Memory is a complex mental process consisting of several private processes associated with each other: memorization, reproduction, forgetting, preservation.
There are several types of memory, the classification of which comes from different bases: by time, by the method of memorization, by genesis. These are short-term, long-term and operational memory, logical (mediated) and mechanical (immediate), voluntary and involuntary memory, as well as emotional, motor, figurative and verbal memory.
To characterize a person's memory, it is not enough to say that it is good or bad. Memory can be good for some objects and bad for others. There are countless shades of memory differences. Although most people have mixed types of memory, yet for many people one type dominates, which distinguishes the classification.
Usually there are two main types of memory: figurative and verbal-logical. Figurative memory includes: visual, auditory, motor. This also includes a special memory for feelings and experiences - emotional memory. They are rarely found in their pure form. The most common type is a mixed type: visual-motor, visual-sound, auditory-motor.
Motor memory is expressed in memorizing and reproducing movements, it is the basis for the development of motor skills (riding a bicycle, swimming, and so on). On its basis, all skills are formed, starting with simple ones; subsequently, the work of motor memory is not “cancelled”, but becomes more complex.
People with a predominant auditory memory prefer to hear once than to see a hundred times. If a person of the visual type wants to remember a phone number, tries to imagine it written, and a person of the motor type pronounces it to himself or writes it in the air, then a person with auditory memory reproduces its sound pattern, its intonation-rhythmic image.
Emotional memory is expressed in remembering and reproducing feelings. It is an important condition for human motor growth. The significance of emotional memory is that it increases the richness and variety of emotional life. The source of feelings is not only the present and the past.
In addition, there are: short-term memory and long-term memory. As the names themselves indicate, these two types of memory are determined by the time the material is stored.
Moreover, in contrast to long-term memory, which is characterized by long-term retention of material after its repeated repetition and reproduction. Short-term memory is characterized by very brief retention after a single very short perception and immediate reproduction (in the very first seconds after perception of the material).
The concept of operative memory denotes mnemonic processes that serve the actual actions of the operation directly carried out by a person. In RAM, a “working mixture” is formed from materials coming from both short-term and long-term memory. While this material is functioning, it remains in the RAM insertion.
The criteria adopted as the basis for dividing memory into types (by the nature of mental activity - figurative and verbal-logical, by the nature of the goals of the activity - voluntary and involuntary, by the duration of consolidation and retention of material - short-term, long-term and operational) are associated with various aspects of human activities that appear in it not separately, but in organic unity.
Like all processes, memory processes change in connection with the general development of the child. Such changes include, first of all, an increase in the speed of learning and an increase in memory capacity. If it is necessary to remember the same material, a small child spends more time and more repetitions than older children, and the latter more than adults.
The most significant changes occur as the child develops, in the qualitative features of his memory.
Feelings have a very big influence on the speed and strength of memorization. Therefore, children easily remember songs, fairy tales and strong experiences. Initially, the younger schoolchild better remembers visual material: the objects that surround the child and with which he acts. Image of objects, people. The duration of memorization of such material is much longer than memorization of verbal material.
If we talk about the regularity of verbal material, then throughout primary school age children remember words denoting the names of objects (concrete materials) better than words denoting abstract concepts (abstract material). Schoolchildren retain in their memory such specific material, which is fixed in memory based on a visual example and is significant in understanding what is remembered. He remembers worse specific material that is not supported by a visual image (names in geography not related to a geographic map, descriptions) and is not significant in assimilating what is remembered.
Abstract material is the same: abstract material is remembered that is a generalization of a number of facts (the relationship between certain geographical phenomena). And, conversely, children have difficulty remembering abstract material if it is not revealed through specific material (for example, definitions of concepts if they are not supported by examples).
The specifically figurative nature of the memory of younger schoolchildren is also manifested in the fact that children cope even with such difficult memorization techniques as correlation, dividing text into parts, if they rely on clarity in illustrations.
For younger schoolchildren, the mental action of generalization is quite sufficient, that is, identifying some common features of various objects. Children of this age easily master classification.
Involuntary memorization continues to play a significant role in the accumulation of experience in younger schoolchildren, especially in conditions of their active activity.
At this age, visual-figurative memory is of primary importance. This feature of younger schoolchildren is determined by the uniqueness of other mental processes, especially thinking. Children of this age begin to acquire the ability to think logically. Establish cause-and-effect relationships and relationships between objects and phenomena, but can only do this in relation to specific figuratively represented connections. Their thinking is characterized as concrete-figurative, which determines the need for a clear organization of the transfer of material through direct experience.
The productivity of voluntary memorization is manifested in the fact that the volume of memorization increases with age; the child tells more details and conveys the content relatively deeply. Involuntary memorization becomes more meaningful.
Depending on the children’s understanding of the memorized material, they are divided into: meaningful (logical) and mechanical memorization.
The basis of the first is understanding, the basis of the second is mechanical repetition. When meaningful, generalized connections arise that reflect essential aspects and relationships; in the mechanical case, separate individual connections reflecting unimportant aspects. Research by Smirnov A. A., Zinchenko P. I. and others show that rote learning in children, as well as in adults, is less effective than meaningful learning; Memorizing meaningless material is more difficult in childhood. This is explained by the fact that memorizing without comprehension requires a lot of volitional effort, and for children this is difficult.
The productivity of memorization depends on the motives for imprinting the material; the child must find out why he is memorizing the material and want to achieve this. The volume of memorized material increases if it is included in gaming or work activities and some actions were performed with it. Psychologists say: “A child’s memory is interest.”
For children of primary school age, the intensity of the emotional background of play activity is very important, and this background should be offered to children.
At the same time, the following factors are known: children easily remember the incomprehensible (objectively meaningless), educational material is often memorized literally. A.A. Smirnov believes that the main reason for easy memorization of the incomprehensible and meaningless is associated with the special attitude of children towards it. Often the incomprehensible is made special, meaningful for the child. It attracts increased attention, awakens curiosity, forces one to search for the meaning, find out what what one hears means, and to do this, remember it - remember it even involuntarily, imperceptibly, despite the complete incomprehensibility of what is being remembered. Objectively meaningless material intrigues children with its sound side: an original combination of sounds, a clearly defined rhythm, which in itself facilitates memorization.
The mechanical memorization that the schoolchild resorts to is explained by the fact that he does not know rational memorization techniques.
The main processes of memory are storage, recognition, reproduction and forgetting of information. Memorizing certain material is associated with the accumulation of individual experience in the process of life. Using in the future what is remembered and requires reproduction. The loss of certain material from activity leads to its forgetting. Retention of material in memory depends on its participation in the activities of the individual.
There are several factors that influence memorization. These are, firstly, the features of the material itself to be memorized: the more meaningful and significant the information is for the subject, the better it is remembered. Since there are no two individuals, activity that would be identical in everything has its own characteristics. This means that the same memorized element has its own meaning and significance for a person. Repetition plays an important role, allowing you to increase the processing time of incoming material.
Preservation is one of the traditionally identified components of the integral act of memory. Retention refers to the ability to retain material for a more or less long time, right up to the moment of its actualization during recall.
Retention is closely related to forgetting. In essence, these are two sides of a single process (for example, with incomplete storage they speak of partial forgetting). Therefore, facts, patterns and hypotheses used to characterize forgetting can rightfully be attributed to storage.
There are two possible points of view on conservation. The first considers preservation as a fairly passive process of storing a trace of impressions. The second interprets preservation more broadly - as a complex, dynamic and active process, which includes, along with storage itself, various operations for processing the material: its classification, systematization, generalization, and the like.
Forgetting is a process that leads to a loss of clarity and a decrease in the volume of material fixed in memory, the inability to reproduce, and in extreme cases even learn what was known from past experience.
What is forgotten, as a rule, is that which has not acquired or lost vital significance for a person and does not play a role in his activities in the future. Forgetting occurs especially intensively in the first time after memorization. This pattern is general, although meaningful visual or verbal material is forgotten more slowly than, for example, sequences of numbers or meaningless syllables.
The process of forgetting depends on how children remember and what techniques they use. Throughout primary school age, children need their memorization work to be guided by a teacher, since they themselves still find it difficult to set themselves a definite, specific task: to remember exactly or to remember in order to convey it in their own words, and so on. Often a child forgets what he has learned for a long time and, it would seem, well, because: schoolchildren strive to remember without first understanding the material; do not know rational learning techniques.
Reproduction is one of the memory processes in which thoughts, images, feelings, and movements known from past experience are updated. Unlike recognition, reproduction is carried out in the absence of objects that once caused the corresponding traces in memory. There is a distinction between reproduction: voluntary and involuntary.
In the first case, it occurs in connection with a conscious intention to update certain memory traces. In involuntary, past impressions are remembered without a specific task for actualization.
An essential feature of reproduction is its selective nature. Voluntary reproduction is characterized by particularly clear selectivity. Depending on the task, a person not only determines what needs to be perceived, but also strives to reproduce what is required more fully or, conversely, selectively, in the same or a different sequence. At primary school age, reproduction presents great difficulties due to the fact that it requires the ability to set a goal, and children come to this step gradually by activating their thinking. Schoolchildren begin to use reproduction when learning by heart.
Rubinstein S.L. discovered that a child cannot immediately reproduce the memorized material immediately after perceiving words and events. The content perceived by him must, as it were, rest in memory for some time. His reproduction at the beginning is very poor and incomplete, gradually improves, the number of recalled details increases. This phenomenon is called reminiscence. When memorizing precise mathematical rules, laws, or grammatical definitions, reminiscence usually does not occur.
This phenomenon does not occur in mentally retarded children either. But more often it occurs in children with high mental development. Reminiscence is a pause between the imprinting of material and its reproduction, the time of mastering, internal processing by the subject of the perceived material.
The easiest reproduction is the process of recognition. Here the closure of voluntary reproduction in memory occurs. With age, when reproducing material, its mental processing is strengthened (increased) in terms of systematization and generalization. As a result, they reproduce the material more freely and coherently.
The strength of memory, that is, the duration of preservation of what is perceived, the completeness, and meaningfulness of its reproduction in various conditions in children are much weaker than in adults. Children do not have the ability to select the necessary material, reproduce it carefully, or group it. But it is not the perfection of children's memory that is revealed either. That the development of children's memory does not proceed in a straight line.
Memory is not something homogeneous: it contains a number of complex processes. Memory processes do not represent something isolated from a person’s entire personality, from his entire mental life as a whole, from his activities. In the essential world they are determined by the peculiarities of his life and activity and socio-historical conditions. Memory processes are inextricably linked with all other processes of reflecting the real world, including thinking processes. Human memory is conscious mental memory.
Memorization is the consolidation of those images and impressions that arise under the influence of objects and phenomena of reality in the process of sensation and perception.
From a physiological point of view, this is the process of formation and consolidation of traces of excitation in the brain. Memorization is a necessary condition for an individual to obtain new knowledge and forms of behavior; it is always selective. In accordance with the goals of the activity, a distinction is made between involuntary and voluntary memorization.
Involuntary memorization is a product and condition for the implementation of cognitive and practical actions. At the same time, a person does not set a goal to remember, does not expend volitional efforts.
Voluntary memorization is a product of special mnemonic actions. A person sets a goal for himself - to remember, that is, he expends volitional efforts.
Thus, qualitative changes in memory functioning can occur in a relatively early period of child development, but only under the condition of specially organized, targeted training in logical memorization programs. It is advisable to simultaneously teach children various techniques.
Conclusions to Chapter 1.
Having analyzed the pedagogical and psychological literature on the development of memory in primary school age, we found out the following: the development and improvement of memory occurs in parallel with human development, and certain stages of memory are a consequence of changes in a person’s relationship with the outside world and people. Currently, there is no unified theory of memory in science. Therefore, the study and functioning of memory in the learning process remains one of the main problems of psychology.
Memory is one of the most important mental processes, the basis of our experience. It is she who stores and partially processes information that comes to us from the outside world and from our consciousness.
To characterize a person's memory, it is not enough to say that it is good or bad. Memory can be good for some objects and bad for others. There are countless shades of memory differences.
The main processes of memory are storage, recognition, reproduction and forgetting of information. Memorizing certain material is associated with the accumulation of individual experience in the process of life. Using in the future what is remembered and requires reproduction. The loss of certain material from activity leads to its forgetting. Retention of material in memory depends on its participation in the activities of the individual.
The process of memory development depends on how children remember and what techniques they use. Throughout primary school age, children need their memorization work to be guided by a teacher, since they themselves still find it difficult to set themselves a definite, specific task: to remember exactly or to remember in order to convey it in their own words, and so on.
