Research objectives:

To identify the level of development of written speech in junior schoolchildren;

To develop indicators of the level of development of written speech in younger students;

To identify the technology of the teacher's work on the development of written speech in younger students;

To identify the attitude of parents to the problem of the development of written speech in a child;

Distribute children according to the level of development of practical skills;

Technique of ascertaining experiment.

To identify the level of development of written speech in younger schoolchildren, we developed a method of ascertaining experiment, which consisted of three stages:

First stage was aimed at identifying the development of written speech in younger students in the Russian language lessons. To this end, we have developed a series of tasks.

Exercise 1. Arrange the sentences yourself in their logical sequence.

Suddenly he saw clouds outside the window. After half an hour, the drawing was ready. There was a drawing lesson. Andryusha was delighted. He didn't know what to draw. Andryusha not even touched To a set of pencils.

Task 2. Make up a text about the boy from the pictures (orally).

Task 3. Make two sentences from these words.

I, on a tree, saw, hollowed, a woodpecker, strong, he, with a beak, an aspen.

Task 4. Read the text. Prepare a continuation of the text about how Lena will help Olya. Write two sentences.

Girlfriends.

Olya was often sick. And her school friend Lena grew up smart and strong. The girls wondered why? Every day Lena starts with exercises. In winter he goes skiing and skating. Lena decided to help Olga become strong.

Task 5. Make up a text of three or four sentences on the topic "woodpecker is a useful bird." Start your story with: No wonder the woodpecker is called the forest doctor! Write text.

After analyzing the work performed, we can conclude that the level of development of coherent written speech of children is divided into three groups:

High level - in the child's speech, the content is traced, the student builds his sentences in speech consistently, logically, accurately, and also uses expressive words, phrases in his speech, answering questions expediently and clearly.

Average level - in the child's speech, communicative expediency, clarity can be traced, but there is no meaningfulness, logic, consistency.

Low level - there is a lack of accuracy in written speech. In the child's story, logic, clarity, communicative expediency, linguistic correctness of speech, expressiveness, clarity are not traced. And also in his speech, the child uses simple, not complex sentences.

The results of this diagnosis are shown in Table 3.

Table 3. Comparative analysis of the level of development of coherent speech at the ascertaining stage.

Thus, from this table it can be seen that the development of coherent written speech is at a low level in most children in the class.

Second phase.

After analyzing the calendar-thematic planning of the 2nd grade under the program "School of Russia", we developed the following questionnaire for teachers: table 4.

Table 4. Identification of teacher technology aimed at the development of coherent written speech in younger students.

Third stage.

At this stage, we are faced with the task of identifying the attitude of parents to the problem of the development of written speech in a child. And for parents, we also offered a questionnaire. Table 5:

Table 5. Identification of the attitude of parents to the problem of speech development in a child.

Life constantly updates and enriches the concept of "quality of education". Defining the ideas of the approach to the concept of “quality of initial general education”, it should be noted that education is not a synonym for learning, but is a certain measure of achieving the goals set by the school, teacher, student.

At present, society has a new understanding basic educational goals. The teacher, first of all, should take care of the formation of the student's ability for self-development, which will ensure the integration of the individual into the national and world culture. The communicative-speech orientation of the process of cognition is put at the forefront in teaching the Russian language.

Download:

Preview:

Municipal educational institution "Gymnasium No. 22"

SUBJECT : "FORMATION OF THE WRITTEN SPEECH OF YOUNGER SCHOOLCHILDREN"

Excellence in Public Education

primary school teacher

MBOU "Gymnasium No. 22"

Maikop

year 2014.

Strunina Natalya Vasilievna

1. Introduction………………………………………………………………………….3
2. Speech activity as a psychological and methodological concept …………………...………………………………………………………………..5
3. Written speech as a subject of study…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Theoretical basis for the formation of written speech……………………………………………………………………….…..19
5. Bibliographic list ……………………………………………..….36
6. Application to experience…………………………..…………………………….37

Strunina Natalya Vasilievna

Introduction.

Life constantly updates and enriches the concept of "quality of education". Defining the ideas of the approach to the concept of "quality of primary general education", it should be noted that education is not a synonym for learning, but is a certain measure of achieving the goals set by the school, teacher, student.

At present, society has a new understanding basic educational goals. The teacher, first of all, should take care of the formation of the student's ability for self-development, which will ensure the integration of the individual into the national and world culture. The communicative-speech orientation of the process of cognition is put at the forefront in teaching the Russian language.

The main principlessolving modern educational problems, taking into account the demands of the future, are:

1.Working principle,including the child in educational and cognitive activities. Self-learning is called an activity approach.

2. The principle of a holistic view of the worldin an activity approach, closely related to didactic

Strunina Natalya Vasilievna

scientific principle, but deeper in relation to the traditional system. Here we are talking about the personal attitude of students to the acquired knowledge and the ability to apply them in their practical activities.

3. The principle of continuity,meaning continuity between all levels of education at the level of methodology, content and methodology.

4. Minimax principle,consisting in the following: the teacher must offer the student the content of education at the maximum level, and the student must learn this content

at the minimum level.

5. The principle of variability,which involves the development of variant thinking in children, that is, an understanding of the possibility various options problem solving and the ability to carry out a systematic enumeration of options. This principle removes the fear of a mistake, teaches us to perceive failure not as a tragedy, but as a signal for its correction.

6. The principle of creativity (creativity),assuming maximum orientation to creativity in the student's educational activity, acquisition of his own experience of creative activity.

So for modern stage development school education characterized by a transition from extensive

Strunina Natalya Vasilievna

learning to intensive. The problems of developing the intuitive, figurative thinking, communication, and the ability to think creatively. The practice of teaching the Russian language is currently attracted by the huge developmental and educational potential of the lessons speech development.

Much attention should be paid to the formation of written speech, since it not only equips students with a new means of communication and idealization of experience, but also causes the transfer of mental processes to a higher level of functioning - awareness and arbitrariness.

The relevance of this problem is also due to the fact that serious shortcomings are found in the real practice of teaching written speech at school. Teaching this type of speech activity in a traditional elementary school is structured in such a way that the most important thing in it is the ability to print letters and not make mistakes in words and sentences, and not the ability to create semantically independent statements.

• Speech activity as a psychological and methodological concept.

The concept of "speech" is interdisciplinary: it occurs in

Strunina Natalya Vasilievna

psychological, methodological and linguistic literature.

Psychologists consider speech as a process of generating and perceiving an utterance, as a type of specifically human activity providing communication. According to A. A. Leontiev, the process of speech itself is a process of transition from a “speech intention” to its embodiment in the meanings of a particular language and then to implementation in external speech - oral or written. Psychologists are interested in such problems as internal and external speech, their interaction, mechanisms of speech, features of oral and written forms of communication, speech properties of a person, speech as a way of existence of consciousness, as a form of thinking, a form of communication.

The object of study of methodologists is speech as a subject of education. That's why they tend to talk about the "development of speech." At the same time, unlike psychologists who also use this term and who are primarily interested in the very process of speech development, methodologists consider the development of speech as one of the components of students' language education. “The term “speech development” is primarily pedagogical,” wrote V. A. Dobromyslov. - It is related to the educational process, which is carried out in a particular educational institution .... This process is two-way, it also affects the activities of ... a teacher who develops speech

Strunina Natalya Vasilievna

children, and the activities of children whose speech is developing.

If we keep in mind the student and his work in the Russian language, then the development of speech means the active, practical assimilation by the student of various aspects of the language: pronunciation, vocabulary, syntactic structure, coherent speech. From the point of view of the teacher, work on speech is the application of such methods and techniques that would help students master the indicated aspects of the language.

In general, the development of speech is work on the speech culture of students (in oral and writing). The school should teach children to freely and correctly express their thoughts in a form understandable to others.

Based on the data of linguodidactics, as well as on the data of psychology, methodologists consider the question of what and how to teach children in order to teach them to fully communicate.

The recognition of the fact that speech is a kind of human activity, speech activity, and the scientific analysis of the corresponding concept laid the foundation for a new approach to work on the development of speech - from the standpoint of the theory of speech activity.

Before proceeding to the consideration of the content and conditions of work on the development of the speech of schoolchildren, it is necessary to give an interpretation of the concept of "speech activity".

I. A. Zimnyaya defines speech activity as a “process

Strunina Natalya Vasilievna

active, purposeful, mediated by language and conditioned by the communication situation of receiving or issuing a speech message in the interaction of people with each other (with each other).

Strunina Natalya Vasilievna

communication (tasks, conditions, characteristics of partners), that is, this is a process “conditioned by the situation of communication”.

It should be noted that speech activity, and, consequently, the successful development of schoolchildren's speech is impossible without certain conditions. It is extremely important for a teacher to know what speech is as a type of activity, how the process of generating and perceiving an utterance takes place, it is important to create the prerequisites for children's speech activity, for their communication, for purposeful expression of thoughts.

A prerequisite for any activity is one or another need. The source, trigger mechanism of speech activity is most often a communicative or communicative-cognitive need - the desire, having entered into communication with another person, to learn or report something, ask for help or influence, express one's feelings, emotions, share them with the interlocutor. It is the emergence of such a need that prompts a person to start telling or asking something, explaining or proving, taking up a pen. There is no verbal communication without a need, without a motive.

The complexity of organizing work to develop the speech of schoolchildren lies in the fact that, acting in the conditions of the lesson, organizing educational work, we want to improve the natural speech

Strunina Natalya Vasilievna

children's activities. It is clear that “the situation of the lesson removes the natural communicativeness of speech .... There is only one way to get rid of this lack. It is necessary that students have a need for communication ... ".

Several methodological conclusions can be drawn from the studied literature.

First methodological conclusion, which follows from psychological characteristics speech activity is as follows:

Before giving the task to students to create or perceive an utterance, it is necessary to try to ensure that they have a corresponding need, a desire to enter into verbal communication.

From the above characteristics of speech activity, it follows thatsecond methodical conclusion.

IN real life a person creates an utterance under specific circumstances, under certain conditions, always addresses it to someone. Compliance with these natural rules should also be strived for when organizing the educational speech practice of schoolchildren: when offering children to create a text, it is important to ensure that they understand who

why and under what circumstances they apply.

Strunina Natalya Vasilievna

The implementation of both the first and second stated provisions can be facilitated by the reception of creating speech situations.

Speech activity, like any other type of activity, has its own subject, product, result and other characteristics. So, it is aimed either at expressing our own thoughts, feelings, if we create a statement, or at the perception of other people's thoughts, experiences, if we receive a message. Therefore, thought is the subject of speech activity. Speech communication is carried out with the help of language, which acts as a means of speech activity. The selection of content for utterance, the use of language means to express this content or to understand it, that is, speech, is a method used in speech activity. The product of this activity when creating an utterance will be the utterance itself - one sentence, if you only need to express a thought, or a text, if the thought is being developed. The product of receiving a message is the conclusion that a person comes to in the process of perceiving the thoughts of the interlocutor. The result of speech activity can be considered in one case as a response (sometimes not expressed in words), and in the other - understanding or misunderstanding of the thought expressed by the author of the text, the interlocutor.

These characteristics of speech activity help more

Strunina Natalya Vasilievna

clearly define those components without which work on this type of activity of schoolchildren will not be successful. Let's organize these components.

IN common system improving the speech activity of schoolchildren, work on language units is also significant. First, we must strive to streamline the children's understanding of the language tools at their disposal, expand the arsenal of these tools, and help them master the rules for their construction. And secondly, it is necessary to teach schoolchildren the skillful use of language units in the process of communication, taking into account its tasks, conditions and addressee. In other words, one should study language as a means by which thoughts are expressed, and at the same time, teaching the use of these means, improve those ways of expressing thoughts that the student already owns. Thus, work on language and speech is included in the general content of training aimed at enriching speech activity.

Strunina Natalya Vasilievna

students.

In addition, we must teach schoolchildren to take care of the final product and result of speech activity, that is, to teach, firstly, the creation of a text, its improvement from the point of view of the logic of the development of thought, better conveying it to the addressee, and secondly, understanding the statement.

