The emergence of the child's intellectual activity is determined by the enrichment of his experience, the development of cognitive functions. Until mental operations are formed, a person will not be able to understand what surrounds him. At the same time, it should be borne in mind that the scope of what is thought is much wider than what is perceived. Already in the older preschool age, the child is more and more able to overcome the influence of perception and master the ability to apply different types (levels) of thinking - from visual-active to logical - to specific situations.

Cognition is not only a function of the intellect, but also a function of personality. A number of authors define cognitive activity as the quality of a student's activity, which manifests itself in his attitude to the content and process of learning, in the desire for effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of moral and volitional efforts to achieve educational and cognitive goals. Therefore, the development of cognitive activity should be understood as qualitative changes in the personality. The development of thinking is not an end in itself. Learning to think is necessary not so that the child can do this, but so that he can better navigate the world around him, organize his life, and become more and more independent.

Characteristic shortcomings of cognitive development in children are low cognitive activity due to pathological inertia of nervous processes; instability of generalizations due to the wide generalization of stimuli and other factors; difficulties in learning new things due to the weakness of the closing function of the cerebral cortex; narrowness, fragmentation of perception, violation of its constancy; assimilation of representations, underdevelopment of the mediation of experience by speech, etc.

The thinking of children depends on the quality and quantity of immediate experiences, and it is limited by the physical actions of the child. From this follows two conclusions. First, it is necessary to form in the child not only a certain stock of knowledge, skills and abilities, but also to take care of the richness of impressions, the creation of vivid images and ideas that, in the learning process, enter into interactions according to the laws of association (the response of one or more mental processes to the appearance of another associated with it) and apperception (conditionality of the content of new representations by the supply of existing ones).

The second conclusion regarding the prerequisites for the development of thinking is the need to expand the circle of the child's motor development, which consists of both subtle differentiated movements of the fingers, and the volume and coordination of movements of the body as a whole. Arbitrary movements actively stimulate the work of the Higher nervous activity. In addition, the presence or underdevelopment of physical culture and sports skills affects the full value of the individual, increase or decrease in vitality, the content of leisure, the ability to use free time for outdoor activities and improve one's health.

The well-known difficulties of teaching in the middle and senior grades are due not so much to the complexity of the program material as to the fact that in elementary school the thinking of students was not prepared for its perception, the transition from the visual-effective and visual-figurative levels of thinking to the verbal-logical (concrete-conceptual and abstract-conceptual). It is at these levels that the content of education is mainly built at subsequent stages of education. Learning goals for the development and correction of cognitive functions:

§ Development of sensorimotor intellectual reactions (visual-motor coordination "eye - hand", articulatory-auditory, etc.).

§ Formation and use of concepts and concepts (generalizing concepts such as "vegetables", "furniture", "transport"; concepts "time" - duration, rhythm, speed, intensity; "space" - size, shape, distance, direction, location ; "quantity", "energy", etc.).

§ Training in problem solving.

§ Development of a creative attitude to life: the ability to be surprised and learn, focus on discovering something new.

§ Development of anticipatory thinking (planning for the future, selection and setting of short-term and long-term goals), formation of an extrapolation method.

§ Formation of evaluative skills by showing their relativity (in accordance with the model, against the background of oneself and others).

§ Awareness of thinking as a function inherent only to man (homo sapiens - a reasonable, thinking person). A person begins to think when he needs to understand something. At the heart of any problem, task lies the contradiction between what is and what a person wants to achieve. This contradiction drives the thought forward.

For the implementation of these educational goals, the following methodological conditions are the most important:

1. The need to set specific correctional and developmental goals. For example: development of analytical and synthetic activities when working with a constructor; formation of a comparison technique by application; developing the ability to establish cause-and-effect relationships; mastering the techniques of logical memorization; activation of students' passive vocabulary, etc. Statements like "correction of thinking", "development of speech, memory" are not correct, vague. They are the goals of the entire learning process, not a single lesson. With this approach to goal setting, there is a high probability of very low productivity of corrective work.

2. Creating an emotionally positive attitude. Cheerfulness facilitates the process of thinking, dejection slows it down. Emotions give impetus to reflection.

3. The degree of development of perception as the basis for teaching productive thinking.

4. Developing cognitive functions, it is necessary to start from the level of actual development and transfer the child to the zone of proximal development, also determining the zone of his prospective development.

5. Organization of subject-practical actions with real objects and their images.

6. Development of the regulatory function of speech.

7. Creating Motivation: How significant a given subject is to the student has a strong influence. It is noted that children are especially willing to solve those tasks that “touch their nerves”, tasks related to their activities, necessary for them to achieve some desired goal. Relying on objects vital for the student, one should expand their circle.

8. The use by the teacher of various opportunities for organizing independent action and thinking of students, as well as creating a situation like “Challenge to oneself”, “Weak?”. Encouragement of independent decisions, recognition of the right to experiment.

9. Learning to draw up strategies and tactics for solving problems with the development of creative thinking. Creative thinking is represented as divergent, when a large number of possible solutions are selected, and convergent, when the optimal solution is chosen from a number of possible ones. Learning to solve problems is carried out in stages: 1) feeling of difficulty; 2) detection and definition of the problem; 3) search for possible solutions; 4) identification by inference of consequences from a probable solution method (for

10. prevention of the situation “We wanted the best, but it turned out as always”);

11. 5) further observations and experiments confirming the correctness or incorrectness of the decision made.

10. The relationship between the formation of habits and the development of flexible, dynamic thinking for each student is determined individually, since habits can both facilitate and impede the process of thinking. Tasks for “decentration” are effective, aimed at developing the ability to take into account the point of view of another person both in a literal sense, that is, the ability to imagine what another person will see if he looks at the same thing, but from a different position, so and in a figurative sense.

11. The thought process should bring joy. The student must be confident in his own thinking abilities. Failure is to be avoided. At school, children are usually compared with the best, but in life, comparison is often carried out the other way around. Incentive methods should be widely used throughout. Rules of encouragement and punishment: comparison of the child with himself; taking into account the motive of actions; priority of small measures of positive evaluation; the use of external virtues in order to manifest internal ones; interpretation of negative manifestations as positive. Reasons excluding punishment: inability, fear, repentance, oversight, affect, good motive.

Correction of thinking should be carried out according to four parameters:

§ formation of mental operations (analysis, synthesis, comparison, generalization, concretization, classification, abstraction);

§ flexibility - the application of knowledge in various situations, solving problems in a non-standard way, the absence of clichés, stereotypes (at one time, automatism, i.e., stereotyped thinking was considered a sign of philistinism);

§ dynamism - pace, mobility of thought processes;

§ motivation of activity (planning, purposefulness, control, criticality). Motivation in this aspect is not limited to the need for new information, i.e., cognitive interest, it also emphasizes the need for learning, activity, overcoming difficulties, self-improvement, creativity, the desire to get satisfaction from the discovery, "feel" internal encouragement "(Jerome Bruner) .