Memory consists of the following processes: storage, recognition, reproduction and forgetting of information. Memorizing certain material is associated with the accumulation of individual experience in the process of life. Using in the future what is remembered and requires reproduction. The loss of certain material from activity leads to its forgetting. Retention of material in memory depends on its participation in the activities of the individual.
Introduction
Section I Theoretical analysis of the problem of memory development in primary school age
1.1 General concept of memory: physiological basis and types
1.2 Age-related characteristics of the memory of younger schoolchildren
1.3 Development of memory in younger schoolchildren
Conclusions on Section I
Section II Organization and conduct of experimental work
2.1 Diagnosis of memory in children of primary school age
Conclusions on Section II
Conclusion
List of used literature
Applications
Introduction
The problem concerning the formation and development of productive ways of memorizing information is one of the pressing problems of the 21st century, and the issues discussed in this study are interesting for any person and necessary for future young specialists in the education system.
The world is changing faster than we can notice, especially in the field of knowledge production and transmission. The dissonance between the increase in the volume of knowledge and a person’s ability to process it requires an adequate response from the education system. Unfortunately, in the practice of school education, sufficient attention is not paid to the formation of adequate, rational techniques and methods of memorization in schoolchildren. Without targeted, special work, memorization techniques develop spontaneously and often turn out to be unproductive.
The low performance of schoolchildren is always disappointing for both parents and teachers. No less annoying are the difficulties in assimilating a large amount of information. Complaints about poor memory are increasingly heard from all sides. Therefore, today, compliance with the laws of human memory is an effective basis for meaningful memorization. Memory underlies human abilities and is a condition for learning, acquiring knowledge, and developing skills. Without memory, normal functioning of either the individual or society is impossible. Thanks to his memory, with its improvement, man stood out from the animal world and reached the heights at which he is now. And the further progress of mankind is unthinkable without constant improvement of this highest mental function.
Memory is the ability to receive, store and reproduce life experiences. Various instincts, innate and acquired mechanisms of behavior are something other than experience imprinted, inherited or acquired in the process of individual life. Without constant updating of such experience, living organisms would not be able to adapt to current rapidly changing events in life. Without remembering what happened to it, the body simply would not be able to improve, since what it acquires would have nothing to compare with, it would be irretrievably lost. “Without memory,” Rubinstein wrote, “we would exist for moments. Our past would be dead to the future. The present, as it passes, would irrevocably disappear into the past.”
A person needs to know a lot and remember a lot, more and more every year. Books, records, tape recorders, cards in libraries, computers help a person remember, but the main thing is his own memory. Without it, normal functioning of the individual and its development are impossible.
The problem of memory development has been studied since ancient times: the great thinker-philosopher Aristotle, physiologist I.P. Pavlov, Soviet psychologists N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev and at the present moment the problem of memory continues to excite the minds of the most famous psychologists in the world. The study of the laws of human memory is one of the central, most significant chapters of psychological science. The merit of the first systematic study of higher forms of memory in a child belongs to the outstanding psychologist L. S. Vygotsky, who for the first time made the subject of special research the question of the development of higher forms of memory. Together with his students A. N. Leontyev and L. V. Zankov, he showed that the highest forms of memory are a complex form of mental activity, social
in its origin and mediated in its structure, and traced the main stages in the development of the most complex mediated memorization. That's why topic of this study:"Memory development in primary school age."
Purpose of the study: show that teaching productive memorization is a means of developing the memory of younger schoolchildren.
Object of study: organization of the educational process in the work on developing the memory of younger schoolchildren.
Subject of study: teaching productive memorization as a means of developing the memory of younger schoolchildren.
Research base: 2 "A" class secondary school No. 35 named after. A.P. Gaidar
Hypothesis: The development of memory in primary school age occurs most successfully as a result of specially organized training of children in memorization and reproduction techniques, developing in them the skills of practical application of these techniques in everyday educational life.
Research objectives:
1. Select adequate methods for studying memory types
2. Using selected methods, identify the individual characteristics of the memory of a primary school student.
3. To substantiate the relevance and social significance of the problem of memory development in younger schoolchildren;
Theoretical and methodological foundations of the study: work in the field of general and developmental psychology (I.V. Dubrovina, A.M. Prikhozhan and V.V. Zatsepina, R.S. Nemova); “Essays on practical psychology” Kasenova K.O.; textbooks on psychology (L.D. Stolyarenko, V.V. Bogoslovsky, L.S. Vygotsky); memory training techniques (O.A. Andreeva, L.N. Khromova).
Research methods- to achieve the goal and solve problems, the following methods were used:
1) Theoretical analysis of literature on the research problem;
2) Testing;
3) Observation.
Theoretical significance of the study: is that it contains:
· the concept of memory development was studied, taking into account the age characteristics of younger schoolchildren;
· methods have been identified that promote the development of memory in educational activities;
· it was revealed that teaching productive memorization is the basis for memory development in primary school age
Chapter I Theoretical analysis of the problem of memory development in primary school age
1.1 General concept of memory: physiological basis and types of memory
In scientific psychology, the problem of memory is “the same age as psychology as a science” (P.P. Blonsky).
Human memory can be defined as psychophysical and cultural processes that perform the functions of remembering, preserving and reproducing information in life. Memory is a vitally important fundamental human ability. Without memory, normal functioning of the individual and its development are impossible. This is easy to see if you pay attention to people suffering from serious memory disorders. All living organisms have memory, but it is most highly developed in humans.
In general, human memory can be represented as a kind of tool that serves to accumulate and use life experience. Excitations coming from external and internal stimuli to the brain leave “traces” in it that can persist for many years. These “traces” (combinations of nerve cells) create the possibility of excitation even when the stimulus that causes it is absent.
Based on this, a person can remember and save, and subsequently reproduce his feelings, perceptions of any objects, thoughts, speech, actions.
In other words memory - This is an amazing property of human consciousness, this renewal of the past in our consciousness, the formation of what once impressed us.
The physiological basis of memory is the formation of temporary nerve connections that can be restored and updated in the future under the influence of various stimuli (N.P. Pavlov). Research in recent years, conducted at the neurophysiological and biochemical levels, allows us to distinguish two phases in the construction of connections. In the first, labile phase, the preservation of the trace occurs due to the reverberation of nerve impulses. During the second - stable phase, the preservation of the trace is carried out due to changes that arise on the basis of the first phase: according to various data, such changes are either the growth of protoplasmic nerve processes or changes in synoptic endings, in the properties of cell membranes or in the composition of ribonucleic acids of the cell.
Types of memory and their features
Depending on the method of storing the material distinguish instant, short-term, operational, long-term and genetic memory.
Instant(iconic) memory represents a direct reflection of the image of information perceived by the senses. Its duration is from 0.1 to 0.5 s.
Short-term memory retains for a short period of time (on average about 20 s.) a generalized image of the perceived information, its most essential elements. The volume of short-term memory is 5 - 9 units of information and is determined by the amount of information that a person is able to accurately reproduce after a single presentation. The most important feature of short-term memory is its selectivity. From instant memory, only that information comes into it that corresponds to the current needs and interests of a person and attracts his increased attention. “The average person’s brain,” said Edison, “does not perceive a thousandth part of what the eye sees.”
RAM designed to store information for a certain, predetermined period of time necessary to perform some action or operation. The duration of RAM is from several seconds to several days.
Long-term memory capable of storing information for an almost unlimited period of time, while there is (but not always) the possibility of its repeated reproduction. In practice, the functioning of long-term memory is usually associated with thinking and volitional efforts.
Genetic memory is determined by the genotype and is passed on from generation to generation. It is obvious that human influence on this type of memory is very limited (if it is possible at all).
Depending on the predominant memory of the analyzer in the process of functioning distinguish motor, visual, auditory, tactile, olfactory, gustatory, emotional and other types of memory.
In humans, visual perception is predominant. For example, we often know a person by sight, although we cannot remember his name. Responsible for preserving and reproducing visual images visual memory. It is directly related to a developed imagination: what a person can visually imagine, he, as a rule, more easily remembers and reproduces.
Auditory memory– this is a good memorization and accurate reproduction of various sounds, for example, musical, speech. A special type of auditory memory is verbal-logical, which is closely related to word, thought and logic.
Motor memory represents the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of a variety of complex movements. She participates in the formation of motor skills. A striking example of motor memory is handwritten text reproduction, which, as a rule, involves the automatic writing of once learned characters.
Emotional memory- This is a memory of experiences. It is involved in all types of memory, but is especially evident in human relationships. The strength of memorizing material is based on emotional memory: what evokes emotions in a person is remembered without much difficulty and for a longer period.
The capabilities of tactile, olfactory, gustatory and other types of memory compared to visual, auditory, motor and emotional memory are very limited; and do not play a special role in a person’s life.
The types of memory discussed above only characterize the sources of initial information and are not stored in memory in its pure form. In the process of memorization (reproduction), information undergoes various changes: sorting, selection, generalization, coding, synthesis, as well as other types of information processing.
By the nature of the participation of the will in the process of memorizing and reproducing material memory is divided into voluntary and involuntary.
In the first case, a person is given a special mnemonic task (memorization, recognition, preservation and reproduction), carried out through volitional efforts. Involuntary memory functions automatically, without much effort on the part of the person. Involuntary memorization is not necessarily weaker than voluntary; in many cases in life it is superior to it.
1.2 Age-related characteristics of the memory of younger schoolchildren
At primary school age, memory, like all other mental processes, undergoes significant changes. As already indicated, their essence is that the child’s memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.
The transformation of the mnemonic function is due to a significant increase in the requirements for its effectiveness, a high level of which is necessary when performing various mnemonic tasks that arise during educational activities. Now the child must remember a lot: learn the material literally, be able to retell it close to the text or in his own words, and, in addition, remember what he has learned and be able to reproduce it after a long time. A child’s inability to remember affects his educational activities and ultimately affects his attitude towards learning and school.
First-graders (as well as preschoolers) have a well-developed involuntary memory, which records vivid, emotionally rich information and events in the child’s life. Let's consider this example.
Forms of involuntary memory in younger schoolchildren.
Forms of involuntary memory of third grade schoolchildren were identified in the process of students completing a task to analyze a concept that was new to them. The result revealed that approximately 20% of students were able to correctly accept the task, hold it, fulfill the given goal of the action, and at the same time involuntarily remember and reproduce the content of the theoretical material.
Approximately 50-60% of schoolchildren redefined the task in accordance with their interests in new facts. They involuntarily remembered and reproduced only the factual material of the task and therefore did not solve the proposed problem consciously enough.
And finally, the third group of schoolchildren (approximately 20-30%) were unable to correctly retain the task in their memory, involuntarily remembered only individual fragments of factual material, and they solved the problem unconsciously.
Thus, by the end of primary school age, three qualitatively different forms of involuntary memory develop. Only one of them ensures meaningful and systematic memorization of educational material. The other two, which appear in more than 80% of schoolchildren, give an unstable mnemonic effect, largely dependent on the characteristics of the material or on stereotypical methods of action, and not on the actual tasks of the activity.
However, not everything that a first-grader has to remember at school is interesting and attractive for him. Therefore, immediate memory is no longer sufficient here.
There is no doubt that a child’s interest in school activities, his active position, and high cognitive motivation are necessary conditions for the development of memory. This is an irrefutable fact. However, it is controversial to say that for the development of a child’s memory, not only and not so much special memorization exercises are useful, but rather the formation of interest in knowledge, in individual academic subjects, and the development of a positive attitude towards them. Practice shows that interest in learning alone is not enough for the development of voluntary memory as a higher mental function.
Improving memory in primary school age is primarily due to the acquisition during educational activities of various methods and strategies of memorization related to the organization and processing of memorized material. However, without special work aimed at developing such methods, they develop spontaneously and often turn out to be unproductive.
The ability of children of primary school age to voluntarily memorize varies throughout their education in primary school and varies significantly among students in grades I–II and III–IV. Thus, for children 7–8 years old, “situations are typical when it is much easier to remember without using any means than to remember by comprehending and organizing the material... Test subjects of this age answered the questions: “How did you remember? What did you think about while memorizing? etc." - most often they answer: “I just remembered, that’s all.” This is also reflected in the productive side of memory. For younger schoolchildren, it is easier to carry out the “remember” attitude than the “remember with the help of something” attitude.
As learning tasks become more complex, the “just remember” attitude ceases to justify itself, and this forces the child to look for methods of organizing memory. Most often, this technique is repeated repetition - a universal method that ensures mechanical memorization.
In elementary grades, where the student is required only to simply reproduce a small amount of material, this method of memorization allows one to cope with the academic load. But often it remains the only one for schoolchildren throughout the entire period of schooling. This is primarily due to the fact that at primary school age the child did not master the techniques of semantic memorization, his logical memory remained insufficiently formed.