Thus, the identification of the psychological characteristics of speech activity makes it possible tothird methodological conclusionimportant for the organization of speech training of students.

In order for the improvement of the own speech activity of younger students to be successful, purposeful work is needed in parallel in a number of areas:

a) over the expansion of the horizons of students, over their ability to observe, emotionally perceive, compare, evaluate, generalize;

b) over the students' awareness of the language system, the purpose of various language units, the rules for their functioning, over the enrichment of the arsenal of means used by children;

c) over the ability to choose the means of the language, taking into account

situations of communication and competently formulate thoughts;

Strunina Natalya Vasilievna

d) over the ability to select content for the statement and organize it in accordance with the plan;

e) over understanding the significance of all elements of a "foreign" text, as well as over the ability to extract the appropriate meaning from each element.

Since speech activity is a process of creating and perceiving an utterance, it can also be characterized in terms of the stages in which this process unfolds. “In any activity,” writes A. A. Leontiev, “one can distinguish the same structural components. It has four stages: a) the stage of orientation in the conditions of activity; b) the stage of developing a plan in accordance with the results of the orientation; c) the stage of implementation of this plan; d) stage of control. Speech activity is carried out according to the same stages. Therefore, when working on improving the speech activity of schoolchildren, it is important to take into account the presence of these stages and hone, and sometimes correct actions at each of them.

An analysis of the stages of the development of speech activity allows us to formulatefourth methodological conclusion.

Improving the speech activity of schoolchildren involves the formation of four generalized skills:

Strunina Natalya Vasilievna

a) navigate the situation of communication, including being aware of their communicative task;

b) plan the content of the message;

c) formulate their own thoughts and understand others';

d) exercise self-control over speech, its perception by the interlocutor, as well as over the understanding of the partner’s speech.

The analysis of the concept of "speech activity" allows us to identify some areas, by implementing which, today it is possible to improve the formulation of speech work. These directions are reflected in the formulated methodological conclusions.

• Written speech as a subject of education.

Written speech - the most verbose and precise, expanded form of speech. It has a very clear design and makes high demands on mental activity. In written speech, one has to convey in words what is conveyed in oral speech with the help of intonation and direct

Strunina Natalya Vasilievna

perception of the situation. It lacks a situation that is clear in advance for both interlocutors and any possibility of expressive intonation, facial expressions and gestures; it excludes the possibility of any reductions in advance. Understanding is made only at the expense of words and their combinations. In writing, which should be as clear as possible to others, preliminary reflection is necessary, an internal verbal “outline” of thought. If this is not the case, then such speech is of an undeveloped nature, incomprehensible to others.

Written speech in its structure is always complete grammatically organized extended structures. It is used not only to convey a finished message, but also to work out, clarify one's own thought. Therefore, written speech as work on the method and form of utterance is of great importance for the formation of thinking.

Written speech appears as a result of special training.

In genetic psychology, there is a very valuable position for educators that mental processes develop unevenly. There are latent periods of development of a certain mental formation and periods of explosive development. “Since sensitive periods are most favorable for the development of any mental formation,

Strunina Natalya Vasilievna

then the highest pedagogical wisdom lies in the fact that, having learned the "schedule" mental development child, to design and implement massive pedagogical influences on the development of precisely those structures for which these periods are sensitive ”(Lyaudis V. Ya.).

The younger school age is sensitive for the formation of written speech.

In a traditional elementary school, written speech is not studied as a specific form of speech that has its own tasks and means for their implementation. At the early stages of formation, its subject is “not so much a thought that is to be expressed, but those technical means of writing sounds, letters, and then words that are never the subject of awareness in oral speech” (Lyaudis V. Ya.). At these stages, the formation of motor skills of writing takes place. Only much later does the expression of thoughts become the object of the child's conscious actions. At this stage, written speech develops as a parallel and complementary to oral speech. The semantic content is developed by the student by means of oral speech, but most often it is given to him in a finished form in a perceptual or verbal form “for recoding with the help of written signs, that is, written speech is reduced to the level of an elementary “transcription” of an oral statement” (Laudis V. Ya. ).

Strunina Natalya Vasilievna

An analysis of programs and textbooks in the Russian language for a traditional elementary school shows that these classes do not set a special task of teaching written language as an activity of constructing written texts. Observations on the practice of traditional primary education indicate that written speech is considered as a parallel and equivalent form of oral speech. In the initial period of learning to read and write, the child's written speech is a variant of oral speech. Written signs are, in the words of L. S. Vygotsky, “symbols of the second order”, that is, they denote not the meaning itself, not the thoughts themselves, but the sounds of the words expressing them. At this stage in the development of sign activity, the child makes the discovery that “you can draw not only things, but also speech” (L. S. Vygotsky). Therefore, there is nothing surprising in the fact that his written statements have the characteristics of oral speech - written speech reproduces oral speech, copies it. It is presented to the child as a way of fixing the products of oral speech. However, as the processes of writing and reading are automated, “written speech from second-order symbolism becomes first-order symbolism ... The intermediate link in the form of oral speech drops out, and written speech, apparently, becomes direct symbolism, perceived in the same way as oral speech” (Vygotsky L . WITH.). Simultaneously with the formation of writing and reading skills, written speech

Strunina Natalya Vasilievna

gradually acquires specific qualities for it.

Written speech is a deliberate speech, it expresses the skills and abilities of students. However, in the first and second grades, she is still not independent enough: usually everything that children write is collectively prepared under the guidance of a teacher, and it is difficult to judge the level of their speech development from the compositions of the children. But the independence of students in writing is growing, and in the third grade it is already possible to obtain texts by which one can judge the possibilities of students' own speech. In their written speech, the degree of suitability of language means begins to be consciously assessed. Even in the process of a student's elementary written statement, the thought unfolds, is refined, and improved.

• Theoretical basis for the formation of written speech.

Written speech as a special semiotic activity first became the subject of special study in the works of the psychologist L. S. Vygotsky. His discovery of the originality of written speech made it necessary to study its formation not “as a habit of the hand and fingers, but as a really new and complex type of speech” (L. S. Vygotsky). This approach to studying the formation

Strunina Natalya Vasilievna

written speech - from the formation of motor skills of writing to the formation of written speech itself as a kind of means of communication, the development of which significantly changes the structure of mental processes in a person - became decisive in the study of this problem.

Taking into account the specifics of written speech, L. S. Vygotsky formulated a number of provisions regarding the organization and construction of its formation. It is known that at the beginning schooling students have almost no need for written language. A child “starting to write, not only does not feel the need for this speech function, but he still has an extremely vague idea of ​​why he needs this function in general” (L. S. Vygotsky). Therefore, in the formation of written speech, it is necessary, according to L. S. Vygotsky, to create in students specific motives for this form of speech and set the same specific tasks: “... writing should be meaningful for the child, a natural need, need, need, it should be included for the child in a vital task ... ”(L. S. Vygotsky). One of the ways to create adequate motivation is to encourage the child (and not the task for him!) to write "on a topic that is internal, exciting for him."

A prerequisite for the successful development of written language is the development of gesture, play, drawing. This means that "entry"

Strunina Natalya Vasilievna

the child in written speech must be organized as a "transition from drawing things to drawing speech." It is important to lead the child to the discovery that “you can draw not only things, but also speech” (L. S. Vygotsky). The ideas of L. S. Vygotsky became a serious theoretical basis for further research into the process of formation of written speech in children.

P. P. Blonsky, combining the task of forming written speech and educating a writer in a child, believed that the most appropriate and acceptable type literary creativity for elementary school students is the story, inventing "short works of egocentric content", and not description, which is a more complex activity. The student will be happy to write if he is interested in the topic of the essay, for example, about the events that emotionally struck the child, about the future, about the dreams he had. The main way to develop written speech, according to P. P. Blonsky, is writing essays, and "retelling and presentation are of little use." Particular attention should be paid to editing. “Let students write few essays,” advises P. P. Blonsky, “but work hard on them so that they come out as good as possible.” The teacher should help the children build stories, organize group discussions: “Children tell what and how they write or think to write, and the teacher (also comrades), after listening to them, gives them their

Strunina Natalya Vasilievna

advice” (Blonsky P.P.).

N. I. Zhinkin paid great attention to the problem of the coherence of the text. He first made a thorough analysis of this parameter in terms of its functions and means of implementation. In his opinion, connectivity is the result of the action of establishing relationships between two neighboring sentences. It includes them in a larger semantic-syntactic category. Without such a correlation of sentences in the whole text, they remain scattered and autonomous, and vice versa, the connection between them indicates their belonging to a common semantic-grammatical unit. “At the junction of two sentences,” the scientist writes, “there lies the link from which the text develops.” N. I. Zhinkin comes to an important conclusion about the need to specifically form the ability to build a text at school: “If special work was carried out with such children (junior schoolchildren), then already in the fourth and even more so in the fifth grade, their indicators would be much closer to maximum." At the same time, he believes that compositions are the most productive way of forming written speech.

According to Professor Sh. A. Amonashvili, written speech should be formed simultaneously and in unity with the development of writing and oral speech skills; the prerequisites for writing must be created in the conditions of oral speech. The method of teaching written speech, developed by Sh. A. Amonashvili, is reduced to

Strunina Natalya Vasilievna

the fact that students think about the content of the future text, write, check their work, correct the errors found and analyze the results, and a month later they return the essays for processing. The material for the content of the texts is proposed to be given in perceptual (presentation from the picture) or verbal form (own presentation). An interesting attempt by Sh. A. Amonashvili to form written speech in the fullness of its links is the programming of the statement, its implementation, control and correction. IN traditional education the elementary school student performs only the implementation (writing), and the rest of the phases are carried out by the teacher.

The question of how to bring children to an understanding of the need to master written speech (through a presentation or an essay), M. R. Lvov proposes to solve by establishing a certain balance between essays and presentations: the presentation helps students learn speech patterns, and in the process of composing these samples are put into use. According to M. R. Lvov, the main condition for the assimilation of written speech is the creation of motivation, however, in the educational tasks he proposes for the development of written speech, only one of its functions is reproduced - communication at a distance. Communication through letters undoubtedly develops written language, but its purpose is not limited to the communicative function. Moreover, this function in modern conditions

Strunina Natalya Vasilievna

also perform technical means of communication: telephones, radios, video recorders, Email, which are a kind of oral speech transmitter. M.R. Lvov's training exercises did not identify, describe, or reproduce the "package of activities" that includes writing. Therefore, the process of assimilation of written speech turned out to be little motivated for students. Thus, M.R. Lvov could not overcome in his research the “alienation” of the process of assimilation of written speech, which is so characteristic of almost all learning strategies.

A very interesting attempt to organize the process of assimilation of written language by children as a specific sign activity was made by R. L. Kreimer. In his opinion, the main factor in the full development of written speech is verbal creativity, that is, a situation in which the child feels like a true creator, author of texts. To do this, it is necessary to respect the personality of the child, support his initiatives and efforts, create conditions for freedom of expression. For highly effective teaching of written speech, according to R. L. Kramer, it is important for the teacher to fulfill the following requirements.

1. Use the experience of the student. Each child has a certain vocabulary and experience that determines the meanings

Strunina Natalya Vasilievna

and the meaning of these words. The teacher should help children better organize their sensory and intellectual experience and establish adequate connections between their experience and speech.

2. Encourage children to write about things that meet their needs and interests. To this end, it is necessary, first of all, to ensure the choice of essay topics suitable for the child. fairy tales.

3. Develop children's susceptibility to the elegant word by reading the best examples fiction; to teach the ability to compare the idea, language and style of writing with the read works. Schoolchildren should learn the art of presentation from real word artists.

4. Manage personally the process of composing written texts. During the composition, the teacher should not be engaged in checking notebooks or other things, he should approach each student and help, suggest, correct, approve.

5. Compose with children. A teacher who composes simultaneously with his students not only shows them an example of how to compose, but also stimulates their work, inspires them.

6. Make sure that children's essays have a practical focus.

Strunina Natalya Vasilievna

the most difficult steps. In particular, he points out ways for students to detect their own speech errors and correct them. However, R. L. Kramer does not give a theoretical analysis and generalization of the phenomena and facts he discovered in teaching written speech.

