This trend affects the process of memorization.

The organization of such work has a wide range: determining the optimal form of education (lesson, excursion, practical lesson – individual or group, type and structure of the lesson, selection of methods and techniques of teaching and more.

Purposeful selection of the content of education and the use of its opportunities is of particular importance for the collection work. Correction of defects of the child and its training can be carried out on the same program material. However, not every training material has a corrective value. For example, in order to form mental actions, it is necessary to create conditions for awareness of learning. Specially selected learning content contributes to this.

Here you should pay attention to the importance of the selection of products that are made in the lessons of carpentry, because the results will be when there is appropriate motivation and the child realizes the practical significance of this work.

The products planned for production in the 5th class are as follows: a shelf, a children’s stretcher, a shovel for snow, handles for shovels, hoes, rakes, brushes, a mop, a support for flowers, a frame for a stool, game “Gingerbread man”, a sample from ‘uni-tree connection, stand “Cool corner”, stand for drills and pencils, birdhouse, game “Quirky burden”, a sample of a cross connection (stand for a Christmas tree), bracket for ampelnyh plants, game “Hit the ball”, a lattice for legs.

As can be seen from this selection of products. The program practical material in the 5th grade is very rich and the products are selected for their application in practice.

In order to achieve the corrective goal, it is necessary to determine the appropriate methodological tools (techniques), etc. For the formation of mental actions in lessons I use special educational and practical tasks (for imagination-explanations, accompanied by certain clarifications, gaining sensory experience, etc.).

To check the effectiveness of the work, I determine its indicators. If the effectiveness of training is evidenced by the knowledge acquired by students and methods of action, the effectiveness of correction is measured by the parameters of their development. General features of personality development are the formation of all structural components of activity (play, learning, personal creations. An indicator of a child’s development is the awareness of knowledge and methods of action that he has mastered in the learning process and can use in practice …

The basis of awareness – the activity of thinking, aimed at understanding the content of the subject, highlighting the essential properties and relationships. The result is the ability to verbally reproduce, explain and justify the essence of the subject and apply the conscious in practice. Awareness of learning is possible provided that the child performs and assimilates this activity: only what is carried out is comprehended.

Awareness of learning is not only one of the most common indicators of the effectiveness of corrective action on the student, but also his important subject. Formation of awareness of learning involves correctional and developmental work in the direction of forming the purposefulness of educational activities; development of mental actions, which is the basis of the process of awareness (comparison, analysis, generalization of different levels to obtain electrical and theoretical knowledge). organizing this process, I give the opportunity to comprehend the educational material, develop the verbal mediation of activities (recording, accompanying, planning speech, the ability to retell, explain, justify the content of the conscious).

The formation of students’ awareness of students in the outlined areas is possible only with a special organization, determining the appropriate conditions, development of methods and tools of correctional and developmental impact and selection of certain content.

In the process of teaching students, we, teachers, strive to reduce their existing developmental defects, and where possible, to overcome them. As we know, they have poorly developed abstract thinking. Therefore, one would think that in our school the learning process should be built solely on a visual basis. In fact, our task is not to remove moments of abstraction from the learning process, but to do so. To introduce them to the required extent and gradually develop in students the necessary skills and techniques of abstract thinking. If you do not organize the learning process in accordance with this goal, it will complicate the shortcomings of mentally retarded students. Therefore, when preparing for lessons, thinking about the purpose of the lesson, the red line should be “correction of abstract thinking.”

Without the help of a teacher, students cannot master a number of skills and abilities that normal students master on their own as they accumulate life and school experience. The auxiliary teacher pays great attention to the development of students’ speech, both business, professional and coherent. Successful results in this can be achieved only if the inclusion in the teaching method of certain game moments, elements of dramatization and recitation, the introduction into the system of practical actions with subjects.

The children of our school have underdeveloped speech motivation. Therefore, it is necessary that the conditions of educational and practical activities encourage them in every possible way to speech communication, to the active use of speech in the process of performing educational and practical tasks. Composing sentences from these words, solving crossword puzzles or riddles, telling or describing the work or sequence of work, repeating PTB – all this contributes to the development of speech.

The big role of the teacher of auxiliary school and in formation at pupils of correct skills of self-control. Without controlling their actions in accordance with the objectively set task, they control them in accordance with their own task, which they set for themselves at one stage or another. The formation of self-control skills in students should be carried out in close connection with the work aimed at overcoming the peculiarities of building the motivation of their activities.

Building the pedagogical process, taking into account the capabilities and shortcomings of their students, I try to combine the educational goal with work aimed at educating individuals, thereby creating the necessary prerequisites for the formation of their readiness for conscious learning.

In normally developing students, the processes of random memorization and reproduction take a leading place in the process of learning and practical activities. But in contrast to such students, in r / v students there is no arbitrary improvement of these processes, if you do not systematically conduct with them special. corrective work.

Without special correctional and educational work, students can not master the rational and economical techniques of memorization and reproduction.

It is known that students have a very limited range of ideas and concepts. This can not but affect https://123helpme.me/animal-farm/ the process of memorization. In order for children to memorize learning material meaningfully, they must have a clear idea of ​​the objects and phenomena that are mentioned in it. It is also necessary that children correctly name these objects and phenomena.

As already mentioned, students tend to start the task without prior orientation in it. This trend affects the process of memorization. If the student is not given appropriate explanations during the learning process, he will not learn to memorize the material meaningfully according to the tasks.

In the absence of special correctional and educational work, students do not master the techniques of meaningful memorization, do not try to compare, establish connections between parts of the material. Therefore, they need special help from the teacher, aimed at forming in them rational methods of memorization.

For example, when studying the topic: “Angular end connection of half-tree bars” in 5-B class, I could not get students to memorize the material. The students could not repeat the name of this connection. But when I used the technique of repeated mechanical repetition, things got better. Students already know and name the compound itself, its elements, and also know how to make it.

Therefore, repetition has a big role in the process of memorizing r / v by schoolchildren. Repetition is more important for high school students than for normal ones.

As a result of repetition in r / v students not only increases the number of reproduced thoughts, but also improves the quality of memorization of reproduction, enriches the passive vocabulary, which eventually becomes active, and in the dream of this students can not only reproduce thoughts but also catch their own.

Preparing children for active participation in public life, for work, involves the implementation of a system of corrective measures.

It is important that the work process captivates children, causes them positive emotions, the desire to quickly join them. I try to create a good mood and a positive atmosphere around each job. Work aesthetics is the ability to work well, to organize your workplace correctly, to lay out tools and materials correctly, to clean waste carefully. When summing up (assessment, identification of the best works of students) always pays attention to the fact that the product had a pleasant and aesthetic appearance.

For this purpose, I show students only aesthetically designed samples of products. I involve students in the decoration of stands and products. In this case, actively develops imagination, memory, thinking. The work done causes students a sense of satisfaction, joy, especially if the work brings joy to others (parents, kids, is at the exhibition).

Directing the work of students, I teach them to think that the exhibition of beautiful, beautifully decorated things, products, requires patience, restraint, humility, organization, accuracy, precision, etc.

Example. Many student works are in the exhibition hall, where children are happy to spend their parents to show their best work, while their souls are filled with joy.

In general, correctional tasks in the auxiliary school are solved in each lesson, which is the peculiarity of special education. However, there are specific lessons aimed at correcting defects in the acquisition of knowledge of students.

There are no such lessons in a mainstream school, because children with normal intelligence are able to overcome such defects in the acquisition of knowledge while repeating or doing homework.

In the auxiliary school, even after a well-conducted lesson, despite the introduction of a number of corrective tools, students do not always fully and qualitatively acquire knowledge.