The basis of logical memory is the use of mental processes as a support, a means of memorization. Such memory is based on understanding. In this regard, it is appropriate to recall the statement of L.N. Tolstoy; “Knowledge is only knowledge when it is acquired through the efforts of thought, and not through memory alone.”
The following mental methods of memorization can be used: semantic correlation, classification, highlighting semantic supports, drawing up a plan, etc.
Special studies aimed at studying the possibilities of developing these techniques in younger schoolchildren show that teaching a mnemonic technique, which is based on mental action, should include two stages:
a) the formation of the mental action itself;
b) using it as a mnemonic device, i.e., a means of memorization. Thus, before using, for example, the technique of classification to memorize material, it is necessary to master classification as an independent mental action.
The process of developing logical memory in younger schoolchildren must be specially organized, since the overwhelming majority of children of this age do not independently (without special training) use methods of semantic processing of material and, for the purpose of memorization, resort to a proven means - repetition. But, even having successfully mastered the methods of semantic analysis and memorization during training, children do not immediately come to use them in educational activities. This requires special encouragement from an adult.
At different stages of primary school age, the dynamics of students’ attitudes towards the methods of semantic memorization they have acquired are noted: if second-graders, as mentioned above, do not need to use them independently, then by the end of their studies in elementary school, children themselves begin to turn to new methods of memorization when working with educational material.
In the development of voluntary memory of primary schoolchildren, it is necessary to highlight one more aspect related to the mastery at this age of sign and symbolic means of memorization, primarily written speech and drawing. As they master written speech (by the third grade), children also master mediated memorization, using such speech as a symbolic means. However, this process in younger schoolchildren “occurs spontaneously, uncontrollably, precisely at that crucial stage when the mechanisms of arbitrary forms of memorization and recollection take shape.”
The formation of written speech is effective in a situation where it is not simple reproduction of the text that is required, but the construction of a context. Therefore, to master written language, you need not to retell texts, but to compose. At the same time, the most appropriate type of word creation for children is composing fairy tales.
Primary school age is sensitive for the development of higher forms of voluntary memorization, therefore purposeful developmental work on mastering mnemonic activity is the most effective during this period. An important condition is to take into account the individual characteristics of the child’s memory; its volume, modality (visual, auditory, motor), etc. But regardless of this, every student must learn the basic rule of effective memorization: in order to remember the material correctly and reliably, it is necessary to actively work with it and organize it in some way.
V.D. Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques for organizing memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemotechnical techniques, recoding, completing the construction of memorized material, serial organization, associations, repetition.
It is advisable to provide primary schoolchildren with information about various memorization techniques and help them master those that will be most effective for each child.
1.3 Development of memory in younger schoolchildren
From early childhood, the process of developing a child’s memory occurs in several directions. Firstly, mechanical memory is gradually supplemented and mixed with logical memory. Secondly, direct memorization over time turns into indirect memorization, associated with the active and conscious use of various mnemotechnical techniques and means for memorization and reproduction. Thirdly, involuntary memorization, which dominates in childhood, turns into voluntary in an adult. In the development of memory in general, two genetic lines can be distinguished: its improvement in all civilized people without exception as social progress progresses, and its gradual improvement in an individual in the process of his socialization and familiarization with the material and cultural achievements of mankind.
A significant contribution to the understanding of the phylogenetic development of memory was made by P.P. Blonsky. He expressed and developed the idea that the different types of memory present in an adult are also different stages of its historical development, and they, accordingly, can be considered phylogenetic stages of memory improvement. This refers to the following sequence of types of memory: motor, affective, figurative and logical. P.P. Blonsky expressed and substantiated the idea that in the history of human development these types of memory consistently appeared one after another. In ontogenesis, all types of memory are formed in a child quite early and also in a certain sequence. Later than others, logical memory develops and begins to work, or, as P.P. sometimes called it. Blonsky, “memory-story”. It is already present in a child of 3–4 years of age in relatively elementary forms, but reaches a normal level of development only in adolescence and young adulthood. Its improvement and further improvement are associated with teaching a person the basics of science.
The beginning of figurative memory is associated with the second year of life, and it is believed that this type of memory reaches its highest point only in adolescence. Earlier than others, at about 6 months of age, affective memory begins to manifest itself, and the very first in time is motor, or motor memory. Genetically, it precedes all the others. This is what P.P. thought. Blonsky. However, many data, in particular facts indicating a very early ontogenetic emotional response of the infant to the mother’s appeal, indicate that, apparently, affective, rather than motor, memory begins to act earlier than others. It may well be that they appear and develop almost simultaneously. In any case, a definitive answer to this question has not yet been received.
L.S. looked at the historical development of human memory from a slightly different angle. Vygotsky. He believed that the improvement of human memory in phylogenesis proceeded mainly through improving the means of memorization and changing the connections of the mnemonic function with other mental processes and human states. Developing historically, enriching its material and spiritual culture, man developed more and more advanced means of memorization, the most important of which is writing. (During the 20th century, after L.S. Vygotsky passed away, many other, very effective means of memorizing and storing information were added, especially in connection with scientific and technological progress.) Thanks to various forms of speech - oral, written , external, internal - a person turned out to be able to subordinate memory to his will, intelligently control the progress of memorization, manage the process of storing and reproducing information.
Memory, as it developed, became increasingly closer to thinking. “The analysis shows,” wrote L.S. Vygotsky, - that a child’s thinking is largely determined by his memory... Thinking for a young child means remembering... Thinking never reveals such a correlation with memory as at a very early age. Thinking here develops in direct dependence on memory.” A study of the forms of insufficiently developed children's thinking, on the other hand, reveals that they represent a recollection of one particular incident, similar to an incident that took place in the past.
Decisive events in a person’s life that change the relationship between memory and his other psychological processes occur closer to adolescence, and in their retention these changes are sometimes opposite to those that existed between memory and mental processes in the early years. For example, the attitude “to think means to remember” with age in a child is replaced by an attitude according to which memorization itself comes down to thinking: “to remember or remember means to understand, comprehend, figure out.” Special studies of direct and indirect memorization in childhood were carried out by A.N. Leontyev. He experimentally showed how one mnemonic process - direct memorization - is gradually replaced with age by another, mediated one. This occurs due to the child’s assimilation of more advanced stimuli-means of memorizing and reproducing material. The role of mnemonic devices in improving memory, according to A.N. Leontyev, is that “by turning to the use of auxiliary means, we thereby change the fundamental structure of our act of memorization; Our formerly direct, immediate memorization becomes mediated.”
The very development of stimuli-means for memorization is subject to the following pattern: at first they act as external (for example, tying knots for memory, using various objects, notches, fingers, etc. for memorization), and then they become internal (feeling, association, idea, image, thought).
Speech plays a central role in the formation of internal means of memorization. “It can be assumed,” notes A. N. Leontyev, “that the very transition that takes place from externally mediated memorization to internally mediated memorization stands in close connection with the transformation of speech from a purely external function to an internal function.”
Based on experiments conducted with children of different ages and with students as subjects, A.N. Leontyev derived the development curve of direct and indirect memorization, shown in Fig. 3. This curve, called the “parallelogram of memory development,” shows that in preschoolers, direct memorization improves with age, and its development is faster than the development of indirect memorization. In parallel with this, the gap in the productivity of these types of memorization in favor of the first is increasing.
Starting from school age, there is a process of simultaneous development of direct and indirect memorization, and then a more rapid improvement of indirect memory. Both curves show a tendency to converge with age, since indirect memorization, developing at a faster pace, soon catches up with direct memory in terms of productivity and, if we hypothetically continue further those shown in Fig. 3 curves, should eventually overtake him. The latter assumption is supported by the fact that adults who systematically engage in mental work and, therefore, constantly exercise their mediated memory, if desired and with appropriate mental work, can very easily remember material, while at the same time possessing a surprisingly weak mechanical memory.
Rice. 1. Development of direct (upper curve) and indirect (lower curve) memorization in children and young people (according to A.N. Leontiev)
If in preschoolers memorization, as evidenced by the curves under consideration, is mainly direct, then in adults it is mainly (and perhaps even solely due to the assumption made above) mediated.
Speech plays a significant role in the development of memory, therefore the process of improving a person’s memory goes hand in hand with the development of his speech.
Conclusions on Section I
Having analyzed the psychological and pedagogical literature on the research topic, the following conclusions can be drawn:
1. All types of memory are necessary and valuable in themselves; in the process of a person’s life they are enriched and interact with each other.
2. Memory provides a connection between past mental states and present processes of preparing future states, imparts coherence and stability to a person’s life experience, ensures the continuity of the existence of the human “I” and thus acts as one of the prerequisites for the formation of individuality and personality.
3. The capabilities of natural memory are manifested to the greatest extent at primary school age. This age is characterized by sensitivity to memory development.
4. For children of primary school age, it is especially important to use such methods of psychological influence that contribute to their activation and make any activity interesting, since in younger schoolchildren memory is involuntary. The child does not set a goal to remember or remember something and does not have special methods of memorization. He remembers mainly interesting for him events, events that cause an emotional response.
5. The child’s desire to remember must be encouraged in every possible way; this is the key to the successful development of not only memory, but also other cognitive processes.
Chapter II Organization and conduct of experimental work
2.1 Diagnosis of memory in children of primary school age
For the successful education of younger schoolchildren, it is necessary, first of all, to identify the characteristics of memory and its indicators, including the volume and ability to retain information.
Without good short-term and operational visual and auditory memory, any information perceived through the main senses - educational, work, social and others - will not enter long-term memory and be stored there for a long time. Indirect memory, which is characterized by the presence and independent, proactive use by the child of various means of remembering, storing and reproducing information.
It is also important to correctly and accurately assess the dynamic features of the process of memorization and recall, including such indicators as the dynamism of memorization and its productivity, the number of repetitions required for error-free recall of a certain set of pieces of information.
The memory of a child of primary school age, like his attention, should be assessed not as a whole, but differentially, according to individual indicators, and for each of them it is necessary to make an independent conclusion about the child’s memory. As for the general conclusions about the state of the child’s mnemonic processes, they have a conditional meaning and only generally characterize the degree to which his memory is developed.
If most of the individual indicators related to particular types of memory are relatively high, and the rest are at an average level, then this does not allow us to judge with sufficient confidence that the child’s memory is good or average. Those types of memory that were not studied in this case may turn out to be different and just those that are important in certain types of activities. So it would be more correct if in drawing conclusions about the state of a child’s memory we rely on particular indicators.
Let us describe in more detail the methods that can be used to diagnose the memory characteristics of younger schoolchildren.
Method 1 “Determination of the volume of short-term visual memory”
The child is alternately offered two drawings and stencil frames with a request to draw on it all the lines that he saw and remembered on each part of the drawings (Appendix 1).
Based on the results of two experiments, the average number of lines that the child reproduced correctly from memory is established. In this case, a line is considered correctly reproduced if its length and orientation do not differ significantly from the length and orientation of the corresponding line in the original drawing (the deviation of the beginning and end of the line is no more than one cell, while maintaining the angle of its inclination).
The resulting indicator, equal to the number of correctly reproduced lines, is considered as the volume of visual memory.
Method 2 Assessment of the volume of short-term auditory memory
Due to the fact that the average volume of short-term memory of an adult is 7 plus or minus 2 units, i.e. ranges from 5 to 9 units, then, using these data and taking into account the fact that in preschool age the average volume of short-term memory child is approximately equal to his age in years, by analogy with attention, we can propose the following method of converting absolute indicators of short-term memory into standard indicators on a 10-point scale.
Evaluation of results:
A child with a short-term memory capacity of 8 or more units receives 10 points. This applies to children aged 10-12 years. A similar number of points -10, is given to children aged 6 to 9 years, if their short-term memory capacity is 7-8 units.
The volume of short-term memory at the age of 6 to 9 years is estimated at 8 points, if it is actually equal to 5 or 6 units. The same number of points -8 - is received by a child aged 10 to 12 years, who has a short-term memory capacity of 6-7 units.
A 6-9 year old child with a short-term memory capacity of 3-4 units gets 4 points. The same number of points evaluates the volume of short-term memory of a child aged 10-12 years, if it is equal to 4-5 units. 4 points are given to a child aged 6-9 years if his short-term memory capacity is 1-2 units. A child aged 10 to 12 years receives the same number of points if his short-term memory capacity is 2-3 units.
The memory of a 6-9 year old child, which has a score of zero, is assessed as 0 points. A 10-12 year old child with a short-term memory capacity of 0-1 units gets the same points.