But why is it that fairy tales and stories are composed with pleasure by younger students? Because in children of this age, “the main mental structure that generates thought is imagination, fantasy. Through fantasy, they assimilate the world in which they live, explore and explain it. Children have a mythological way of seeing and explaining the world. Therefore, primary school age is sensitive for the development of creative imagination” (Laudis V. Ya.). There is one initial situation in which it is most fully possible to teach a younger student writing in the unity of its two functions - generalization and communication - and in this regard, to ensure the formation of actions that serve these functions. Such a situation is the composition by students of their own texts on the basis of a specially evoked work of the imagination. It is this situation, and not a number of others, one way or another used in the traditional elementary school, that motivates the initial teaching of written language as a text-building activity.

In situations of presentation of the content of a given literary

Strunina Natalya Vasilievna

literary text, a written message of an everyday nature sent to the addressee, descriptions of objects are given and can be worked out with more or less completeness only individual actions of written speech. First of all, these are actions aimed at the lexical and grammatical organization of the message, and not the creation of the content of the text itself. Only the situation when students compose their own text actualizes written speech in the fullness of its functions and operations.

The theoretical confirmation and substantiation of these conclusions, as well as preliminary confirmation of the hypothesis, is the practice of outstanding teachers: V. A. Sukhomlinsky, N. M. and Yu. F. Golovin, M. Montessori, S. Frenet, J. Rodari, as well as - innovators: L. B. Fesyukova, N. N. Nurudlina, N. L. Mikhailova, I. V. Zanegina and others.

The students of V. A. Sukhomlinsky reached a high level of development of written speech. This is due to the fact that the great teacher in his "school of joy" persistently cultivated children's verbal creativity. He wrote: "I can't imagine learning at school, not only without listening, but also without creating fairy tales." V. A. Sukhomlinsky deeply believed in the creative abilities of children. He believed that encouraging children to be creative is the main principle pedagogical activity. The process of learning was presented to him as a continuous act of discovery. V. A. Sukhomlinsky

Strunina Natalya Vasilievna

possessed a special gift to support, liberate the forces of the child. He admired the artistry and expressiveness children's language and warned against breaking it, premature and violent "growing up": "let the children speak to each other in their own language." (V. A. Sukhomlinsky).

V. A. Sukhomlinsky sought to develop in children the ability to generate semantic content that requires expression. His “journey to the origins of living speech”, that is, excursions into nature, lessons in admiring, the impulse to master the environment in his own fantasy images stimulated the work of consciousness, aroused a desire to convey his feelings and experiences, to talk about beauty. Children made up small essays about nature, which basically developed written language. V. A. Sukhomlinsky pointed out that the children's perception of nature, the images that arise in their imagination, are vividly emotional, alive, and a certain sophistication of the means of language is necessary for their expression. The contradiction between the richness, concreteness, radiance of these images and the paucity of means of expression used by children serves as an internal source of the process of speech development, and the child’s work on mastering the means of language, improving them and overcoming their “resistance” is the essence of this process.

Successful development of written language in children at school

Strunina Natalya Vasilievna

V. A. Sukhomlinsky contributed to the relationship that has developed between the teacher and students. Deeply humane, based on respect for the personality of the child, they created an atmosphere of mutual trust, ease and looseness, so necessary for the normal flow of any learning as creativity. Following the example of J. Korchak, V. A. Sukhomlinsky tried to “rise to spiritual world child, and not condescend to him. He participated in the verbal creativity of the children, writing with them, sharing his ideas and experience of expression: “The first essay that I read to the children was composed on the bank of the pond, at a quiet evening hour. I tried to make the guys understand and feel how a visual image can be conveyed in words ”(V. A. Sukhomlinsky).

The approach of N. M. and Yu. F. Golovin to the problem of the development of written speech of younger schoolchildren is also interesting. Outstanding teachers saw the main reason for the poor development of this type of speech among students in the lack of attention, unsystematic and monotonous work on the development of speech. Without denying the importance and necessity of the limited use of presentations, the Golovins believed that the predominance of these types of work at school over others does not desired results. In their works on this issue, they repeatedly wrote: “The phrases and expressions of the author, against the will of the child, weigh on him and enter ready-made into his speech. Children with highly developed memory

Strunina Natalya Vasilievna

even a literal retelling of what was read is obtained. This obscures one's own creative expressions of thought, and kills the child's speech" (Golovin). Thus, the Golovins called for teaching various types of independent work in the lessons of speech development, requiring children to display their own creativity. They believed that the main features of teachers are the ability to make a child think, think, as well as the ability to stir up the creative, artistic powers of children and give them a proper outlet (in writing fairy tales, stories).

As a result of the effective work of teachers N. M. and Yu. F. Golovin in the lessons of speech development during extracurricular time, the children published a "literary magazine", which is an independent composition of children on various topics. Teachers who attended the lessons of these outstanding teachers were distinguished by their mastery of the language and the abundance of lively speech of students.

From foreign experience, I will focus on the description of the methods of M. Montessori, S. Frenet, J. Rodari.

The original and productive method of introducing children to the culture of written speech was invented by M. Montessori. She very carefully prepared the children to understand that through letters one can capture one's thought and communicate it to another person; created game situations in which communication was carried out with the help of short texts written on cards. Their

Strunina Natalya Vasilievna

the content was varied and appropriate for the age of the children. Therefore, written speech was subjectively considered and evaluated by them as a means of communication. The composition of simple notes was the first attempt to develop written language as new form speech and a new opportunity to communicate in conditions of spatial remoteness of the interlocutor. The children began to use a new way of communication with great pleasure. M. Montessori, stating the extremely high written activity in children, concluded that the age of six or seven is the most sensitive period for the development of written speech, that is, the age of "explosive writing".

Also interesting is the practice of the French teacher S. Frenet, the founder of the pedagogical movement "modern school". The written speech of his students developed intensively and was at a high level. If M. Montessori used written language as a means interpersonal communication, then S. Frenet introduced it into the activity of verbal creativity, which requires the functioning of this type of speech in the unity of communication and generalization. Verbal creativity was considered by S. Frenet as the main means of understanding the world, the main way for the child to enter human culture. Every academic subject, the course and even the topic were assimilated through the implementation of creative acts. Considering that children's perception of the world is deeply

Strunina Natalya Vasilievna

poetic in nature, he emphasized the production of works of literature rather than the reproduction of their finished models. “The child carries poetry in himself, it will be enough to create the conditions for its flourishing,” S. Frenet remarks optimistically.

A remarkable experience in the development of children's speech through literary creativity was carried out by J. Rodari. The Grammar of Fantasy, a fascinating story about ways to introduce children to verbal creativity, contains a description of twenty-two techniques for composing original texts that contribute to development from an early age. creativity in a person. J. Rodari sought to ensure that “everyone mastered speech abilities, not so that everyone would become poets, but so that no one would be a slave” (J. Rodari).

Children who studied with J. Rodari very quickly reached a high speech potential. This became possible because in the experience of J. Rodari, written speech was returned to its natural "bundle" of processes, consisting of verbal creativity and communication. Therefore, the teaching was carried out in a full-blooded manner and brought real pleasure and joy to the children; teaching became a part of children's lives. This once again convinces that at school a child can feel happy and live a full life if the teaching is built as

Strunina Natalya Vasilievna

creative, productive process. Otherwise, A. N. Leontiev believes, there is an “internal departure” from school, a “devaluation” of the act of learning, pushing out of the child’s life the most massive, one might say, sector of his life. The experience of J. Rodari also shows that the formation of written speech in situations of fantasizing, writing makes this process joyful and effective.

An interesting approach to the problem of the formation of written speech and L. B. Fesyukova, set out in the book "Education with a fairy tale." She used in her work the creative heritage of J. Rodari and her own experience of working with children. It is difficult to deny the role of fairy tales and works of art in education correct speech, - writes L. B. Fesyukova. - Speaking traditionally, texts expand vocabulary, help correctly, build dialogues, influence the development of coherent, logical speech. But in addition to all these, albeit key, tasks, it is equally important to make our ... written speech emotional, figurative, beautiful ”(L. B. Fesyukova). The author refuses the traditional direction of work with a fairy tale and suggests an unconventional approach to the use of fairy tale material. Unconventional means teaching children to perceive the content in an original, unusual way, in their own way, not only to perceive the content, but also to creatively transform the course of the story, come up with different endings, introduce unforeseen situations, mix several plots into one, etc. Very

Strunina Natalya Vasilievna

“It is important not only to teach a child to compose orally, but also to show him the new possibilities that open up in the genre of written communication with each other. The simplest types of such communication are notes, telegrams, short letters. And, undoubtedly, the favorite heroes of fairy tales, works of art are the first objects of such communication ... The child sensitively captures the features of written speech, especially with such constant participation ”(L. B. Fesyukova).

An essential moment in the formation of written speech, according to L. B. Fesyukova, is the development of thinking and imagination. These mental processes are very useful and important for the student: they make his life individually creative, unique, non-standard. L. B. Fesyukova invites students for the first time to move away from the usual stereotypes and invent a new fairy tale or some episode of it. She believes that “every person is a treasure trove of fantasy” and that “children have enough ingenuity.”

In her book, L. B. Fesyukova describes many creative techniques for working with fairy tales and gives advice on the use of fairy tale material. Most of her techniques have been tested in kindergarten-school"Descartes" of the city of Kharkov. Her subjects reached a high level in the development of written language.

An interesting approach to this problem of primary school teachers

Strunina Natalya Vasilievna

classes: N. N. Nurudlina, N. L. Mikhailova, I. V. Zanegina and others. They see the superiority of writings of a creative nature in the fact that this type of activity, reflecting the characteristics of children of primary school age, creates natural needs for writing, causes the desire to enter into verbal communication serves as an emotional upsurge.

An analysis of the works of outstanding teachers and practicing teachers shows that the written speech of younger schoolchildren is best formed and developed in the conditions of verbal creativity, more precisely when writing fairy tales and fairy tale stories, when the child feels like a true creator, author of texts, and worse - in the process of describing or presentation of the given content.

Strunina Natalya Vasilievna

REFERENCES

1. Arkhipova E.V. On the lesson of speech development in elementary school / E.V. Arkhipova // Primary school. - 2000. - No. 4.

2. Bylevskaya V.N. Development of creative possibilities of younger schoolchildren / V.N. Bylevskaya // Primary school. - 1990. - No. 5.

3.Korepina L.F. Learning to create texts in the form of a letter / L.F. Korepin, E.I. Rogaleva // Primary school. - 1994. No. 5.

4. Polyakova E.I. Lessons in the development of coherent speech in elementary school: a guide for the teacher / E.Yu. Polyakov. - Syktyvkar: Anbur, 2007.

Strunina Natalya Vasilievna

APPENDIX TO EXPERIENCE

Scheme 1. The system of formation of written speech of younger schoolchildren.

Options:

* number of words

in the text

* TTR

* quantity

proposals

* phrase depth

* phrase length

*think of a few* "binomial fantasy" 37

Strunina Natalya Vasilievna

cognate words * "thrown stone"

* rhyme words * travel tales

* "snowball" * new properties of objects,

heroes, etc.

1. Preparatory period.

At the initial stage of the formation of written speech great importance It hasability to ask questions, since, according to authoritative domestic and foreign psychologists (A. Zaporozhets, L. Wenger, A. Fromm, D. Dobson, etc.), the ability to reasonably formulate a question in the context is one of the indicators of a child’s successful development. Of course, during the day, children situationally ask a lot of questions. But it will be much more difficult for them to put a comic question to the heroes of the fairy tale.

Equally important isconstruction of words, phrases and proposals . Together with children you can:

• come up with a few single-root words;
• to rhyme words, later moving on to compiling rhyming chains and couplets (as harbingers of word creation);
• write a fairly long sentence.

The next stage iswriting riddles, telegrams, short lettersheroes of fairy tales. We take, for example, a fairy tale and decide with the children who is better

Strunina Natalya Vasilievna

send a note, to whom a letter, and to whom a telegram (and even an urgent one). And together with them we begin to compose, then we discuss what has been written, correcting and improving in content and style.

2. Verbal creativity.

Working with the guys, I was convinced that if they are offered something new, unusual, they become liberated, become purposeful, inventive. This fact prompted me to think - to apply non-standard, unusual methods of teaching written speech. One of these techniques is the creation of fairy tales and fairy tales.

There are no limits to the directions and methods when working on composing fairy tales. The following groups can be distinguished:

• "fantasy bean" (J. Rodari's technique),
• "thrown stone"
• travel stories,
• new properties of objects, phenomena,
• familiar characters in new circumstances,
• fairy tale collage,
• fairy tales from fantastic phenomena,
• magical "if only..."
• fairy tale continues
• recycling famous fairy tale in connection with the introduction of a new element,
• rescue situations in fairy tales
• fairy tales in a given key,
• grammar tales,
• fairy tales from literary works,
• fairy tales from drawing,

Strunina Natalya Vasilievna

• stories about yourself.

• Directions and methods of work on writing fairy tales and fairy tales.

"Binome Fantasy".

Students are offered two objects or words between which, due to their semantic remoteness, there are no and cannot be any connections at the level of ordinary logic. Their connection with the help of fantasy is the "binome of fantasy". The words included in its composition are derived from their usual semantic environment, lose their everyday meaning and the system of semantic connections that they acquired in the process of long-term use. In order to put them in the same context, the inclusion of a productive imagination is required.

Examples of topics include the following: "Lion and Table", "Cake and Tree", "Mole and Wardrobe", "Drum and Orangutan", "Notebook and Egg", "Skates and Sparrow", etc.

"Thrown Stone".

The test is any word that, like a stone thrown into water, causes waves of thoughts and memories in the minds of children. When set to compose, they can serve as good material for creating a fairy tale or story. Students are given instructions: “Writers, when they need to compose a fairy tale or a story in just one word, but nothing comes to their mind, write it from top to bottom, letter by letter. Next to each letter write any word that begins with that letter. Words that writers won't need, they don't use."

Strunina Natalya Vasilievna

For example:

1. Tale of the book: To pencil 2. Tale of the pen: pen

oh the teacher

and rook man

city ​​of asha

a kula a stra

"Travel Tales".

Each journey is a prerequisite for fairy tales. When discussing a topic with children, you can introduce a number of rules - take only a few items, come up with obstacles and ways to overcome them. Having thus beaten the plot - a journey, the student will more easily compose a fairy tale.

For example, "Journey to Australia (in a balloon)."

On a sheet of paper (or blackboard), the teacher draws a large ball. Students must collect the necessary things for the journey (write their names on the ball).

"New properties of objects, heroes."

The character of a new fairy tale plot can be any ordinary object, object, hero, if unusual qualities are attributed to him (For example, "Glass Man", "Iron Kitten", etc.).

Several approaches can be distinguished:

1. Familiar characters in new circumstances. (The fox and the hare, instead of their ice and bast huts, live on flying saucers.)

2. Collage from fairy tales, or interweaving of situations from different fairy tales. (The evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved, grieved and decided to seek salvation.

Strunina Natalya Vasilievna

Old man Hottabych, and he forgot the spell.)

3. Changing the situation in familiar fairy tales. ( gold fish wanted to meet the old woman herself.)

4. Fairy tales in a new way, where the children are invited to endow the characters with opposite qualities. (Seven kids become angry and capricious, run away into the forest, and the good wolf helps the goat find them.)

5. Tales from garbage. (This incident happened in winter. The garbage rebelled. It was cold, hungry and boring for him to lie in the landfill. And the inhabitants of the landfill decided to help each other themselves: empty boxes turned into a theater, colored crayons into little men, shavings helped little men find hair ... A feast for the whole world…)

Familiar Heroes in New Circumstances.

This technique develops imagination, breaks the usual stereotypes of the guys, creates conditions under which the main characters remain, but fall into completely different circumstances. The circumstances can be purely fantastic, incredible (a fox and a hare live on flying saucers instead of their ice and bast huts), or they can be close to the life of children (a fox, a hare and a rooster, with the help of a magic wand, ended up in the same cage of the city zoo, and perhaps they stuck in the elevator of a multi-storey building).

Fairy tale collage.

Children are encouraged to come up with a story new fairy tale, in which Baba Yaga met Kolobok in the forest and together they went to visit the fox in an ice hut. There can be many variants and interweaving of situations from various fairy tales, it is only important not to forget about the main, original characters.

Strunina Natalya Vasilievna

- and you get a "Collage of fairy tales."

It is better for children to present this technique in a game situation: “You probably have a thick book with fairy tales in your house. That's what once happened to this book. All the pages are jumbled up. The first was the fairy tale "The Frog Princess". As soon as Ivan Tsarevich got ready to follow Vasilisa the Beautiful to the kingdom of Koshchei the Immortal, he ended up in a completely different fairy tale. The prince does not have his faithful assistants: a hare, a bear, a duck. How now to free Vasilisa the Beautiful? There is nothing to do: Ivan Tsarevich went through the pages of other fairy tales. Before he had time to step over the page, how ... How did the heroes of other fairy tales help him?

"Tales from Fantastic Phenomena".

Fantastic phenomena (that is, something that does not happen in real life) will serve as an important poisonous moment for writing a fairy tale. In this case, just do not forget about two rules:

1) make it clear to the children that now they will fantasize;

2) offer them a variety of fantastic phenomena.

You can start like this: “Imagine that you can shrink to the size of an ant. What would be your favorite activity? What would you fear? Would you like to be the same?"

Or: "Imagine that:

Tangerine juice poured from the kitchen faucet;

Raisins began to fall from the cloud instead of rain;

People came up with a sleep pill;

An alien from the bottom of the sea has come to visit you.

Gradually, the range of such phenomena can expand:

A UFO flew over our city with a wizard on board. He threw

Strunina Natalya Vasilievna

gifts: five hats, three boots, two beautiful crystal magic shoes, one Barbie doll. Who would you give all these gifts to? Come up with a sequel.

Mom and dad bought a carpet. But no one knew that this carpet was from the country of Sochinyaiki, a magical flying carpet. One year the flying carpet hung on the wall, another. And in the third year he got bored, and he decided ... Tell us about the various adventures of the flying carpet.

"Magical "if only...".

The structure of an utterance of the type "magic" if ..." consists of two elements: the formula "what would happen if ..." and a sentence expressing the main content of the question. This technique is widely used by writers.

The subject transfers himself or another person from a real to an imaginary, concretely imagined situation, tries to comprehend the proposed circumstances and compose a plot of a story about himself or another person.

Such questions should be formulated as absurdly as possible. For example, “If I had a magic wand”, “If I became a sorceress”, “If I had a time machine”, “What would happen if my elevator went to the moon or descended to the center of the Earth?”, “What would happen if some crocodile decided to knock on your door and ask for a few roses?”, “What would happen if money disappeared all over the world?”, “If I were alone in the whole world.”

"The story continues."

For some reason, we are used to long-known and logically complete

Strunina Natalya Vasilievna

end of fairy tales. Indeed, everything is logically completed in fairy tales: the turnip Strunina Natalya Vasilievna

pulled out, Kolobok was eaten by a fox, Little Red Riding Hood and grandmother remained alive and unharmed, Cinderella and the prince got married, seven kids remained to live and live with their mother goat. It would seem that there is still something to invent and think about. However, it is not only possible, but necessary. This can be done by asking the question “What next?”. This technique (start after end) is useful and interesting in that we can:

Changing the end of the tale, direct the attention of students in the right pedagogical direction;

To develop the imagination of students, breaking the established stereotypes.

The following instruction will help introduce children to creativity: “Let's think:

The turnip was pulled out, and how it was divided - who interfered with it, who worked the hardest for this;

The fox ate the gingerbread man - or maybe the gingerbread man in the fox's stomach with the help of magic words turned into a wizard and began to interfere with the fox;

What did the rescuers of Little Red Riding Hood and grandmother do with the villain wolf;

How Cinderella and the prince live after getting married - maybe their stepmother and her daughters again interfere with them;

The goat and the seven kids may have built themselves an impregnable fortress, impregnable even for a wolf.

Try to come up with your own continuation of your favorite fairy tale.

"Reworking of a well-known fairy tale in connection with the introduction of a new element."

Students are offered a series of words (or pictures) that resemble a well-known fairy tale. For example, the words: "wolf", "forest", "flowers",

Strunina Natalya Vasilievna

"grandmother" - immediately conjure up scenes from the fairy tale Little Red Riding Hood. If you include in this series a word that is not related to the content of this tale, then it will be perceived as “foreign”, “superfluous”. For example, the word "helicopter". It requires different moves, a different logic of narrative development. This technique allows you to develop the child's imagination, teaches you to respond in an original and at the same time adequately to a new and unexpected element introduced into the canvas of a known context, to “dissolve” it in this context, rebuilding the system of semantic connections.

"Rescue situations in fairy tales".

The teacher, using this method, specifically comes up with extreme situations that require various options for "rescue" solutions. There is no doubt that such a method serves as a prerequisite for composing all sorts of plots and endings. In addition to the ability to compose, the child learns to find a way out of sometimes difficult, unforeseen circumstances.

For example.

Extreme situation:

“One day a hare decided to swim. He swam quite far from the shore. Suddenly a storm began, and he began to sink ... "

Suggest your options for saving the bunny. This will be the beginning of new fairy tales.

Rescuers have: a saucer, a bucket, a wooden stick, a balloon, a sheet of paper. The rescuers decided to first throw a wand to the bunny, but she could not stand it. Bunny began to shout: "Oh, I'm drowning." Then…

Formation of written speech in younger students

Keywords: speech, features of development, basic means and methods

Annotation: In this article, we consider the problem of the formation of written speech in the younger school age. The article reflects aspects of speech - as a mental process and specific features of written speech, features of the development of written speech in primary school age, the main means and methods of forming written speech. The process of development of speech is a process of actual development, which, being internally connected with the development of thinking and consciousness, covers all the listed functions, aspects and connections of the word.

Speech communication occurs in two forms - oral and written. The basis of written and oral speech is literary speech, which acts as the leading form of existence of the Russian language. Literary speech is a speech designed for a conscious approach to the system of means of communication, in which orientation is carried out on certain standardized patterns. Psychologist D.B. Elkonin believes that speech should be considered not as a function, but as a special object that the child masters, as well as other tools. There are several definitions for the term speech. L.P. Fedorenko believes that “speech is the use of lexical and grammatical signs of the language for communication, cognition, self-regulation”.

In speech, it is customary to distinguish the following types: external and internal. Forms of speech, different in their functional purpose, have their own special vocabulary, grammar and syntax. Written speech serves as the basis of grammar, grammatical theory and culture of speech. It ensures the stability of the language and the preservation of cultural values. Written speech is contextual speech, therefore everything should be clear only from its own content, all existing connections should be disclosed and reflected. L.S. Vygotsky says that "written speech is the most verbose, precise and detailed form of speech, since it has to convey in words what is conveyed in oral speech with the help of intonation and direct perception of the situation."

Speech is the main means of human communication and is characterized by such qualities as: constructiveness, reflexivity, alternativeness and unity of group judgment, highlighting the main link, organization of the verbal process.

Features of the development of speech of younger students involve exercises aimed at the comprehensive development of both oral and written speech (such exercises are described in more detail below). Techniques for the development of speech of younger students, which elementary school teachers should master:

assistance in mastering the literary language norm;

development of speech culture;

assistance in acquiring reading and writing skills;

In general, the development of speech of younger students should be comprehensive and include coordinated work in three directions: vocabulary, syntax and coherence of speech (within the framework of the school, coherent speech can be considered a detailed answer to the teacher's task, complete, organized in terms of grammar and logic, divided into interconnected semantic parts). Below are examples of exercises for the development of speech, typical for elementary school:

for the development of the technique of oral speech and diction, it is recommended to read aloud ("by roles") of various texts. The student is invited to express certain emotions with his voice, including joy, sadness, surprise, anger, and the like. A great idea is to act out the read text.

tongue twisters also improve diction;

to enrich the vocabulary, students are asked to pick up synonyms and antonyms for a given word, find them in the text.