Conclusions about the level of development
Conclusions about the readiness of 6-7 year old children to study at school based on estimates of the volume of their short-term memory are made as follows. Children who receive 10 points are considered fully ready to learn at school and have a well-developed short-term memory capacity. In general, children who receive 8 points according to the described method are considered to be able to study at school and have a moderately developed short-term memory. Children whose short-term memory capacity was rated at 4 points are not fully prepared for learning. Children with a short-term memory capacity rated at 2 points are considered not yet ready to learn. Finally, children with a 0 rating of short-term memory capacity are completely unprepared for learning at school.
Method 3 Diagnostics of short-term auditory memory
The volume of auditory memory of primary schoolchildren can be determined using the “10 words” technique. The words are read out by the teacher loudly, clearly, expressively.
Instructions. After speaking 10 words, write down all the words you remember.
Words: paw, apple, thunderstorm, duck, hoop, mill, parrot, leaf, pencil, girl.
Evaluation of the result. After the first presentation, children must reproduce 6 words.
Method 4 Diagnostics of mediated memory
The materials needed to carry out the technique are a sheet of paper and a pen.
Before the examination begins, the child is told the following words: “Now I will tell you different words and sentences and then pause. During this pause, you will have to draw or write something on a piece of paper that will allow you to remember and then easily recall the words that I said. Try to make drawings or notes as quickly as possible, otherwise we will not have time to complete the entire task.” The following words and expressions are read to the child one after another: house, stick, tree, jump high, the sun is shining, a cheerful person, children are playing ball, the clock is standing, a boat is floating on the river, a cat is eating fish. After reading each word or phrase to the child, the experimenter pauses for 20 seconds. At this time, the child must have time to draw something on the sheet of paper given to him that will later allow him to remember the necessary words. If the child did not have time to make notes or a drawing within the allotted time, the experimenter interrupts him and reads out the next word or expression. As soon as the experiment is completed, the experimenter asks the child, using the notes or drawings he made, to remember the words and expressions that were read to him.
Evaluation of results: for each word or phrase correctly reproduced from his own drawing or recording, the child receives 1 point. Approximately correct reproduction is scored 0.5 points, and incorrect reproduction is scored 0 points. The maximum overall score that a child can receive in this technique is 10 points. The child will receive such an assessment when he correctly remembers all words and expressions without exception. The minimum possible score is 0 points. It corresponds to the case if the child could not remember a single word from his drawings and notes or did not make a drawing or note for a single word.
Conclusions about the level of development
10 points – very highly developed indirect auditory memory.
8-9 points - highly developed indirect auditory memory.
4-7 points – moderately developed indirect memory.
2-3 points - poorly developed indirect auditory memory.
0-1 point – poorly developed indirect auditory memory.
I carried out experimental work on the development of the memory of junior schoolchildren on the basis of class 2 "A" of secondary school No. 35.
Target– identify and test in practice ways to develop the memory of younger schoolchildren, select a system of exercises that contribute to the development of memory of younger schoolchildren.
The experiment consisted of 3 stages. At the first stage, I diagnosed the types of memory of students in grade 2 “A”. 20 students participated in this experiment, 15 of them attended kindergarten before going to school. In addition, the level of development of spelling skills was analyzed. For this purpose, students were asked to write a dictation. After checking the dictation, I divided the students’ work into levels: high, medium, low. The experiment showed that students do not have a good command of the basics of spelling and make mistakes in spelling words. In order to identify the level of development of long-term memory, I used the technique of A.R. Luria “Memorizing 10 words.” 10 words are read and the child names them immediately after reading, then the words are read and after a certain interval, the students must reproduce them. After carrying out this technique, I also identified the levels of memorization of words by students.
· from 7-10 words – children with a high level of long-term memory development
· from 5-7 words – with an average level
· from 1-5 words – with a low level
The experiment data showed that the number of correct answers increases with the number of repetitions. I have selected a number of methods to determine the level of memory development of primary schoolchildren. Thus, the analysis of the results of experimental work made it possible to outline ways of working for the successful development of long-term memory that contributes to the formation of spelling skills. At the second stage, I selected various methods for memorizing vocabulary words.
The essence of the method: difficult spellings of a dictionary word are associated with a vivid associative image, which is remembered when writing the dictionary word.
Studying the type of memory
Stage I is preparatory. Studying methods for studying the type of memory, requirements for its use in practice. Preparation of handouts.
Stage II. The subject is offered one by one four groups of words to memorize. The first row of words is read by the experimenter with an interval of 4-5 seconds between words (auditory memorization). After a ten-second break, the student writes down the words that he remembers. After some time (at least 10 minutes), the subject is offered a second row of words, which he reads silently and then writes down (visual memorization). After a ten-minute break, the subject is offered the third row of words. The experimenter reads the words, and the subject repeats them in a whisper and “writes them down” with his finger in the air (motor-auditory memorization), then writes down those of them that he managed to remember. After the break, words of the fourth row are offered for memorization. This time, the experimenter reads the words, and the subject simultaneously follows the card and repeats each word in a whisper (visual-auditory-motor memorization). Next, the memorized words are written down and the pieces of paper are signed.
Stage III. Analysis of results.
I concluded about the predominant type of memory of the subjects by calculating the coefficient (C):
Where a is the number of correctly reproduced words. The type of memory is characterized by which of the series had greater word reproduction. The closer the memory coefficient, the better developed this type of memory is in the subject.
1. In this class, the predominant type of memory is visual-motor-auditory (coefficient 15.3). Memorizing and reproducing complex, varied movements, sounds, for example, musical, speech; what a person can visually imagine, he remembers more easily.
2. The presence of students with predominant auditory memory (coefficient 7.2). This is good memorization and accurate reproduction of a variety of sounds.
3. Motor-auditory memory (memory type coefficient 14.9). Memorizing and reproducing diverse and complex movements and sounds.
4. Visual memory (memory type coefficient 10.2). It is directly related to a developed imagination (see appendix).
After the work I had done (using the associative method in memorizing vocabulary words, as well as other techniques that promote the development of memory in younger schoolchildren), I suggested that students write a dictation. The results were compared and recorded in a table.
I also re-applied A.R. Luria’s “Memorizing 10 Words” method. The results obtained were compared and recorded in a table.
The techniques I used during the experimental work contributed to the development of long-term memory in primary schoolchildren, which led to an improvement in spelling skills.
My experimental work allows us to conclude that correctly selected methods, means and forms of working with primary school students, systematic use of exercises to develop the memory of primary schoolchildren give positive results.
Conclusions on II section
The younger schoolchild has his own psychological characteristics associated with the retention of his reproduction in memory, the complex composition of the spelling skill and the duration of its formation. Based on the research, I came to the conclusion that spelling skill depends on the development of long-term memory. Experimental work has shown that without purposeful activity on the part of the teacher, without systematic repetition of material, memory development will proceed slowly, which in turn will affect the speed of formation of spelling skills. For better memorization, it is necessary to use “supports”, because Younger schoolchildren have more developed visual-figurative memory. And only systematic repetition of material contributes to the development of long-term memory, which in turn affects the speed of formation of spelling skills.
Conclusion
So, just like sensation and perception, memory is a process of reflection, and not only what acts directly on the senses is reflected, but also what took place in the past.
Memory is the remembering, storage and subsequent reproduction of what we previously perceived, experienced or did. In other words, memory is a reflection of a person’s experience by remembering, preserving and reproducing it. What we sense and perceive does not disappear without a trace; everything is remembered to one degree or another.
Not all people quickly memorize material, remember for a long time and accurately reproduce or remember exactly at the very moment when it is needed. And this manifests itself differently in relation to different materials, depending on a person’s interests, his profession, and personal characteristics. Some people remember faces well, but have trouble remembering mathematical material; others have a good musical memory, but a poor memory for literary texts. For schoolchildren, memorizing material often depends not on poor memory, but on poor attention and lack of interest in the subject.
No other mental function can be carried out without the participation of memory, and memory itself is not conceivable without other mental processes. THEM. Sechenov noted that “without memory, our sensations and perceptions, disappearing without a trace as they arise, would leave a person forever in the position of a newborn.”
Memory is a complex mental process, therefore, despite numerous studies, a unified theory of memory mechanisms has not yet been created. New scientific evidence shows that memory processes are associated with complex electrical and chemical changes in the brain.
So, on the problem of developing the memory of younger schoolchildren, the author solved the problems and achieved the goal of this work. The conducted research confirms the hypothesis. Because of this, teaching productive memorization will be the basis of correctional work to develop the memory of younger schoolchildren.
List of used literature
1. Introduction to psychology./Compiled by Petrovsky A.V. – M., Progress, 1989.
2. Developmental and educational psychology. Reader: Textbook for students of higher educational institutions. / Compilers. Dubrovina I.V., Prikhozhan A.M., Zatsepin V.V. - M., Academy, 2001.
3. Diagnosis of mental development of children: A manual on practical psychology./Compiled by Martsinkovskaya T.D. – M., Linka - Press, 1998.
4. Smirnov A.A. Selected psychological works: In 2 volumes. T.-1.- M., Pedagogy, 1987.
5. Smirnov A.A. Selected psychological works: In 2 volumes. T-2.- L., Pedagogy, 1987.
6. The art of remembering and forgetting: Trans. from English - compiled by Lapp D. - Peter, 1995.
7. How to develop self-confidence and influence people when speaking publicly./Compiled by Carnegie D. – M., Progress, 1989.
8. The world of perception and memory // Asmolova A.G. Cultural-historical psychology and the construction of worlds, - M., - Voronezh, 1996.
9. Nervous system and sensory organs: Method. Development / Comp.: N.M. Petrova. – I., Publishing house Udm. Univ., 1992.
10. General psychology: A textbook for pedagogical students. Institutes / Bogoslovsky V.V., Stepanov A.A., Vinogradova A.D. and etc.; Ed. V.V. Bogoslovsky and others - 3rd ed., revised. And additional – M.: Education, 1981.
11. Stolyarenko L.D. Basics of psychology. 3rd edition, revised. and additional – Rostov-on-Don, Phoenix, 2000.
12. General psychology. /Compiled by Petrovsky A.V. – M., 1986.
13. Memory and its development in childhood // Vygotsky L.S. Lectures on psychology. – M., Psychology, 1999.
14. Human memory and its education // Nechaev A.P. – M., - Voronezh, 1997.
15. Memory. /Compiled by W. James. – M., Psychology, 1997.
16.Memory and imagination: consolidation and reproduction of reactions by L.S. Vygotsky. – M., Psychology, 2000.
17. Mental development of junior schoolchildren: experimental psychological research. /Ed. V.V. Davydova. – M., Pedagogy, 1990.
18. Nemov R.S. Psychology: Textbook for students of pedagogy. schools, pedagogical students institutes and workers in the system of training, advanced training and retraining of teachers. frames. – M., Education, 1990.
19. Danilova I.V., Prikhozhan A.M. Psychology: Textbook for students of secondary pedagogical educational institutions. - M., Academy, 1999.
20. Rudik G.A. Developmental pedagogy: teaching and learning techniques. – I., - RNO NUM Center PO, 1997.
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22. 126 effective exercises to develop your memory: Trans. from fr. – M., Endos, 1994
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24. Memory training technique: The second degree of training in fast reading techniques. /Compiled by Andreev O.A., Khromov L.N. – Ekaterinburg, Nessie - press 2001.
25. Physiology. /Ed. S.A. Georgieva, - 2nd ed. – F48M.: Medicine, 1986.
26. Rogov I.S. Handbook for a practical psychologist in education: Textbook. - Moscow: VLADOS, 1996.
27. Williams V. 75 simple tips on how to raise and maintain the reading habit in children. Primary school: plus or minus. No. 10, 1999.
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29. Turkpenuly J. Fundamentals of psychology: educational method. aid for students nonpsychol. specialist. / Zh. Turkpenuly, L. Zh. Akmurzina, Zh. A. Abisheva. - Almaty: Merey, 2003. - 80 p.
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Applications
Annex 1
STIMULUS IMAGES OF BROKEN LINES FOR THE METHOD OF DETERMINING THE VOLUME OF SHORT-TERM AND OPERATIVE VISUALITY
SCREEN FRAMEWORKS FOR REPRODUCING STIMULUS IMAGES IN THE METHOD OF DETERMINING THE VOLUME OF SHORT-TERM VISUAL MEMORY
Appendix 2
Material for the method “Studying the type of memory”
Appendix 3
Analysis of the results of the study “Types of Memory”
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Ministry of Education and Science of the Russian Federation
Novokuznetsk Institute (branch)
federal state budgetary educational institution
higher professional education
"Kemerovo State University"
Faculty of Pedagogy and Methods of Primary Education
Department of Educational Technologiesprimary education and child development psychology
Coursework in psychology
Development of memory in children of primary school age
Students of group NOI-12-03
Maslova N.A.