It is also useful to identify direct and figurative meanings of given words, work with idiomatic expressions. A special role for the development of children's interest in the subject is played by creative task: the teacher asks to depict well-known phraseological phrases on a piece of paper, understanding the words used in them in literally(for example, the phrase "It's raining like a bucket" can be illustrated with an inverted bucket, from which, like a thundercloud, rain pours; "Lantern under the eye" - it is logical to expect an image of a human face with a real flashlight painted under the eye);

solving riddles allows you to use logical and imaginative thinking;

writing by children own fairy tales, stories. The teacher can offer reference words that must be included in the text or tell the beginning of the story, the continuation of which the children must come up with on their own. Children also learn to edit their own text; space is given to their imagination, but there are also some limits, the awareness of which will later help in writing essays on a given topic;

the game "Burime" - compiling poems for given rhymes.

To master the skills of working with text and its analysis, we can also recommend: highlighting key words in the text, working with deformed text. For example, paragraphs or sentences in a text can be shuffled and students are asked to reconstruct the semantic sequence of phrases.

Creative presentation.

The teacher reads the text once or twice, the students make a written retelling, trying to replace their own expressive means those that were not deposited in the memory, adding their own continuation of the proposed text.

The first and main component of the written speech process is the sound analysis of a word, which involves the ability to isolate individual sounds from a sounding word and turn them into stable phonemes.

The second component included in the process of written speech is the operation of correlating each sound extracted from a word with its corresponding letter.

Finally, the third link is the recoding of the visual representation of the letter into adequate graphic outlines, which, in turn, are realized through a set of successive movements.

In the early stages of mastering written speech, writing a word breaks down for a child into a number of tasks:

1) highlight the sound;

2) designate it with the appropriate letter;

3) remember it;

4) depict the letter graphically;

5) check the correctness.

For the implementation of written speech, it is necessary: ​​generalized representations of the sounds of a given language system and at the same time stable connections of sounds and letters denoting these sounds. It is necessary to have in memory generalized and stable images-standards of phonemes (in relation to the organization of oral speech), as well as generalized and stable "standards" of graphemes denoting the corresponding phonemes.

Thus, from a psychological point of view, written speech is a complex mental process, including in its structure both verbal and non-verbal forms of mental activity - attention, visual, acoustic and spatial perception, fine motor skills of the hand, objective actions, etc.

The main methods of developing coherent written speech of students in the methodology are presentations and essays. Learning to present and compose is a topical issue modern methodology teaching the Russian language.

Thus, the following conclusions can be drawn:

1. In the process of working on the development of speech, it is necessary to rely on knowledge of psychological, pedagogical and methodological foundations formation of coherent speech of younger students.

2. The efficiency of work is ensured by a variety of methodological forms and methods of work on the development of speech.

3. Work on the development of students' speech in the classroom makes a significant contribution to the formation of a general culture of a comprehensively developed, socially active personality of a future school graduate. This work develops the student's thinking, their observation, thoughtful and careful attitude to the native word.

The role of written speech in learning is great, as it allows you to save linguistic and phonetic knowledge, serves as a reliable tool for thinking, stimulates speaking, listening and reading. The problem of the formation of written speech in children is still relevant. The insufficient level of formation of written speech negatively affects the development of higher mental functions in children, the quality of assimilation educational material, manifests various kinds of difficulties experienced by children in the learning process.

When forming the competencies of written speech, various methods and techniques for the development of written speech can be used, taking into account the skills being formed: conversations and questionnaires, a survey; control tasks and individual learning situations in the classroom, when performing independent work.

The complexity of learning to describe is due to the fact that in order to create and understand such a functional type of speech, there is not enough accumulated life experience, but active intellectual work of the child is necessary to identify the signs and properties of an object or phenomenon.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Introduction

1. The development of speech of younger students in the psychological and pedagogical literature

1.1 Speech and its purpose in primary school age

1.2 The system of speech development in elementary school

1.3 Written connected speech in the Russian language teaching system

2. Experimental work on the development of written speech of younger students

2.1 Difficulties in the development of writing

2.1 Methods and techniques for the development of writing in elementary school

2.3 Indicators of the effectiveness of the use of methods and techniques in the lessons of the Russian language

Conclusion

List of sources used

Introduction

Speech is one of the communication activities human - the use of language to communicate with other members of the team.

Teaching children correct and beautiful speech, both oral and written, is a difficult task that requires an integrated approach.

The concept of “development” appeared in the humanitarian context of pedagogy at the turn of the 16th-17th centuries, after the English naturalist W. Garvey proclaimed the principle “everything living comes from an egg”. From the literal meaning arose figurative meaning, which began to be widely used by representatives of all fields of science, proclaiming the principle of development as one of the central ones in explaining the world around and human society. For teachers, such familiar combinations are associated with this concept, such as the zone of actual development, the social situation of development, comprehensive harmonious development, developmental education, etc. use.

So, Aristotle's ideas about the natural conformity of the development of a person who has the beginning of movement in himself remain relevant; Ya. A. Comenius - about the need to develop in a person everything that he has embedded in himself in the bud.

Teachers working in classes according to the system of developmental education work hard to teach children to think, to penetrate the essence of phenomena, to make them active participants educational process. Teachers build lessons in such a way that students themselves notice certain gaps in understanding the material and try to supplement them. In search of answers, children work collectively, and the teacher only directs them to the desired goal.

In the concept of developmental education, the child is seen not as an object of the teacher's teaching influences, but as a self-changing subject of skill, as a student. According to VV Davydov, the bearer of any activity is the subject. Its content and structure belong to the subject, as a result of which it is impossible to separate the activity from the subject, which in turn has such qualities as consciousness, initiative, independence, responsibility, and others.

Modern educators are very worried that children today do not know how to express their thoughts. Most students are not able to use all the possibilities of the language in a conversation and can only make up short phrases, do not know how to express a clear and complete thought, even in their native language. And high school teachers admit that a significant number of students have writing difficulties, even if they have to write the most simple sentences. Children need stimulation and intellectual tasks, they need to be involved in the process of active learning. They don't have to be passive. Any activity that arouses the interest of the student and the work of his imagination, kindles in him the desire to find an answer, raise a question or raise an objection, can be good potential food for thought. It is in this age that we so desperately need "advanced" minds to deal with many of the very complex problems of our time that we cannot encourage or even tolerate mind development methods such as passive observation or assimilation.

The importance of studying the problem of speech development lies in the fact that it affects the entire set of interpersonal relationships that a student enters into. Insufficient command of speech is an objective reason that makes it impossible to freely participate in the life of society. To date, primary school students do not speak enough in class, they practically manage with separate statements, monosyllabic words “yes” and “no”. This happens for various reasons: the lack of motivated speech situations created by the teacher; exclusion of the need for a monologue; elementary inability to correctly express their thoughts. Speech exercises, as a rule, do not give a noticeable effect in a short time - long, systematic work of students and teachers is needed. Temporary failures and breakdowns should not frighten either one or the other. Based on the relevance of this problem, we have determined this topic research.

The purpose of the study: to identify methods that will have a significant impact on the development of speech of primary school students.

Object of study: speech activity of younger students.

Subject of research: the process of development of coherent speech of primary school students.

Hypothesis : if a complex of various methods and techniques is used in the lessons, this will contribute to the development of the speech of schoolchildren.

Research objectives:

To study the psychological and pedagogical literature on the problem;

determine the conditions for creating and implementing the need to speak out for each student;

to reveal the main methods of developing the written language of younger students;

Show the causes of speech errors and ways to correct them.

The following research methods were used in the work: analysis of scientific, pedagogical and methodological literature; analysis school documentation; conversation; psychological and pedagogical experiment; observation; achievement tests, questioning, study of student creativity; generalization of results; diagnostics according to the method of R.S. Nemov; defining cut.

The practical significance of the study lies in the fact that its materials can be used in the course of the methods of teaching the Russian language in primary school, as well as in the practical activities of the teacher.

The structural components of this thesis are: introduction, two chapters, conclusion, list of sources used and applications.

1. The development of speech of younger students in the psychological and pedagogical literatureatre

1. 1

Speech is one of the types of human communicative activity - the use of language tools to communicate with other members of the team.

Speech is understood as both the process of speaking (speech activity) and its result (speech products fixed by memory or writing).

Teaching children correct and expressive speech, both oral and written, is a difficult task that requires an integrated approach.

The level of speech development of a significant number of younger schoolchildren barely reaches the necessary limit, and in a fairly large group of children the level of speech development is clearly insufficient. Figurative, vivid, logically constructed speech is the main indicator of the intellectual level of the child, therefore, work on the development of the speech of younger students is an important and necessary condition for the successful development and learning of students.

The concept of "development" appeared in the humanitarian context of pedagogy at the turn of the 16th-17th centuries, after the English naturalist W. Garvey proclaimed the principle "everything living comes from an egg" . A figurative meaning arose from the literal meaning, which was widely used by representatives of all fields of science, proclaiming the principle of development as one of the central ones in explaining the surrounding world and human society. For teachers, such familiar combinations are associated with this concept, such as the zone of actual development, the social situation of development, comprehensive harmonious development, developmental education, etc. use.

So, Aristotle's ideas about the natural conformity of the development of a person who has the beginning of movement in himself remain relevant; Ya. A. Comenius - about the need to develop in a person everything that he has embedded in himself in the bud.

Primary school teachers work hard to teach children to think, to penetrate into the essence of phenomena, to make them active participants in the educational process. Teachers build lessons in such a way that students themselves notice certain gaps in understanding the material and try to supplement them. In search of answers, children work collectively, and the teacher only directs them to the desired goal.

In classes where teachers adhere to the approaches of the traditional teaching system, there is a gradual formation of learning activities that contribute to the formation of strong, deep knowledge, conscious assimilation of the material. Teachers think over psychological and methodological techniques to make the assimilation of the material available with less time and with greater efficiency.

In the concept of developmental education, the child is seen not as an object of the teacher's teaching influences, but as a self-changing subject of skill, as a student. According to V.V. Davydov, the bearer of any activity is the subject. Its content and structure belongs to the subject, as a result of which it is impossible to separate the activity from the subject, which in turn has such qualities as consciousness, initiative, independence, responsibility, and others.

For a child, good speech is the key to successful learning and development. Children with poorly developed speech often turn out to be unsuccessful in certain subjects. Speech is a factor in developmental learning.

The activation of learning is, first of all, the organization of students' actions aimed at understanding and solving specific educational problems. In the field of teaching the Russian language before elementary grades schools have two tasks: the development of spelling skills, the development of oral and written speech, i.e. development of the ability to sensibly express thoughts. One of the reasons for the insufficient literacy of junior schoolchildren N.S. Rozhdestvensky considered a gap between spelling knowledge and the culture of children's speech. Spelling literacy of students cannot be developed without the development of speech in general. In order to carry out this stage in teaching spelling, it is imperative to use active methods of work that would stimulate independent thought and speech activity of the child.

Genuine knowledge and skills are acquired in the process of active mastery of educational material. Activity in its assimilation requires attention to the material being studied, the tasks of the teacher. For all this, the tension of the mind and will of the students is necessary. This requirement becomes especially serious for the development in children of a certain culture of written speech. As you know, K.D. Ushinsky considered attention to be the only door through which the impressions of life enter the child's soul. This is even more true when it comes to active attention.

In the conditions of teaching the Russian language in general and in teaching essays in particular, it is necessary to cultivate attention. Focusing students' attention on linguistic forms and their meanings activates the cognitive activity of children, contributes to a better assimilation of the studied material, the development of thinking and speech abilities. Attention to the word, its form, its spelling when reading and writing teaches children to memorize words and use them during independent work.

At a Russian language lesson, it is advisable to check not only how well the student coped with the task, but also what he will remember from what he wrote and be able to write, pronounce, and use it correctly in his speech. This is of undoubted importance both for the development of spelling-literate writing and for the formation of students' written speech.

If the exercise is not accompanied by a certain mental work, then the student does not think about what he writes. It is the task of the teacher to make the student think about the words, phrases and sentences that he writes, reads in the books by which he learns the Russian language.

A significant role in teaching the Russian language is played by the conscious attitude of students to work. It is necessary for children to understand the responsibility for their work, in addition, it is also important to understand the practical significance of working on individual exercises in the Russian language. Active, careful performance of tasks in accordance with the requirements of the teacher, the textbook is also a conscious attitude to learning. It will undoubtedly help in mastering the student's speech. Interest in work is brought up in younger students if they receive meaningful, feasible, but at the same time thought-provoking tasks. In this case, the student works actively. Summing up what has been said, it is necessary to emphasize with particular insistence that of the two or more types of exercises available to the teacher, one should read the one that more activates the attention, perception, memory, thinking and speech of children. In this case, teaching spelling will simultaneously serve to teach children the elements of cultural, correct Russian speech in its oral and written forms.

The development of speech is an important task of teaching the native language. Speech is the basis of all mental activity, a means of communication. Students' abilities to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

Initially, the child expresses feelings, impulses and thoughts in separate words, devoid of a clear grammatical design. But soon, he begins to intuitively capture the system of its patterns in the language. In his statements, various parts of speech appear, used in the necessary reliable temporary, generic and other forms, sentences are constructed. By the age of seven, children are already mostly fluent in essential means morphology and many forms of syntax. In other words, children acquire their native language through speech activity, through the perception of speech and speaking. That is why it is so important to create conditions for the speech activity of children. To communicate, to express their thoughts. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.

Speech helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness of the accuracy of the content of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material. The student will tell well only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be meaningful. It is also a necessary condition for the student's speech development. For a child, good speech is the key to successful developmental learning. Who does not know that children with poorly developed speech often turn out to be unsuccessful in various subjects.

The modern school pays much attention to the development of thinking in the learning process. Questions arise: what place in the solution of this problem belongs to speech and speech exercises? Is it possible to identify speech development with the development of thinking? Thinking cannot develop successfully without linguistic material. In logical thinking, the most important role belongs to concepts, in which essential features phenomena. Concepts are denoted by words, therefore, in the word, the concept acquires the material shell necessary for communication.

Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhinkin wrote: "Speech is a channel for the development of the intellect ... The sooner the language is mastered, the easier and more fully knowledge will be acquired." Knowledge, facts, that is, information, are the material of thinking. Consequently, through this channel, speech development contributes to the development of thinking.

The development of speech is an important task of teaching the native language. Speech is the basis of all mental activity, a means of communication. Students' abilities to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

A person improves his speech all his life, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in mastering speech fall on children's age - its preschool and school periods.

IN early age the child has communication needs, which he satisfies through the simplest means. From the very beginning, speech arises as a social phenomenon, as a means of communication. A little later, speech will also become a means of understanding the world around us, planning actions. Developing, the child uses more and more complex language units. The dictionary is enriched, phraseology is assimilated, the child masters the laws of word formation, inflection and word combinations, various syntactic constructions. He uses these means of language to convey his increasingly complex knowledge, to communicate with people around him in the process of activity.

Initially, the child expresses feelings, impulses and thoughts in separate words, devoid of a clear grammatical design. But soon, from about the age of two months, he begins to inductively grasp the system of its laws in the language. In his statements, various parts of speech appear, used in the necessary reliable temporary, generic and other forms, sentences are constructed. By the age of seven, children already generally master the most important means of morphology and many forms of syntax. In other words, children master their native language through speech activity, through the perception of speech and speaking. That is why it is so important to create conditions for the speech activity of children. To communicate, to express their thoughts. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.

Speech helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness of the accuracy of the content of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material. The student will tell well only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be meaningful. It is also a necessary condition for the student's speech development. For a child, good speech is the key to successful developmental learning. Who does not know that children with poorly developed speech often turn out to be unsuccessful in various subjects.

The success of students in coherent speech provides and, to a greater extent, determines success in academic work in all subjects, in particular, they contribute to the formation of a full-fledged reading skill, and the formation of the basics of spelling literacy.

Coherent speech is characterized by the semantic, structural and linguistic connection of parts. The basic unit is the text (speech statement, speech message). When teaching coherent speech, we are faced with the concept of activity in two aspects. Firstly, it is an educational (cognitive) activity, during which knowledge about the structure of the language is acquired. Secondly, this is a speech activity, during which students use the language in various speech functions, including in the function of communication. Both of these activities are inextricably linked at all stages of learning. The unity of educational and speech activity creates the basis for activating the process of speech development in the system of developing education for primary school students.

At school age, the language is acquired by the child spontaneously, in communication, in speech activity. But this is not enough: spontaneously acquired speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and, therefore, are the responsibility of the school.

The modern school pays much attention to the development of thinking in the learning process. Questions arise: what place does speech and speech exercises play in solving this problem? Is it possible to identify speech development with the development of thinking? Thinking cannot develop successfully without linguistic material. In logical thinking, the most important role belongs to concepts, in which the essential features of phenomena are summarized. Concepts are denoted by words, therefore, in the word, the concept acquires the material shell necessary for communication.

Knowing the word denoting a concept helps a person to operate with this concept, that is, to think. Words are combined in syntactic constructions, allowing you to express connections, relationships between concepts, express a thought. Logical thinking is formed in the primary grades and develops and improves throughout a person's life.

Human thought is clothed in linguistic forms. No matter how complex the content of human thought, it finds a harmonious embodiment in the syntactic constructions and morphological forms of the language.

Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhinkin wrote: “Speech is a channel for the development of intellect ... The sooner the language is mastered, the easier and more complete knowledge will be acquired.” Knowledge, facts, that is, information, are the material of thinking. Consequently, through this channel, speech development contributes to the development of thinking.

However, it would be wrong to identify the development of speech with the development of thinking. Thinking is wider than speech, it relies not only on language. The work of thought, becoming more complicated in connection with labor, with observation, with other types of activity, requires the enrichment and complication of speech. Thinking stimulates speech. The enrichment of speech, in turn, has a positive effect on the development of thinking. It is important that the new language means that the student learns are filled with real meaning. This provides a link between thinking and speech. If a student cannot put his thought into a speech shell, then there are flaws in the thought itself, and these flaws are discovered in the process of forming a thought in speech forms. A thought acquires full clarity only when a person can express it in a language form that is clear and understandable to other people. Speech is varied. This is a conversation of friends and an ardent call of the speaker, and a monologue of the artist, and the answer of the student at the blackboard. Inner speech is mental speech, flowing, although on linguistic material, but without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms. External speech is speech - communication, speech for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. External speech can be dialogic and monologue.

Dialogue is a conversation between two or more people. Each individual statement depends on the replicas of other interlocutors, on the situation. The dialogue does not need extended sentences, so there are many incomplete sentences in it.

A monologue is a speech of one person, a story, a message, a retelling. Unlike dialogue, a monologue is arbitrary, requires strong-willed skills, and sometimes significant preparatory work.

The speech of a particular person is the attitude of his general culture. Therefore, speech must comply with certain rules.

1. Correctness is the communication of the norms of modern literary language- grammar, spelling, punctuation. Correctness is considered the basic quality of good speech.

Clarity is its availability for others to understand. Words and expressions invented or taken from any work for decoration harm the clarity.

Accuracy - the meaning of words and phrases and the subject aspects of speech.

5. Expressiveness - the ability to clearly, convincingly and at the same time, as concisely as possible, express one's thoughts and feelings, the ability to act on the addressee with intonation, choice of words, construction of sentences.

6. Wealth - is determined by the choice of language means to express the same thought, the lack of uniformity, the repetition of the same words and structures.

External speech can be both oral and written. Written speech, in general, is characterized by the same features as in oral speech, but they are more strictly expressed. At the same time, there are also distinctive features.

Firstly, written speech is always more complex and fuller than oral speech, sentences are larger, constructions are used more often that complicate sentences more than book words.

Secondly, in written version pauses, logical stresses, intonation, gestures and other means that play such an important role in oral speech are impossible.

Thirdly, written language is limited by spelling.

Fourthly, written speech is compiled and proceeds much more slowly than oral speech.

Fifthly, written speech is a speech prepared, subject to verification, amenable to correction, improvement, therefore, mastering written speech contributes to an increase in the general language culture.

In elementary school, children are taught reading, writing, oral and written speech - this is the formation of specific speech skills and abilities, that is, the contributions of speech activity. Usually there are four main types of speech activity.

Listening (listening and understanding)

Oral speech.

Written speech.

Consider the mechanisms of speech activity. A person throughout his life improves his speech, masters the richness of the language. Speech arises from the need to speak out, and human utterances are generated by certain motives. This aspect of speech activity is called speech motivation.

Speech motivation occurs in children in the presence of emotions associated with vivid impressions, interest in a particular activity. This means that the need for communication is the first condition for speech development. But communication is possible only with the help of generally accepted signs, that is, words, their combinations, various turns of speech. Therefore, children need to be given speech samples or create a speech environment. This is the second condition for speech development. The richness and diversity of his own speech largely depends on what kind of speech environment a child has. Speech helps the child not only to communicate with other people, but to learn about the world. The richness of speech largely depends on the enrichment of the child with various ideas and concepts, on his life experience. In other words, while developing, speech needs not only linguistic, but also factual material. This is the third condition for successful speech development.

For a child, good speech is the key to successful learning and development. At first, the language is acquired by the child spontaneously, in the process of communication. But this is not enough, spontaneously learned speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and therefore are the responsibility of the school. This is, firstly, the assimilation of the literary language, subject to the norm, the ability to distinguish the literary, "correct" from the literary, from vernacular, dialects, jargons.

Second, students learn to read and write. Both reading and writing are speech skills based on the language system, on knowledge of its phonetics, vocabulary, grammar, and spelling.

The third area of ​​the school's work on speech development is bringing the speech skills of children to some basic minimum, below which no student should remain. This is the improvement of students' speech, the improvement of its culture.

The reasons for poorly developed speech in a child may be: violations in the development of the muscles of articulation and speech apparatus, low development phonemic hearing, poor vocabulary, deficiencies in the development of grammatical skills. Violation of sound pronunciation and articulation - the child incorrectly pronounces individual sounds, his speech is characterized by insufficient intelligibility and expressiveness, and its pace is slower than that of peers.

Shortcomings in the development of sound-letter perception and sound-letter analysis (low development of phonemic hearing) - insufficient development of the ability to hear, recognize and distinguish sounds and their combinations, not confuse them. No less important are the skills of sound-letter synthesis - the ability to understand the relationship between sounds and their combinations.

The main violations of this kind include: the inability to isolate sounds sequentially or according to their location; inability to distinguish sounds by hardness, softness, sonority, deafness; inability to indicate hardness, softness in writing. For the same reasons, the acquisition of the skill of word formation and inflection is inhibited.

Deficiencies in the development of the lexical and grammatical structure of speech - the child does not know how to correctly compose and understand grammatical constructions, incorrectly uses genders and cases. This also includes the inability to correctly place stresses, which leads to distortion of the word beyond recognition.

Insufficient development of semantic guessing - the child does not know how, based on the context, to correctly predict the end of a word or phrase. Insufficient development of vocabulary - poor vocabulary, difficulty in understanding the meaning of words due to their absence in the child's active vocabulary. The child finds it difficult to establish a lexical connection between the words he read, he does not understand the new meaning that they acquire in combination with each other. It should be noted that the quality and quantity of a child's vocabulary largely determine the level of speech development in general. It is very important to pay attention to both the passive (that is, those words that are stored in the memory reserve) and the active (words that are constantly used) vocabulary. It is necessary for the child to know what meanings the word has, to be able to use it correctly in independent speech.

Special developmental techniques include exercises for training the muscles of the articulatory and speech apparatus, tasks for the development of phonemic hearing, grammatical skills, and vocabulary.

Thus, work on the development of speech should be carried out from the very first stages of education. But “speech is a language function”, therefore it is impossible to speak about the development of speech as such. In this matter, one should turn to psychology. Developing after L. S. Vygotsky the theory of activity, psychologists came to the conclusion that speech is also a kind of activity, speech activity.

Speech activity is an active, purposeful process of creating and perceiving statements, carried out with the help of language means in the course of people's interaction in different situations communication. It is on the last point this definition I would like to pay special attention. The teacher most often does not provide the student with a specific communication situation (realization of who, why, under what circumstances he is speaking) - usually he “just” writes an essay or “simply” answers questions on the material covered. In real speech practice, “simply” statements are not created.