Supervisor
Ph.D., Associate Professor T.V. Zgurskaya
Novokuznetsk 2015
Introduction
1. Theoretical foundations of memory development in primary schoolchildren
1.1 Development of memory in a primary school student as a pedagogical problem
1.2 Age-related features of memory development in primary schoolchildren
1.3 Diagnostics of the development of memory functions of a primary school student
2. Psychological and pedagogical conditions for the development of verbal, logical and visual memory of a junior schoolchild
2.1 The use of didactic games in mathematics lessons to develop the memory of younger schoolchildren
2.2 Development of memory of younger schoolchildren in Russian language lessons
2.3 Teaching primary schoolchildren methods of indirect memorization
Literature
Applications
Introduction
In all centuries, people highly valued moral education. The profound socio-economic transformations taking place in modern society force us to think about the future of Russia and its youth. Currently, moral guidelines have been crushed; the younger generation can be accused of lack of spirituality, lack of faith, and aggressiveness. Therefore, the relevance of the problem of moral education of junior schoolchildren is associated with at least four provisions:
Firstly, our society needs to prepare well-educated, highly moral people who have not only knowledge, but also excellent personality traits.
Secondly, in the modern world, a small person lives and develops, surrounded by many different sources of strong influence on him, both positive and negative, which (sources) daily fall on the child’s fragile intellect and feelings, on the still emerging sphere of morality.
Thirdly, education in itself does not guarantee a high level of moral education, for education is a personality quality that determines in a person’s everyday behavior his attitude towards other people on the basis of respect and goodwill towards each person.
Fourthly, equipping with moral knowledge is also important because it not only informs the primary school student about the norms of behavior established in modern society, but also gives ideas about the consequences of violating norms or the consequences of this act for the people around him.
The comprehensive school is tasked with preparing a responsible citizen who is able to independently assess what is happening and organize his activities in accordance with the interests of the people around him. The solution to this problem is associated with the formation of stable moral qualities of the student’s personality.
The significance and function of the primary school in the system of lifelong education is determined not only by its continuity with other levels of education, but also by the unique value of this stage in the formation and development of the child’s personality.
The problem we are studying is reflected in the fundamental works of N.M. Trofimova, Ya.I. Koldunova, I.F. Kharlamov and others, in which the essence of the basic concepts of the theory of moral education is revealed, ways of further development of the principles, content, forms, and methods of moral education are indicated.
Research controversy: a contradiction has been identified between the need to develop memory in a primary school student and the insufficient development of psychological and pedagogical conditions for this process.
Thus, all of the above determined the choice of research topic “Formation of moral values among junior schoolchildren» .
Purpose of the study: To identify psychological and pedagogical conditions for the development of memory in primary schoolchildren.
An objectresearch: the process of formation of moral qualities in younger schoolchildren.
Itemresearch: pedagogical conditions for the formation of moral qualities of junior schoolchildren.
Research hypothesis: the implementation of psychological and pedagogical conditions for the development of memory in a primary school student will be effective if:
Didactic games to develop memory are used in mathematics lessons;
The development of verbal and logical memory is carried out in Russian language lessons;
Younger schoolchildren are taught indirect memorization techniques.
Research objectives:
1. Analyze the problem of the formation of moral qualities in philosophical and psychological-pedagogical literature;
2. Determine the role of moral qualities in the structure of a person’s moral consciousness;
3.Identify the criteria and their indicators, determine the levels of formation of moral qualities of junior schoolchildren at different stages of the experimental study;
4. To develop and justify pedagogical conditions for the formation of moral qualities of younger schoolchildren in the teacher’s extracurricular work.
Research methods: analysis of psychological, pedagogical and methodological literature on the research topic; techniques: “Semantic memory”, “Grouping”, “10 words”, “Study of operational auditory memory”, “Memorize figures”, “Study of involuntary visual memorization”.
1. Theoretical foundations of development
1.1 The problem of the formation of spiritual and moral qualities in philosophical and psychological-pedagogical literature
The problem of spiritual and moral education of the individual has always been one of the most pressing, and in modern conditions it is of particular importance. An analysis of psychological and pedagogical literature makes it clear that much attention has been paid to the education of spirituality. Many of these studies were carried out a long time ago, which indicates that this issue has always been considered important in the education of every citizen.
In different historical periods of the development of society, the problem of moral education of the younger generation and the preparation of professional teachers for this type of activity was relevant. Valuable thoughts on moral education were formulated by the ancient Greek philosophers Democrat, Socrates, Plato, and Aristotle.
Aristotle was convinced of the limitless possibilities of man in his moral development. He defended the idea that “it is in our power to be moral or vicious”, “morality is not given to us by nature.” In his opinion, morality is the property of the soul. In achieving morality, he assigned a place to knowledge and the teaching of beauty. But knowledge, as Aristotle notes, does not guarantee goodness. Corresponding habits are also necessary, because knowledge and actions are not the same thing.
Domestic thinkers, starting from the period of Kievan Rus (the chronicler Nestor, Prince Yaroslav the Wise, Vladimir Monomakh), did not ignore this problem. Original monument from the 11th century. is “Vladimir Monomakh’s teachings to his children.” The “Instructions” contain the following advice: love your homeland, be hardworking, humane, responsive to people, etc.
The issue of moral education was thoroughly studied by teachers of the Renaissance. Thus, in Vittorino, where Feltre organized a school, which he called the “House of Joy,” the fundamental principle of which was humanism. psychology schoolboy memory
Along with the main virtues, J.A. Comenius recommended developing in children modesty, obedience, cleanliness, kindness towards other people, respect for elders, and hard work. In moral education, he attached great importance to the positive example of teachers and parents, comrades, conversations with children on moral and spiritual topics; exercises in moral behavior, the fight against promiscuity, laziness, and adherence to strict discipline on the principles of humanity. Moreover, discipline should be the same for all people, from the highest to the lowest classes. Violators of discipline must be punished, but methods must be chosen humanely and applied wisely Ya.A. Comenius emphasizes that the “correction of human affairs on earth” and the development of society through improvement and happiness depend on the upbringing of children. Teachers are the soul and heart of education, and they are “placed in a place of high honor because they have been given an excellent position, higher than which nothing under the sun can be.”
Speaking about the education of humanity in a person, Ya.A. Comenius identifies four main virtues: wisdom, moderation, courage and justice. The teacher emphasizes that a person is not born with moral qualities - they are cultivated throughout his life; Morality is associated with the cultivation of wisdom and love for it in students. Moderation is needed in order to adhere to a sense of proportion in everything, never to reach the point of oversaturation and disgust in anything. Courage includes such traits as endurance, willingness to benefit when necessary, without offending anyone, giving to everyone what is theirs, avoiding lies, being persistent and gracious.
D. Locke in his book “Thoughts on Education” considered the task of education to be the education of a gentleman, in the formation of which his moral sphere plays a significant role. A gentleman, like John Locke, must be distinguished, above all, by “grace in his manners.” Such a person can only be raised through humane methods.
J.J. Rousseau is the author of the world-famous works “Discourse on the origin and causes of inequality between people”, “Public verdict”, “Emile, or On education”. In the education of morality, he propagated the idea of \u200b\u200beducation of universal human ideals. Rousseau formulated three tasks of such education - the education of good feelings, good considerations and good will.
The national system of moral education based on folk pedagogy was revived by V.A. Sukhomlinsky, who saw the main direction of activity of the teacher and student in making the latter a Man. In his “school of joy” under the “blue sky” the spirit of cordiality, sincerity, responsiveness, mutual trust and mutual assistance reigned. Since the basic qualities of morality are laid in a person at school, gradually “boys and girls strive as quickly as possible to comprehend and correctly evaluate the moral sphere of their inner world, to determine their place in modern and especially in future life,” this aspect was not ignored by the scientists of that time.
Among the progressive ideas of A.S. Makarenko for use by future teachers in the moral education of adolescents are: improving the structure of the relationship between teacher and student, the pedagogical feasibility of forming collectivist relationships, a reasonable combination of respect and exactingness towards children. The system of methods proposed by an outstanding teacher for the implementation of moral education of schoolchildren attracts attention: prognostic, informational and educational, orientation-labor, communicative, evaluative, which make it possible to realize a certain goal at the micro and macro level. For our research, it is valuable that these methods can be used both in general education and in higher education.
Among the researchers we can also highlight P.I. Zinchenko, whose work was compared with the productivity of two types of memorization - voluntary and involuntary - in subjects of different ages.
The study of human memory as an activity began with the work of French scientists, in particular P. Janet. He was one of the first to interpret memory as a system of actions focused on remembering, processing and storing material. The French school of psychology proved the social conditionality of all memory processes and its dependence on the practical activities of people.
In our country, this concept was further developed in the cultural-historical theory of the origin of higher mental functions of man, developed by L.S. Vygotsky and his closest students A.N. Leontyev and A.R. Luria.
After analyzing the work on our topic, we found the following definitions of memory.
If you go deeper into antiquity, you can remember Aristotle, who argued that memory is the result of the work of the heart, and the brain serves only to cool the blood. Only in the 16th century did the Flemish scientist A. Vesalius show that memory is connected with the functioning of the brain.
If we consider memory from a biological point of view, we should turn to L.G. Voronin, who defined memory as a process of change in nervous tissue under the influence of stimuli, the result of which is the preservation and imprinting of traces of nervous excitation (in this case, traces are understood as certain electrochemical and biochemical changes in neurons - nerve cells).
A. N. Leontiev has his own view on memory, who defines memory as a cognitive process consisting of remembering, preserving, restoring and forgetting acquired experience.
However, as L.V. wrote in her book. Cheremoshkina: “Memory is not just a repository of information, it is the basis of our consciousness, mind, and intellect.”
Memory is a very important component of our life. She is like a box in which our past is stored, for our future. A person who has lost his memory ceases to be a person, since any of our activities are based on the fact that the image of what is perceived is stored in memory. If memory did not exist, we would not be able to read a single sentence, because when we move to the end of the sentence, we would forget what happened at the beginning.
Information obtained through the senses would be useless if memory did not maintain connections between individual events and facts.
To understand the essence of memory, it is necessary to explain its structure.
Teachers are almost constantly faced with the confrontation between such types of memory as voluntary and involuntary memory. Involuntary memory manifests itself in the fact that there is no goal to remember something, but the result is nevertheless there. Free is characterized by the presence of a goal.
R.S. Nemov in his book identifies such types of memory as instantaneous, short-term, operational, long-term and genetic memory.
Instant memory is associated with retaining an accurate and complete picture of what has just been perceived by the senses, without any processing of the information received.
Short-term memory is a method of storing information for a short period of time.
RAM is designed to store information for a certain, predetermined period, ranging from several seconds to several days.
Long-term memory is capable of storing information for an almost unlimited period.
Genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance.
Memory is a complex mental process, and having briefly become acquainted with its types, we can move on to the factors that influence the level of memory development.
It should be remembered that the most important thing for memorization is not to get acquainted with as many private techniques and methods of quick memorization, etc., as possible, but to understand the general factors on which they are all built. Having mastered them, a junior student will be able to remember absolutely any necessary information in the most effective way specifically for him.
According to T.B. Nikitina, there are factors that underlie any effective memorization, such as the desire factor:
This factor suggests that in order to remember information, you need to want to do it. Have a clear and conscious intention, set a task to remember. Oddly enough, a huge percentage of unsuccessful memorization is due to the fact that the student did not set a conscious task to remember.
Awareness Factor:
This factor tells us that in addition to desire, it is necessary to think about the motive - why the memorized information will be useful, how and when it will have to be used. It’s good if the child can understand and set a goal for the upcoming memorization.
In order to remember information, you need to establish a connection with the child’s existing knowledge or experience. In other words, each new piece of information cannot be left unconnected with anything - it must be connected with something. If no connection is established, then it will be very difficult to find it in the depths of memory. In order for the information to be assimilated, the child has two ways: either cram it, or establish a connection or connections and limit himself to one or two repetitions. Moreover, the more connections between two thoughts or facts are established, the higher the likelihood of remembering one information with the help of another. With the establishment of each new connection, in turn, new neural connections are established, and the more such connections, the better the cohesion between facts. Connections can be of two main types - logical (semantic) and associative (figurative, abstract).
Impression factor:
He determines that if you want memorization to happen faster and traces to be stored as long as possible, it is necessary to help children's memory transform the memorized information into a form that is comfortable for it. In other words, you should try to make any information so that it looks like a vivid impression.
Good attention factor:
This factor assumes that without attention there is no memorization. Eighty percent of failure to remember is due to poor attention. Therefore, it is necessary, firstly, to develop the skills of concentrating attention, and secondly, never forget it, connect it on time.
When using memorization techniques, you need to remember the following: techniques are not a substitute for memorization itself, but only a means for reducing the time for memorization. Natural memory, given from birth, is always involved in the work. Techniques are a help to her; they cannot be overestimated and must be adjusted to natural (also called natural) memory.
Thus, Aristotle, I.P. dealt with the problem of memory development. Pavlov, N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev, P.I.Zinchenko, P.Zhanet, L.S. Vygotsky, A.R. Luria, L.G. Voronin, L.V. Cheremoshkina, T.B. Nakitina and others.
Memory of a primary school student is a cognitive process consisting of memorizing, storing and reproducing information, based on verbal - logical, visual and auditory memorization.
1.2 Age characteristics of developmentmemory loss in younger schoolchildren
Having analyzed the characteristics of the age of a primary school student, we found that they are closely related to educational activities.
Educational activity is not limited to visiting an educational institution or acquiring knowledge as such. Knowledge can be a by-product of play, leisure, or work. Educational activity is an activity directly aimed at mastering knowledge and skills developed by humanity.
Educational activities were studied by such scientists as A.N. Leontyev, D.V. Elkonin, V.V. Davydov, L.S. Rubinstein et al.
D.B. Elkonin said that this or that activity fulfills its leading function most fully during the period when it is taking shape and being formed. Primary school age is the period of the most intensive formation of educational activity.
To understand what educational activity is, you need to understand its essence.
Having studied the literature, we can come to the conclusion that the essence of educational activity is the appropriation of scientific knowledge. The child, under the guidance of the teacher, begins to operate with scientific concepts.
According to D.B. Elkonin, the result of educational activities, during which the assimilation of scientific concepts occurs, is, first of all, a change in the student himself, his development. In general terms, we can say that change is the child’s acquisition of new abilities, that is, new ways of acting with scientific concepts. Thus, educational activity is, first of all, an activity that results in changes in the student himself. This is an activity of self-change; its product is the changes that occurred during its implementation in the subject himself.
After analyzing the literature, we can come to the conclusion that big changes are also taking place in the memory processes of primary schoolchildren. Arriving at school, children already know how to memorize voluntarily, but this skill is imperfect. Thus, a first-grader often does not remember what he was assigned for homework, but he easily and quickly remembers what is interesting, what evokes strong feelings. They have a very big impact on the speed and strength of memorization. Therefore, children easily remember songs, poems, and fairy tales that evoke vivid images and strong feelings.
As studies by A.A. show Smirnova, P.I. Zinchenko, A.N. Leontyev, children effortlessly remember the material with which they act. Therefore, involuntary memorization plays a big role in the educational activities of younger schoolchildren.
Some psychologists argue that mechanical memorization predominates in children of primary school age.
E. Meiman argued that logical memory in children of primary school age begins to predominate from 13 to 14 years of age.
V. Stern believed that understanding the meaning of words in childhood is of little importance.
Research by Soviet psychologists shows that rote learning in children is less effective than meaningful learning.
According to A.A. Smirnov, the main reason for easy memorization, incomprehensible and meaningless, is associated with the special attitude of children towards him. It attracts increased attention, awakens curiosity, forces one to search for the meaning, find out what it means, and to do this, remember it, remember it even involuntarily, imperceptibly, despite the complete incomprehensibility of what is being remembered.
But it is voluntary or meaningful memorization that is an important part of educational activity in primary school age. Therefore, it is necessary to teach primary schoolchildren techniques of indirect memorization, which we will discuss in paragraph 2.3.
An analysis of the literature has shown that initially primary schoolchildren remember visual material better: the objects that surround the child and with which he acts, images of objects and people. The productivity of memorizing such material is much higher than memorizing verbal material.
If we talk about memorizing verbal material, then at this early age children better remember words denoting abstract concepts.
A study by Soviet psychologists found that the memorization of concrete and abstract words is greatly influenced by the unity of signaling systems. Thus, students firmly retain in their memory such specific material, which is fixed in memory based on visual images and is necessary for understanding what is being remembered. They remember worse specific material that is not supported by a visual image.
Psychologists argue that the specifically figurative nature of the memory of younger schoolchildren is manifested in the fact that children cope even with such difficult memorization techniques as correlation, dividing text into parts, if they rely on clarity.
As L.F. wrote Obukhova, At school, the child is faced with the need to memorize voluntarily. Educational activities strictly require the child to memorize. The teacher gives the child instructions on how to remember and reproduce what needs to be learned. Together with the children, he discusses the content and volume of the material, divides it into parts (according to meaning, difficulty of memorization, etc.), and teaches them to control the memorization process. Understanding is a necessary condition for memorization - the teacher fixes the child’s attention on the need for understanding, teaches the child to understand what he must remember, sets the motivation for the memorization strategy: preserving knowledge and skills not only for solving school assignments, but also for the rest of his life. Since the regulatory nature of activity predominates at primary school age, it is very important to develop the motivational sphere.
Also L.F. Obukhova wrote that voluntary memory becomes a function on which educational activity is based, and the child comes to understand the need to make his memory work for himself. It is the memorization and reproduction of educational material that allows the child to reflect on his personal mental changes as a result of immersion in educational activities and see with his own eyes that “teaching oneself” means changing oneself in knowledge and in acquiring the ability to perform voluntary actions.
So, having studied the literature, we can come to the conclusion that the memory of a primary school student is a primary component of educational cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at memorization. At school, students systematically memorize a large amount of material and then reproduce it. If a child does not master mnemonic activity, then he strives for mechanical memorization, which is not a characteristic feature of his memory at all and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational memorization techniques.
Based on the above, it can be understood that the mnemonic activity of a junior schoolchild, like his learning as a whole, is becoming more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student’s mastery of techniques and methods of memorization. The specificity of the content and new requirements for memory processes introduce significant changes into these processes. Memory capacity increases. Memory development is not uniform. Memorization of visual material is maintained throughout initial training, but the predominance of verbal material in educational activities quickly develops in children the ability to memorize verbal, often abstract material.
Thus, the leading activity of a primary school student is educational activity. It determines the development of higher mental functions - arbitrariness of attention, memory, imagination. Its primary component is the child’s memory. At primary school age, the regulatory nature of activity predominates, so it is very important to develop the motivational sphere.
1.3 Diagnostics of the formation of fumemory functions for younger schoolchildren
An analysis of the literature showed that there are methods for identifying the development of memory functions in primary schoolchildren.
Using the technique of L.D. Stolyarenko “Semantic memory”, one can identify the level of verbal logical memory.
Use the method of S.D. Abramural “Grouping” can be used to determine the child’s ability to semantically process memorized material and the ability to identify concepts.
To identify the level of development of auditory memory, L.D.’s technique is used. Stolyarenko "10 words".
Methodology M.V. Lutkina, E.K. Lyutova “Study of operational auditory memory” is used to determine the volume of direct memorization of verbal material.
The technique of E.I. helps to assess the level of visual memory. Rogov "Remember the figures."
The method of S.D. will allow us to study the level of involuntary visual memorization. Zabramnoy "Study of involuntary visual memorization."
Taking into account what we have determined in paragraph 1.1. In determining the memory of a junior schoolchild, we have identified 3 criteria, indicators of the formation of the memory of junior schoolchildren: visual memorization, auditory memorization, verbal logical memorization. They are described in Table 1.
Table 1Criteria, indicators formedmemory qualitymjunior schoolchildren
|
Criteria |
Indicators |
Research methods |
|
|
Visual memorization |
Perceives and remembers from 8 to 10 pictures after presentation. |
1) “Remember the shapes” 2) “Study of involuntary visual memorization” Applications 1,2. |
|
|
Auditory memorization |
Reproduces 10 words perceived aurally after presentation. |
1) “Ten words” 2) “Study of operational auditory memory” Applications 3.4. |
|
|
Verbal - logical memorization |
Comprehends the material, uses semantic connections between words when reproducing. Reproduces from 7 to 10 pairs of words. |
1) “Semantic memory” 2) "Grouping" Applications 5.6. |
The study of the process of memory development showed that memory has 3 levels of development. Each level is characterized by a number of indicators (Table 2).
table 2Characteristics of levels of memory formationjunior schoolchildren
|
It appears in younger schoolchildren. |
||
|
Memory is quite well developed, the child remembers well and can reproduce both visual (memorizes 10 pictures) and auditory information (reproduces up to 10 words), knows logical memorization techniques (comprehends and reproduces 0-7 to 10 pairs of words). |
||
|
Memory is well developed, when reproducing information it makes minor errors, visual memorization - from 5 to 7 pictures, auditory memorization - 5-7 words, does not always use logical memorization techniques - from 5 to 6 pairs of words. |
||
|
Makes a lot of mistakes, for example, when memorizing visually, he perceives less than 4 pictures, and when memorizing auditorily, he perceives less than 4 words. Does not use logical memorization techniques - reproduces up to 4 words. |
Thus, in our study, we defined criteria and indicators of the formation of memory of a primary school student: visual memory, auditory memory, verbal-logical memory.
After analyzing the psychological and pedagogical literature, we can draw the following conclusions:
The problem of memory development was dealt with by Aristotle, I.P. Pavlov, N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev, P.I.Zinchenko, P.Zhanet, L.S. Vygotsky, A.R. Luria, L.G. Voronin, L.V. Cheremoshkina, T.B. Nakitina and others.
Memory of a primary school student is a cognitive process consisting of memorizing, storing and reproducing information, based on verbal - logical, visual and auditory memorization.
The leading activity of a primary school student is educational activity. It requires the development of higher mental functions - arbitrariness of attention, memory, imagination. Its primary component is the child’s memory.
At primary school age, the regulatory nature of activity predominates, so it is very important to develop the motivational sphere.
Intentional or voluntary memorization is an important part of learning activities in primary school age.
In our study, we defined criteria and indicators of the development of memory of a primary school student: visual memory, auditory memory, verbal-logical memory.
To diagnose the levels of memory formation of primary schoolchildren, we offer the following methods: “Memorize the figures”, “Study of involuntary visual memorization”, “10 words”, “Study of operational auditory memory”, “Semantic memory”, “Grouping”.
We can distinguish 3 levels of memory development in primary schoolchildren: high, medium, low.
2. Psychological and pedagogical conditions for developmentmemory loss in younger schoolchildren
2.1 The use of didactic games in mathematics lessons fordevelopmentin memory of junior schoolchildren
To implement the first point of the hypothesis, we used games to develop verbal, logical and visual memory, such as:
1. "Lookmake no mistake."
To play the game, you must first make notes on the board or on the screen.
For example:
The teacher calls one student from each team in turn and asks them to write a letter or number instead of a square so that the equality is satisfied. After completing this work, everyone is invited to carefully review and check the records. Next, first the right side of the identity is closed and it is necessary to reproduce the left side, then vice versa. Then the game becomes more complicated: all records are closed, and you need to reproduce them from memory. One student is called to play one or two recordings. It is advisable that the entries be made in the sequence in which they were proposed on the board. The teacher leads the game. Students from each team are called to the board one by one. A participant in the game who completes the task brings the team 5 points, a participant who fails to complete the task deprives the team of 3 points. The results of the competition are written on the board. For violation of discipline, 1 point is deducted. Individual students are given grades in a journal at the end of the game.
2. "Chain".
Each student has a card on which empty circles are drawn, connected by arrows in a chain. You need to write numbers in the circles. They can be anything, they can even be repeated. But one rule must be strictly followed: the arrow goes from a smaller number to a larger one. Assignments also have
3. "Domino".
To play, you will need pre-prepared cards (28 pieces), each half depicting one or another geometric figure (polygon, square, rectangle, oval, circle, rhombus). The duplicate cards depict 2 identical figures, and the seventh double consists of two empty halves. Next, all the cards are laid out face down on the table. Similar to an ordinary domino, the child selects and places one required card at any end of the path in one move and at the same time names the dropped figure. If the player does not have the required figure on the card, then he has the right to find the required picture from the total number of cards. The winner is the player who is the first to get rid of all the cards.
4. “Pass the cube”.
A plastic colored cube is placed on the first desk of each row.
At the teacher’s signal, the cube is passed to each student in turn, with the names of the numbers in order, until it is returned back to the first desk. Then, in the same way, they pass the cube with the names of the numbers in descending order, naming each previous number.
The row that finishes passing the die first wins.
The game is repeated 2-3 times.
5. "Create a menu for Robin-Bobin-Barabek."
Children are well aware of the character in the work of S. Marshak Robin-Bobin, who “ate 40 people and a cow, a bull, and a crooked butcher.”