Thus, two methodological conclusions follow from the above-mentioned psychological characteristics of speech activity:

1) before giving the task to students to create or perceive an utterance, it is necessary to try to ensure that they have a corresponding need, a desire to enter into verbal communication;

2) when offering children to create a text, it is important to ensure that they understand who, why and under what circumstances they are addressing.

The study of psycholinguistic and methodological literature led us to the conclusion that it is necessary to create speech situations in order to improve speech activity, especially when conducting essays.

Developmental learning is understood as a new, active-activity type of learning, replacing the explanatory-illustrative type.

Developmental training:

* takes into account and uses the laws of development, adapts to the level and characteristics of the individual;

* ahead, stimulates, directs and accelerates the development of the hereditary data of the individual;

* regards the child as a full-fledged subject of activity;

* is aimed at the development of the whole holistic set of personality traits;

* Occurs in the child's zone of proximal development.

An essential feature of developmental learning is that it creates a zone of proximal development, causes, induces, sets in motion the internal processes of mental neoplasms.

To determine the outer boundaries of the zone of proximal development, to distinguish it from the actual and inaccessible zone is a task that can be solved so far only at an intuitive level, depending on the experience and skill of the teacher.

Development of L.V. Zankov understands it as the appearance of neoplasms in the child's psyche, not directly set by training, but arising as a result of internal, deep integration processes.

The general development is the appearance of such neoplasms in all spheres of the psyche - the mind, will, feelings of the student, when each neoplasm becomes the fruit of the interaction of all these spheres and advances the personality as a whole. In the learning process, it is not knowledge, skills and abilities that arise, but their psychological equivalent - cognitive (cognitive) structures. It is the cognitive structures that develop with age in the learning process, because these are relatively stable, compact, generalized semantic representations of knowledge, ways of obtaining and using them, stored in long-term memory. Involving the student in learning activities focused on his potential, the teacher should know what methods of activity he mastered in the course of previous training, what psychological features this process and the degree of understanding by students of their own activities.

To detect and track the level general development schoolboy L.V. Zankov proposed the following indicators:

* observation is the initial basis for the development of many important mental functions;

abstract thinking - analysis, synthesis, abstraction, generalization;

practical actions - the ability to create a material object.

Basic principles of the system of developing education L.V. Zankov.

High level of difficulty.

Leading role in teaching theoretical knowledge, linear construction curricula.

Progress in the study of the material at a rapid pace with continuous concomitant repetition and consolidation in new conditions.

Students' awareness of the course of mental actions.

Education in students of positive motivation for learning and cognitive interests, the inclusion of the emotional sphere in the learning process.

Humanization of relationships between teachers and students in the educational process.

development of each student in the classroom.

The essence of developmental learning technology:

the lesson has a flexible structure;

in the classroom discussions are organized on what has been read;

Didactic games are widely used, intensive independent activity of students, groupings, elucidation of patterns, independent formulation of conclusions;

Pedagogical situations of communication are created in the classroom, allowing each student to show initiative, independence, ingenuity in the ways of working, an environment for natural self-expression of younger students.

Developmental learning technology D.B. Elkonina - V.V. Davydova aims to form theoretical consciousness and thinking; to convey to children not so much knowledge as ways of mental actions - COURTS; reproduce the logic of scientific knowledge in the educational activities of children.

Scientists proceed from the fact that the developmental nature of education is associated, first of all, with the fact that its content is built on the basis of theoretical knowledge. The basis of the system of theoretical knowledge is meaningful generalizations - this is the comprehension of an object not through its visual, external similarity with others, but through its hidden specific relationships.

The peculiarity of the methodology is purposeful learning activity (TSUD) - a special form of a child's activity aimed at changing himself as a subject of learning. CUD is not the same as activity. In this case, the search for generalized methods of action, the search for patterns and principles is activated. To organize the CCC is the main and most difficult methodological task of the teacher. It is solved with various methods and methodological techniques: problem presentation, the method of learning tasks, collective and group methods, new methods for evaluating results, etc.

The problematic presentation of knowledge involves not only communicating the conclusions of science to children, but, if possible, leading them along the path of discovery, forcing them to follow the dialectical movement of thought towards the truth and making them accomplices in scientific search.

The educational task in the technology of developing education is similar to a problem situation, but its solution does not consist in finding a specific way out, but in finding a general method of action, the principle of solving a whole class of similar problems. The educational task is solved by performing certain actions:

* acceptance from the teacher or independent setting of the educational task;

* transformation of the conditions of the problem in order to detect the general relationship of the object under study;

modeling of the selected relation in subject, graphic and letter forms;

transformation of the relationship model to study its properties in a "pure form";

construction of a system of particular problems solved in a general way;

control over the implementation of previous actions;

assessment of mastering the general method as a result of solving this educational problem.

To solve a problem theoretically means to solve it not only for a given particular case, but also for all homogeneous cases. At the same time, modeling in the subject, graphic or symbolic form of the method of solving the problem plays an important role. The training model depicts some general relation found and isolated in the process of transforming the conditions of the problem, fixing the internal characteristics of the object and directly observable. Thus, the educational model acts as a product of mental analysis, being itself a special means of human mental activity. The sources of existence of purposeful educational activity lie not in the individual student, but in the system social relations in the classroom (teacher and student). "Collective-distributive mental activity" helps to solve the learning problem and significantly develops students' skills to formulate questions and answers, look for arguments and sources of solutions, build hypotheses and test them with critical reason, reflect on their actions, and also promotes business communication. In the "teacher-student" dialogue, the principle of gradually decreasing assistance and increasing the share of the child's independent activity is observed.

The technology of developing education implies a completely different nature of the assessment of educational activities. The quality and volume of the student's work is evaluated in terms of the student's subjective capabilities. In other words, the assessment reflects the personal development of the student, the perfection of his educational activities. If a student works to the limit of his abilities, he deserves the highest mark, even if from the point of view of the abilities of another student this is a very mediocre result.

The teacher's task is not to bring everyone to a certain, given level of knowledge, skills, and abilities, but to bring the personality of each student into a development mode, to awaken in the student the instinct of knowledge, self-improvement.

1.2 Speech and its purpose in primary school age

written communication speech school

Activation - strengthening, revitalization of educational activities, motivation for decisive action, i.e. a combination of efficiency improvement and carried out in three areas: pedagogical, socio-psychological and socio-environmental.

The issues of activating the development of schoolchildren's speech are among the most actual problems contemporary pedagogical science and practices. Of particular importance is that teaching, being a reflective and transformative activity, is aimed not only at the perception of educational material, but also at the formation of the student's attitude to the cognitive activity itself. The transforming nature of activity is connected with the activity of the subject. The task of the teacher is to ensure not a general activity in cognitive activity, but their activity, aimed at mastering the leading knowledge and methods of activity.

The activation of learning is, first of all, the organization of students' actions aimed at understanding and solving specific educational problems. In the field of teaching the Russian language, the primary grades of the school face two tasks: the development of spelling skills, the development of oral and written speech, i.e. development of the ability to sensibly express thoughts. N.S. Rozhdestvensky considered the gap between spelling knowledge and the culture of children's speech to be one of the reasons for the insufficient literacy of younger schoolchildren. Spelling literacy of students cannot be developed without the development of speech in general. To carry out this stage in teaching spelling, it is imperative to use active methods of work that would stimulate independent thought and speech activity of the child.

Every teacher modern school knows that it is often necessary to repeat the same grammar material with students many times and yet it remains unlearned. Children seem to know the rule, formulate it correctly, give words or sentences illustrating the rule, but violate it in dictation, and with more independent work they are not able to spell correctly and sensibly express their thoughts. What is the reason for this phenomenon? The student in the lesson writes, reads, answers the teacher's questions, but this work does not affect his thoughts, does not arouse interest. Often he cannot concentrate, think, strain his memory. Such work of a student in a Russian language lesson should be called passive.

Genuine knowledge and skills are acquired in the process of active mastery of educational material. Activity in its assimilation requires attention to the material being studied, the tasks of the teacher, the formulation of the rules and tasks of the textbook. For all this, the tension of the mind and will of the students is necessary. This requirement becomes especially serious when applied to grammar and spelling, the study of elements that are the initial basis for developing in children a certain culture of written (or oral) speech. As you know, K.D. Ushinsky considered attention to be the only door through which the impressions of life enter the child's soul. This is even more true when it comes to active attention.

In the conditions of teaching the Russian language, to cultivate attention means to develop the ability to various forms of the word, to develop “spelling vigilance”. This means that, looking at the spelling of a word, children should see it as a whole and individual sounds (hard and soft, voiced and deaf, percussive and unstressed). The student himself needs to correctly pronounce the word in whole and in parts (according to syllables, sounds, etc.).

Focusing students' attention on linguistic forms and their meanings activates the cognitive activity of children, contributes to a better assimilation of the studied material, the development of thinking and speech abilities. Attention to the word, its form, its spelling when reading and writing teaches children to memorize words and, when working independently, use and write them correctly. Thus, “spelling vigilance” is gradually developed, i.e. the habit of memorizing the spelling of the words encountered.

At a Russian language lesson, it is advisable to check not only how well the student coped with the task, but also what he will remember from what he wrote and be able to write, pronounce, and use it correctly in his speech. This is of undoubted importance not only for the development of spelling and literacy, but also for the formation of students' written speech. If the performance of a grammar and spelling exercise is not accompanied by a certain mental work, then the student does not think about what he writes. It is the task of the teacher to make the student think about the words, phrases and sentences that he writes, reads in the books by which he learns the Russian language.

A significant role in teaching the Russian language is played by the conscious attitude of students to work. It is necessary for children to understand the responsibility for their work, in addition, it is also important to understand the practical significance of working on individual exercises in the Russian language. Active, careful performance of tasks in accordance with the requirements of the teacher, the textbook is also a conscious attitude to learning. It will undoubtedly help in mastering the student's Russian speech. Interest in work is brought up in younger students if they receive meaningful, feasible, but at the same time thought-provoking tasks. In this case, the student works actively. Summing up what has been said, it is necessary to emphasize with particular insistence that of the two or more types of exercises available to the teacher, one should read the one that more activates the attention, perception, memory, thinking and speech of children. In this case, teaching spelling will simultaneously serve to teach children the elements of cultural, correct Russian speech in its oral and written forms.

Raising interest in the subject contributes to the activation of students' speech activity, deepens the quality of knowledge. At the same time, it is important to take into account psychological essence learning process and psychological characteristics of younger students.

So, attention to the word, attitude to memorization, activity of thought processes, conscious attitude to work, volitional tension - all this constitutes the content of the concept of "activation of the educational activity of younger students."

The methodology of developing education is a system of qualitatively new knowledge that offers a fundamentally different structure of educational activity, which has nothing in common, having nothing in common with reproductive, basic training and memorization training and conservative pedagogical consciousness. This method proposes to involve students in different kinds activities, use in teaching didactic games, discussions, as well as teaching methods aimed at enriching imagination, thinking, memory and speech.

Features of the formation of coherent speech in children with mental retardation. Speech activity of children with mental retardation, development techniques. Types of work on the formation of coherent speech. Connected speech as a result of development cognitive interest students to the lessons of the Russian language and literature.

test, added 03/20/2011

The concept of writing, characteristics of written speech. The place of reasoned written speech in the structure of education foreign language. The program of classes on the formation of reasoned written speech among students. Approaches to teaching a foreign language at school.

thesis, added 07/29/2017

Analysis of psychological, pedagogical and methodological literature, texts of Russian language textbooks on the development of written coherent speech. Evaluation of the effectiveness of the use of educational material of textbooks on the basis of diagnosing the level of development of written coherent speech.

thesis, added 11/18/2010

Techniques for teaching colloquial dialogical Even speech of primary school students. Difficulties in mastering the native Even language of 2nd grade students. Analysis and practical testing of assignments for teaching schoolchildren's native speech at Even language lessons.

thesis, added 02/11/2012

Formation of skills of self-control and self-regulation in primary school age. Formation of the system of educational motives and needs. Analysis of independent work as one of the types of learning activities of students. Teaching methods in Russian language lessons.

term paper, added 08/21/2017

Theoretical problems of the state of coherent written speech among students, modern ideas about coherent speech in linguistic and methodical literature. Pilot study and correction of coherent speech, system corrective work with students.

thesis, added 08/02/2010

The place of the Russian language among other languages ​​of the world and its functions. Goals and methods of teaching the Russian language. The main directions of the aesthetic development of students in the lessons of the Russian language. Features of the structural elements of the linguistic worldview.

abstract, added 08/06/2010

The problem of activating the speech activity of younger schoolchildren in the system of developing education. Composing as the main type of creative work in Russian language lessons. Difficulties in speech development and ways to overcome them, methods for correcting errors.