The game begins with words:
The man has changed, Robin-Bobin-Barabek.
After all, just imagine:
He eats fruits and vegetables.
He's 10 kilograms
Adds to your diet per day.
What does he eat?
Which of you will find out sooner?
The poster shows fruits and vegetables. Below each picture is an example of tabular addition or subtraction within 10. Children’s task: solve the examples and match their pairs so that the sum of the answers is 10 (because the game conditions say that Robin Bobbin can eat 10 kg of fruits and vegetables per day ). For example, under the picture of cabbage there is written the example “8 - 3”, under the picture of carrot “7 + 1”, under the picture of apple “3 + 2”, etc. This means one of the answer options: Robin Bobbin can eat cabbage (in the answer 5) and apples (the answer is also 5), then the total is 10.
You can invite children not to write down expressions, but to draw a sketch of a fruit or vegetable and write the answer in the center.
6. "Let's open the lock with the key".
Each student has a key on which geometric shapes are depicted (different in color and location). I have several locks with geometric shapes. Children select a specific key for these locks, which must fit with the correct arrangement of geometric shapes. Later, I modernized this game: instead of geometric shapes, I placed examples on the lock, and answers to these examples on the keys. This game helps in developing computational skills.
7. “Collect a picture.” The game is based on the time-tested principle of visualization in learning. Carrying out this game is appropriate in lessons in primary school when consolidating or familiarizing with new material, when a drawing or graphic image can be selected based on the topic. The game takes 10-12 minutes of the lesson.
The essence of the game is as follows: students must assemble a picture cut into several (6-7) parts. If the game is played at the stage of familiarization with new material, then the teacher introduces the concepts in the picture. Students will have to paste the assembled picture into their workbook and label the image elements correctly. The teacher evaluates the accuracy of the work.
If the game is played at the stage of consolidating the material, then the students must formulate the concepts shown in the picture independently and correctly. Unlike the previous case, the game takes place without the direct participation of the teacher, i.e. independently.
The game will be most memorable if the image of the drawing is clear, colorful and accessible to everyone. There should be nothing superfluous in the picture that would distract students’ attention from the main thing. During the game, memory and creativity develop, correct speech develops, and students’ interest in the subject increases.
8. « Game for developing visual memory» .
The task is written on the board in advance (several numbers, possibly using geometric shapes). Students are asked to memorize them in the order given. After a short time (1-2 minutes - depending on the age of the students, their psychological and pedagogical characteristics, the complexity of the task), we remove the note from the board, and the children must try to answer the teacher’s questions (answer in unison) or in writing in their notebooks.
Thus, the implementation of the first position of the hypothesis is carried out with the help of such didactic games as: “Look, don’t make a mistake”, “Chain”, “Dominoes”, “Pass the cube”, “Make a menu for Robin-Bobin-Barabek”, “Let’s open the lock with a key” ", "Collect a picture", "Game for developing visual memory."
2.2 Developmentverbal-logical and auditorymemoryjuniorschoolchildren at Russian language lessons
To implement the second position of the hypothesis, we used methods for the development of verbal, logical and visual memory of primary schoolchildren in Russian language lessons, such as:
1. « Dividing the text into semantic parts."
The most important technique for developing memory in Russian language lessons is dividing the text into semantic parts. Students use division into parts when memorizing large poems, but they often make the mistake of dividing the poem not into stanzas, but into lines. There are different ways to comprehend what is remembered. So, to retain a text in memory, for example, a fairy tale, a story, drawing up a plan is of great importance. It is accessible and useful for first grade students to draw up a plan in the form of a sequential series of pictures. Later, the pictures are replaced by a list of main thoughts: “What are we talking about at the beginning? What parts can the story be divided into?” In each specific case, the teacher needs to suggest to younger students how it is wiser to memorize this or that material. One cannot think that all the subtle and painstaking work can be reduced to individual simple techniques that have the magical power to solve pedagogical problems. Success in the development of memory will be achieved by those teachers who are able to awaken in younger schoolchildren an interest in learning, in classes, and in the desire for constant improvement.
2. “Fun memorabilia in the Russian language.”
- The particle NOT with verbs is written separately.
NOT - the verb is not a friend,
They always stand apart.
And write them together -
They will never understand you!
- Particles NOT and NOR.
Oh, how similar NOT and NO are!
But they are still different.
No matter how cunning, no matter how wise,
Don't confuse NOT and NOR!
-TSYA/-TSYA in verbs.
On a starry, quiet winter evening
What is the snow doing? Spinning.
And it's time to see tomorrow
What should everyone do? Go to bed.
- The emphasis in the personal forms of the verb “call” falls on the sound I.
My know-nothing neighbor is moaning,
His phone doesn't ring.
The cunning apparatus is silent,
Waiting for someone to call.
- put on (what?) clothes; dress (who?).
Nadya girl WEARED
Feel free to wear three dresses,
I put on a raincoat and a coat -
No one will freeze like that!
I started DRESSING the doll,
Pack for a walk.
"It's getting hot - mommies!
Should I take off my mittens?"
- Come - I'll come.
I won't be able to come to you
And I won't come to school.
But what happened? Tell!
I can come. I'll come.
- The verb “to go” is in the imperative mood.
To the green light
Don't go
And never go -
GO! Remember?
- The verb “put” is used without prefixes, and “(put) down” is used only with prefixes.
I'm going neither to lie down nor to lie down,
Yes, and you can’t put it on.
And you can put it and put it -
Remember, friends!
- Will I win or will I run? The verb “to win” in the future tense has only a complex form (to win, to become a winner).
“How will I go to a competition, how will I beat everyone there!
I’ll win it without effort, if I’m patient enough!”
“Don’t brag, be literate, but learn the language quickly.
You must know the rules to win!”
- Separate and continuous spelling that would/that, the same/too, the same/also.
To immediately become the smartest!
I’ll write the same thing as Masha in a notebook,
Tomorrow, too, like Masha, I will get an A!
I’ll also go to the market,
How did you go last year?
I'll buy myself a cow there,
And also a horse and a goat.
- Words-halves (half a room, half a world, half a watermelon, half a lemon, half a Moscow).
Now it has become clear to us
Let's never forget:
The word GENDER with any consonant
It's always written smoothly.
Before "L" and before a vowel,
Capitalize before the letter
The word GENDER is clear to anyone -
Separated by a line.
- Genitive plural of nouns “socks”, “stockings”, “boots”, “shoes”.
“Stockings” and “socks” follow a simple rule: the shorter, the longer.
Short socks - long word: socks (6 letters)
Long stockings - short word: stocking (5 letters)
And about “shoes” and “boots” we suggest you remember the funny quatrain:
One pair of fashionable shoes
It costs like a huge truffle.
But leather boots
I bought as much as I could!
3. Russian folk tongue twisters and pure tongue twisters also, wonderfully, developchildren's memory:
Not on the grass, but nearby, “O” rolled and groaned.
"Oh" groaned, "Oh" groaned not on the grass, but near!
I'll be by the oak tree, and you stay by the pines. We'll ask you and them both for strength.
Lyusya loves to teach Lenya, Lenya loves to teach Lyuba, Lyuba likes it herself.
A couple of drums beat the storm, a couple of drums beat the battle.
Dull-lipped, dull-lipped, blunt-lipped bull.
Have you heard about shopping?
What about purchases?
About shopping, about shopping, about my shopping!
Vova is cheerful, Fedya is cheerful, and Fofanov is hanging his nose.
Feofanych Mitrofanych has three sons - Feofanych.
4. "Let's listen to the sounds."
For the development of auditory memory, tasks that can be used in literacy lessons “Let’s listen to sounds” are effective. During the lesson, the teacher says: “Guys, it’s quiet at school now, lessons are going on, but do we know how to listen to silence? What sounds can we hear? What do they mean? Sit comfortably, close your eyes, listen to the sounds around you.” For two or three minutes, the children listen to the silence, then the teacher asks them to take a deep breath, exhale, calmly open their eyes and return to general work. Children tell who heard what and how they understood it, and then it turns out that they remember the sequence, volume, and intensity of sounds differently. This exercise allows you to lower the threshold of audibility (children who speak loudly do not perceive a quiet voice) and prepares students for interpreting a long audio recording.
5. “We listen and draw.”
We ask the children to listen to the poem and, from memory, draw the objects it talks about.
We will draw matryoshka dolls:
One two three four five.
The first matryoshka doll is the largest:
Green sundress, kokoshnik.
Behind her is the second sister,
She performs in a yellow dress.
The third is less than the second:
Blue sundress.
At the fourth matryoshka
Height is a little smaller,
Blue sarafan,
Bright and beautiful.
The fifth matryoshka -
In red clothes.
Try to remember everyone
Get to drawing!
Thus, the implementation of the second position of the hypothesis was carried out using such techniques as: dividing the text into semantic parts, “Funny Memories”, Russian folk tongue twisters and tongue twisters, “Let's listen to sounds”, “Listen and draw”.
2.3 Teaching techniques to younger schoolchildrenmediatedmemorization
To implement the third position of the hypothesis, we used indirect memorization techniques, such as:
1.WITHmental grouping- division, division of material into parts of the group, highlighting the main, essential in each part and in all the material being memorized as a whole.
2.Classification- the material can be divided into certain, clearly defined parts - classes. In other words, classify information. For example, highlight: familiar words and unfamiliar ones, simple and complex ones, and so on. In this case, the load on memory is reduced exactly as many times as the number of parts or classes the material necessary for memorization was divided into.
3. Associations- as a rule, numbers are remembered in connection with memorable dates (birthdays, apartment numbers, house numbers). First names and patronymics correspond to the names of all famous writers, politicians or the names of their relatives.
4. Search strong point- any information always contains something that can become a support for memorization. This role may include dates, familiar and unfamiliar words, metaphors, names, and so on. To memorize entire pages of text, you need to use several reference points. This will be a kind of plan for remembering.
5. Analogies- in the learning process you have to remember a lot of definitions, rules, formulas. In these cases, memorization accuracy is needed. In order to avoid mistakes, you need to use this technique when establishing similarity, similarity in certain relationships of objects, phenomena, which are generally different.
6. Schematization- in some cases, it is easier to remember material by depicting its content in the form of diagrams.
7. Completion of material- it’s easier to remember scattered information by combining them, coming up with some connections, intermediaries, adding something of your own.
In the elementary grades, children learn different strategies to help them remember material. Such strategies are also called memory management techniques, which improve with learning. The main task of parents and teachers is to accelerate the development of verbal-logical and voluntary memory in children.
Repetition
At primary school age, a child develops verbal and logical memory. First, the baby repeats each memorized word, saying it to himself several times. By about 7 years old, the baby begins to repeat words in groups.
Organization
The development of memory in children of primary school age is primarily aimed at ensuring that over time children learn to independently build logical connections between real objects and their sensations. In grades 1-3, the child connects words using simple associations. Older kids organize words into groups based on common characteristics.
Comprehension
Having memorized a sentence or an entire paragraph, a child can reproduce not only what was actually said, but also what he logically deduced from the phrase he heard. For example, an 11-year-old child can draw conclusions, while a 7-year-old child will not always be able to answer definitively, citing a lack of information. In the process of active comprehension, the baby uses logic instead of simply reproducing the material that is stored in his memory.
Formation of images
The development of memory in younger schoolchildren will be much more effective if you teach him to remember new information, creating a mental image based on it. Children of primary school age retain in their memory many images of individual objects that combine common features and unimportant features. It is easier for an older child to create such images, and they are better remembered and brighter.
Searching for information in memory
For example, when a child spells a word, he often looks for the correct letters stored in memory. The baby may know the letter with which the word begins, but sometimes he needs to check several options.
Creating Scripts
To store regularly recurring events, a child's memory can be organized into a set of scripts. That is, an event that occurs again and again is stored as a standard sequence of regular events.
Tenoten for Children - an additional tool in the set of effective memory development in children of primary school age
Exercise No. 1 “Mental images that correspond to concepts directly or indirectly.”
The exercise is carried out in two stages. Because It is difficult for children at this age to retain a mental image for a long enough time without reinforcement, then at the 1st stage it is necessary to use a graphic representation of the concept. The adult says to the children: “Try to make a drawing for each of the words I mentioned.” A visual image that directly corresponds to a concept arises easily, almost automatically, whereas in the case of an indirect correspondence, the efforts of the imagination are required.