Kostroma 2009.

Introduction. 3

Sources of information………………………………………………………………………… 12

Applications No. 1, No. 2, No. 3, No. 4, No. 5, No. 6

Sample map-matrix.

Introduction.

Having started working in 1989 as a primary school teacher, I was faced with the problem of choosing methods for teaching children independent written speech: presentation, composition, composition with elements of presentation of different types of organization (narrative or descriptive type):

1. Firstly, at that time their choice was very limited.
2. Secondly, those that the traditional technique allowed to use did not always give the long-awaited results.
3. Thirdly, in any class there were always such students for whom none of the traditional methods of teaching written coherent speech was suitable. Retelling, using reference catches, building a coherent text based on a series of plot pictures, according to a verbal plan, etc. did not work for the simple reason that these children had a lag in the emotional-volitional sphere, dynamic organization of movements, auditory-verbal memory and verbal-logical thinking. As a result, these children became unsuccessful in the Russian language, the motivation for the subject decreased, and at senior school age, for educational activities as such.

I have made various attempts to somehow get out of this vicious circle. Any experienced teacher knows how hard it is to realize that you cannot give your child even the most basic skills of retelling and writing down your thoughts, despite the fact that this is very much in demand in his future life. Unfortunately, there used to be a practice of taking such children to special correctional educational institutions. Now these children have the right to study in general education classes at the request of their parents. Thus, the teacher faces the question: how to work with them?

Chapter 1. Psychological and pedagogical substantiation of the research approach in teaching children independent writing

Having studied a huge amount of literature on the problem of children with speech disorders, having received additional education in 1998 as a teacher-speech therapist, I came to the following conclusions:

* the traditional method of teaching writing essays and presentations, (repeat like me), is justified for children with an auditory representational system (there are 15% of such children in the class), provided that all their mental processes are formed by age (such children are now 27% of the total mass of first-graders, according to the research data of G.R.

* non-traditional methods of teaching independent written speech for students of general education schools do not exist as such.

My attention was attracted by the technique of V.K. Vorobieva, Associate Professor of the Moscow State Correspondence University. M. Sholokhov, designed for children with motor alalia. Everyone knows that the methods developed by the Italian psychologist M. Montessori for the education and development of oligophrenic children have been used for a long time and with success for teaching children with normal intelligence and give amazing results. Moreover, the problem of the activity approach in teaching is very relevant now. The child is an explorer by nature. An unquenchable thirst for new experiences, a constant need to observe and analyze are considered in psychology as the most important features of children's behavior. In educational psychology and pedagogy there is a special term - "research learning". This is the name of the approach to learning, built on the basis of the natural desire of the child to independent study surrounding. It is this principle that is embedded in the methodology of Vorobyova V.K. It should be noted that I took the liberty of somewhat adapting the methods of work for students secondary school. The author assumes only the oral transmission of the text by the child, but when working on presentations and essays, I allow the text to be written down with subsequent self-examination and, at the request of the children, mutual examination. Also, I developed a matrix map with empty graphs for the descriptive type of texts and for the narrative type of texts (see appendices No. 7 and No. 2), which are filled in as students study the text using pictograms. I will talk about the main techniques and provisions of the methodology for teaching independent written speech using linear algorithms in the next chapter.

Chapter 2. The main provisions of the methodology for the formation of independent written speech based on the construction of linear algorithms and a picture-graphic plan.

Work with text parallel organization: learning to write an essay-description according to the picture-graphic plan.

The complexity of learning to describe is due to the fact that in order to create and understand such a functional type of speech, accumulated life experience is not enough, but active intellectual work of the child is necessary to highlight the features and properties of an object or phenomenon. In addition, the internal organization of such a message does not have a “rigid program”, as in the narrative, since the thought of each new sentence does not follow from the thought of the previous one, but exists, as it were, independently, obeying only a general semantic plan, a common theme. In the traditional methodology of primary education, a sequence from the general to the particular is adopted. Based on this, it is possible to propose a variant of the graphical model of research activity, which includes three parts (see Appendix No. 2):

1. the first one is a list of symbols denoting the method of highlighting one or another property of an object;
2. the second unites the corpus of selected features;
3. The third represents images of the subject itself.

In my matrix map, for convenience, the parts are arranged in reverse order.

The volume of the first and second parts (the number of features) can be narrowed and expanded according to the goals and objectives.

When developing a scheme that regulates the research activity of children in the process of creating texts of a parallel structure, the author relied on the natural-genetic way of learning about the subject through sensory channels, visual, auditory, and tactile perception. Through the “eye” symbol, children learn to isolate signs of color, mode of movement, shape, size, location. Through the symbol "hand" - textural features of the object (solid, smooth, fluffy, etc.). Through the symbol "ear" - ways to detect an object. Signs of benefit-harm are indicated respectively by the signs + and -. Work according to the graphic plan is organized as a consistent activity for recognizing an object in a receptive text. Motivational activity in preparing for an essay is provided not only by the creation problem situation"Guess the subject", but also by a special selection of speech material, which is used as texts of a combined nature, narrative and descriptive. A good result is obtained by comparing message options: a text with a complete set of features and a text with an incomplete set of features, as a result of which the children themselves come to the conclusion that an object can be guessed only when all or most of its characteristics are presented in the story.

Working with text in a sequential organization, writing a narrative story using a linear algorithm.

This section of the methodology provides for the development of predictive actions in the process of compiling a story, guessing, anticipating the next one based on the given. The main principle in the formation of the idea is the principle of the phased introduction of the missing element of the event: at the beginning, children are invited to guess the missing object on the basis of a subject-graphic plan, then a whole horizontal link (sentence), and then several links (a series of sentences). The exercises on finding the correct order in the arrangement of subject pictures in a graphical plan will be interesting, reinforcing ideas about the repetition of the subject of the message in two adjacent sentences (see a sample matrix map for students in Appendix No. 7). Next comes a group of tasks for training the ability to coherently tell based on a graphic plan. In my lessons, children in the process of working on the text fill in the matrix map with the help of pictograms, memorizing the content of the text in parallel and performing internal pronunciation of sentences. To increase motivation for oral and written statements, problematic life situations can be widely used:

*situation #1: “You found a lost dog (image shown). You need to advertise in the newspaper and write it so that the owner recognizes the dog from the description. Find out which traits are special for this dog. Think about how best to talk about them.

*Situation #2: “You were in a market that sells animals. We saw a kitten there, which I would like to buy. Persuade your mother, tell her what he is.

With the development of descriptive speech, such tasks are offered that include a certain lexical difficulty. For example, to make a description according to the key words of the characteristics of the subject, replacing these words with antonyms or synonyms.

The introduction of new tasks into the learning process of children related to the assimilation of the rules of the semantic and lexical-syntactic organization of text messages, the use of a research approach in teaching, reliance on visual algorithms significantly improve the quality of children's speech production, activate speech-thinking activity and increase overall motivation for learning activities.

Chapter 3 Experimental work on the formation of independent speech in children using a research approach in teaching.

The purpose of my experiment was to apply a research approach in teaching elementary school children the skills of independent writing using elements of the methodology developed by Associate Professor of Moscow State University. M. Sholokhov V.K. Vorobyeva, in comparison with traditional teaching methods used in elementary school. I have changed the techniques and the level of difficulty of some types of tasks, which I will discuss below.

The experiment was carried out on the basis of MOUSOSH No. 37 in Kostroma for two years and was of a comparative nature. All the children selected by me for the experiment were examined for speech production, and a systemic speech disorder was revealed.

For the experiment (2005-2006), I selected a group of children from 16 people with speech therapy conclusions:

2 people with mental retardation of various origins;

6 people - children with impaired reading and writing skills due to OHP level 3;

7 people - with impaired reading and writing skills due to OHP level 4;

1 person - cerebral palsy, disability group 3.

All these children attended speech therapy classes from first grade. Prior to the experiment, I worked with them according to the traditional method of teaching writing summaries and essays. At best, children could write down part of the story (when working on the presentation), and the quality of their message was extremely low. All texts presented in Appendix No. 1 have a large number of lexical and grammatical errors:

*1 type of errors: violation of the sequence of presentation (see the work of Kirill S. Presentation according to the verbal plan "Winter").

* 2 type of errors: omission of any part of the event: see the work of Ksenia A. (statement on the key words "Squirrel").

* Type 3 errors: violation of the order of words within a sentence: see the work of Anton V. (exposition according to the verbal plan "The Hedgehog and the Wolf").

When teaching writing - description using a research approach and a matrix map developed by me, the quality of children's work increased significantly. In such lessons, there are no children with low motivation. In addition to, of course, a positive psychological effect, they achieved my goal, the students made up a lexically complete text, the number of spelling errors was reduced (see the work of Katya A. "Apple" in Appendix No. 3 and the work of Anna G. "Airplane" in Appendix No. 4).

When working on narrative presentations, I devoted most of my time to preparatory work with students, this is not accidental, since it is in the process of conscious perception of the text that students begin to learn the laws of constructing messages, catch the ways of connecting sentences in a story, and thus learn the skill of compiling an independent text . The matrix map for narrative text should contain as many rectangles as there are sentences in the text to be presented. In these rectangles, the child enters graphic images of objects that are the main objects in the sentence. You can make a picture plan from an illustration or replace it with pictograms. In this case, the graphic plan arises directly from the pen of the child, which certainly increases interest in this story and improve classroom productivity.

The quality of the content of essays and presentations can be judged by looking at the children's work in appendices No. 5 and No. 6. When working on these essays, the technique of constructing a plan from pictograms was used. Even a child with mental retardation (Anton V.), who until the end of the 1st grade could not learn to write and read, coped with the task quite well.

The above technique is proposed for use by many authors (pictograms), this method is far from new, but very effective, since the graphic scheme gives a clearer picture of the phenomenon, allows you to see flaws and inconsistencies in the chain of rationalizations, gives a visual representation of the general structure of the object under study and interaction of its main elements.

Thus, after analyzing all the results of the experiment:

*improving the quality of children's speech production;

*increasing teacher productivity;

*increasing the general motivation for learning activities among students;

*Improved performance in Russian language and reading.

I concluded: the use of a research approach in teaching independent written speech justified itself. We can safely recommend this technique for use by primary school teachers, teachers of KRO classes, speech therapists. It will give a tangible result, as it will allow the teacher to be more creative in approaching the most difficult topics: teaching children presentations and compositions, especially since the age of students has decreased to 6.5 years, and a somewhat different approach is needed for such children. This increases the demand among specialists for similar methods and techniques that I use in my work practice both as a speech therapist teacher and as a primary school teacher.

Information sources:

Books:

1. Savenkov A. I., Little researcher: how to teach a younger student to acquire knowledge. /Text/: Yaroslavl: Academy of Development: Academy Holding, 2002. 208 p.

2. Tyulyaeva T.I., Student Portfolio, or Folder of Personal Achievements: Collection / Text /: M .: Ventana-Count, 2008. 160 p.

Magazines:

1. Novikova G.R., The state of higher mental functions in children entering the first grade of a general education school./Text/,//Defectology. 2000. No. 2.

2. Russian E.N., On some methods of developing readiness for mastering independent written speech by students with severe speech disorders. /Text/, //Defectology. 2000. No. 2.

Reports:

1. Tikhova I. N., Formation of independent written speech in children with ONR. /Text/, Kostroma: 2007 . 18 p.