An approximate list of possible series:
Episode No. 1
Truck
Smart cat
Anger
Coward Boy
Fun game
Crybaby
Tree
Good weather
Punishment
Interesting tale
Episode No. 2
Fun party
Joy
Dark forest
Disease
Despair
Fast man
Courage
Sadness
Deaf old woman
Warm wind
Episode No. 3
Doubt
Envy
Strength of will
Day
Success
Fear
Speed
A strong character
Justice
Good comrade
Stage 2 - imagining words or phrases in the mind, without fixing them on paper.
Exercise No. 2 (a complicated version of the previous task).
Take 200-300 matches. You dictate words to the children, and their task is to create from matches the image that these words evoke in them. (For example, a tractor can evoke the image of a broken line from the sound "r-r-r".) Matches can be placed in any position and broken. Words are dictated with a pause of 1 minute. After they have finished dictating the words, the children must reproduce the words based on the “match images” they created. As you practice, your speed increases and the number of words increases.
Now that children have learned to create visual images, putting them into concrete form, turn to the other side of the memorization process - conscious perception. To teach children to concentrate on a memorized object, you will help you involve the senses in its exploration as a stimulation of brain activity.
Group No. 2: Exercises aimed at developing conscious perception and concentration.
Exercise No. 3. "Awareness of visual material."
For this exercise you will need a piece of paper, pencils and a stopwatch. The figure below contains 12 images. Children are invited to look at the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw the objects in the first line from memory. Then ask them to compare how their drawings match those of the sample. Next, move to the next line. Work on the last two lines at the same time.
Exercise No. 4. Awakening the "sense of detail".
Move from concrete images to abstract ones. Give the children four abstract shapes to start with.
They should look at each of them for a minute, while covering the others so as not to distract attention. Then ask the children to mentally imagine these figures in all details and draw each one on paper from memory.
Exercise No. 5. “Awareness of verbal material” (used to train both visual and auditory memory).
The purpose of this activity is to get children thinking about words. The presenter says: “Now I will read (show) (depending on the type of memory being trained) words, after hearing (seeing) each word, imagine the appearance of this object, its taste, smell, sounds that it can make, etc. P.
For example, toothpaste looks white and shiny, has a minty smell and tastes sharp and sweet at the same time." Memory development in children
As a preliminary training, you can ask children to first describe out loud the images evoked with the help of their senses and only after that move on to working “only in their minds.”
Exercise No. 6. "Revival".
It is advisable to move on to this exercise after the previous ones have been well mastered, because it requires the formation of the ability to translate information into a visual image (visualization skill) and a special concentration of attention caused by awareness of perception.
Invite the children to imagine some kind of beast or animal. Once the image is created, ask them to “revive” the picture, i.e. so that the animal begins to move, to live its life in imagination. Let the children tell each other about their animals. Then sum up whose story was the most interesting.
After exercising with living beings, you can move on to “revitalizing” objects. The exercise is performed first with your eyes closed and then with your eyes open. In total, in various classes it is proposed to revive 50 living beings and 100 objects to achieve a good result. You can conduct this exercise as a game of being a wizard: the child is invited to become a wizard, capable of bringing to life anything with a magic wand. For example, he touches an object in his imagination and it comes to life, then the “wizard” tells everyone what he sees; after that the roles change.
All of the above exercises help to record information, which is necessary for using short-term memory. In this case, memory data coming from perception, in accordance with the task being solved, is supplemented by data stored in long-term memory. At the same time, in order for short-term memory memories to move to long-term storage, i.e. into long-term memory, they must undergo special processing - structuring and ordering.
Thus, it becomes clear that such a transfer process is impossible without the participation of mental operations in it. Primary processing for systematization and classification of memorized objects occurs through operations of establishing similarities and differences, with the obligatory participation of the emotional sphere. This ensures that information is divided into categories (for ease of storage) and provides it with identifying sensory signs that facilitate retrieval from memory.
In this regard, work on training long-term memory should begin with the need to develop in children the ability to compare memorized objects and find similarities and differences in them.
Group No. 3: Exercises to develop operations of establishing similarities and differences, analyzing details and synthesizing them.
Exercise No. 7.
All analyzed subjects are studied according to the same scheme: from emotions to logic. Here is a plan for such an analysis.
1. Emotional perception of the subject.
“Look, what impression does he make on you? How do you like his color, shape, those objects that surround him, stand out from the general background?”
Such questions from an adult should prompt the child to analyze his emotional reactions. The task of the facilitator is to involve the child in an active process of perception, in which the emotional factor is consciously included, guaranteeing a better long-term record in memory. Try to find out what made the most vivid impression on the child.
2. Analysis of evoked emotions.
“Tell me, is this object pleasant to you or not? Does it irritate you or calm you down? Does it seem impressive or colorless? Sad or funny? Fascinating or boring?”
Teach your child to listen to his emotions and understand them. This kind of thinking about the emotions evoked helps to better consolidate traces in memory.
Logical part. A simple analysis strategy will allow you to focus on the main, particularly significant aspects.
3. Establishing a common meaning.
"Look at the object. What is this object? What is it called?"
4. Consideration from the point of view of composition.
“Look at the colors used, additional elements that make the subject stand out? What is in the foreground? etc.”
Try to involve the child in the spatial perception of the object with your questions.
5. Analysis of details.
Now you must find with the children the most significant elements that provide specific information about the subject. Go deeper into the description, focusing on specific details. This stage can be more or less difficult depending on the number of details that children need to remember.
6. Synthesis.
“Close your eyes and try to mentally imagine the studied object. Tell me what you clearly see in your picture? Take pencils (paints) and draw as you remember it.”
Finally, you can compare the resulting drawings. The exercises in the analysis above use items available in your environment:
Fruits or vegetables; start with one object, gradually moving on to comparing several of the same family;
- flowers and plants;
- trees; Explore with children their general shape, crown, branches, leaves, flowers, fruits or catkins (if any);
- animals (for example, cats, dogs, birds);
- close surroundings (nearby streets, parks, etc.);
- People; faces, voices, habits of their friends, comrades.
Exercise No. 8.
The child is asked to remember the objects depicted in 3-4 pictures and name them from memory. Then he must find their image in 10-12 similar pictures, but randomly scattered. The same exercise can be used to recognize letters or numbers using specially made cards or a box of letters and numbers.
Gradually, the number of memorized pictures can be increased.
The exercises described above will help children learn to organize memorized information. To extract information, you need an “ear” or “string” by which it could be pulled out. Associations are such a tool. Association is a mental process by which some ideas and concepts cause others to appear in the mind. For example, we remembered the New Year holiday - and immediately ideas about a Christmas tree, Olivier salad, champagne, the Snow Maiden with Santa Claus surfaced in our minds...
Typically, associations are established more intuitively than logically, although such work itself is impossible without the ability to find similarities or differences. That is why the exercises of the previous group should be worked out especially carefully. The exercises of the fourth group are devoted to training the ability to establish connections (associations) between elements of the material. It also provides tasks for the development of associative thinking, the ability to select specific visual images to abstract concepts, and also describes the mnemonic technique “illogical associations” for memorizing unrelated words.
Group No. 4: Exercises aimed at developing the ability to establish connections (associations) between elements of the material.
Exercise No. 9. "Double memory stimulation."
15-20 cards with images of individual objects are laid out in front of the child (for example, an apple, a trolleybus, a teapot, an airplane, a pen, a shirt, a car, a horse, a flag, a rooster, etc.). The child is told: “I’ll now tell you a few words. Look at these pictures, choose the one from them that will help you remember each word, and put it aside.” Then the first word is read. After the child puts the picture down, the second word is read, etc. Next, he must reproduce the words presented. To do this, he takes the pictures put aside one by one and, with their help, recalls the words that were named to him.
An example set of words:
fire, factory, cow, chair, water, father, jelly, sit, mistake, kindness, etc.
Exercise No. 10.
You give children several words, they need to be regrouped, combining them according to some characteristic to make memorization easier; and then come up with a story that would bring them together.
Exercise No. 11.
"Look carefully at the picture. It shows the names of the animals. Imagine these animals in the places where their names are placed, and come up with a story that connects them together."
Then the drawing is closed, and the children must reproduce the names of the animals in their places on a piece of paper.
Exercise No. 12 (for the development of associative thinking).
The purpose of this exercise is to encourage children to think associatively. Offer them a few words and together try to capture all the associations that come to mind when reading these words, for example:
Camel - hump, mountain, desert, cactus, sand, etc.
At the end, ask the children to work on 2-3 words on their own. Use this exercise as often as possible, thereby developing the skill of associative thinking.
An approximate set of words: nail, glass, sunny, donkey, etc.
Exercise No. 13. "Concretization of the abstract."
"Find specific visual images that can be associated with each of the words below, such as love/heart, etc."
All these exercises are aimed at developing the ability to establish logical associations, i.e. develop a logical type of memorization. However, at school you often need to memorize material that is not logically connected. To develop this skill, we offer the following exercises.
Exercise No. 14. "Illogical associations."
Give the children several words that are not logically related to each other.
Book Flower Sausage Soap
Invite them to try to find associations that connect these words. Let them record the first associations that come to mind. Try to give space to their imagination, do not limit them to logical associations. The result should be a short story.
Use this exercise as often as possible to develop a lasting skill in your children.
Exercise No. 15. "Illogical" paired word associations.
In this exercise you need to combine in your imagination two objects that have nothing in common with each other, i.e. not connected by natural associations.
"Try to create an image of each object in your mind. Now mentally combine both objects in one clear picture. Objects can be combined by any association, give free rein to your imagination. Let, for example, the words “hair” and “water” be given; why not imagine "rain-drenched hair or hair being washed? Try to paint as vivid a picture as possible."
Sample pairs for training:
Potty - corridor
The sun is a finger
Carpet - coffee
Yard - scissors
Ring - lamp
Cutlet - sand
Nail - book
Monkey - coat
Beetle - chair
Dentist - toilet
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lessons, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.
Exercise No. 16. "Memorizing words."
Now you can try to teach children to memorize several logically unrelated words. Start with 10 words, for example: tree table river basket comb soap hedgehog gum book sun
These words need to be connected into a story:
"Imagine a beautiful green TREE. A board begins to grow from it to the side, a leg comes down from the board, you get a TABLE. We bring our gaze closer to the table and see a puddle on it, which flows down, turning into a whole RIVER. In the middle of the river a funnel is formed, which turns into the BASKET. The basket flies out of the river onto the shore. You come up, break off one edge - you get a COMB. You take it and start combing your hair, and then wash it with SOAP. The soap flows down and leaves hair sticking out like a HEDGEHOG. You are very uncomfortable, and you "You take an ELASTIC BAND and pull your hair with it. The elastic band cannot stand it and bursts. When it falls down, it unfolds in a straight line and turns into a BOOK. You open the book, and from it the SUN shines brightly into your eyes."
First, have the children try to imagine a story you created, then practice making up a story (using different words) and sharing it with each other. At the final stage, you dictate the words to them, and they, imagining themselves, remember them.
Gradually, the number of words intended to be memorized increases.
The adult’s task in all this work is to bring such recording, ordering and retrieval of material from memory into a stable skill of working with information.
Now let's focus directly on memorizing material often used in the school curriculum.
Exercise No. 17. "Memorizing Poems"
Any text can be represented in mental images, and this is the basis of the proposed memorization technique that should be taught to children.
Scarecrow in the garden
The hat was pulled down
Waving his sleeves -
And it’s like he’s dancing!
This is a scarecrow - it
The guard has been set
So that the birds don't fly,
So that they don't peck the peas.
What a scarecrow
The hat was pulled down
Blue scarf on a stick -
Let them be afraid of jackdaws!
(I. Mikhailova)
a) Read the first line of the poem carefully.
b) Close your eyes and try to visualize the content of this line in your mind. Try to paint a bright picture, to feel how you feel about it: whether you like its content or not.
c) Go to the next line. Read it out loud and imagine it in your mind. Continue the same with all lines. Children should have a very clear picture in their heads of the images contained in the poem. Give them the task of reading the entire poem out loud without stopping, reinforcing the words with the visual images that arise.
d) “Now,” you tell the children, “try to remember the poem, starting from mental images. Close your eyes and reproduce the images that you remember. Describe them in your own words.”
e) Test yourself by re-reading the poem out loud. If necessary, correct the images by rereading the poem carefully again. Also correct the sequence in which these images appear to you.
Exercise No. 18. "Memorizing text."
Very often, a teacher encounters difficulties in teaching children to retell both orally and in written form (presentation). We offer you an example version of working with text that makes it easier to memorize.
Determine the main idea of the content of the text. Find out the main thing - what are we talking about? To do this, allow the children to skim the text. Pay attention guys to the title.
Ask how many parts the text consists of. Now try to help them pose questions to each part based on the subheadings (if any), and then as they read, give them the opportunity to find the answers. This will allow children to trace the development of the main idea of the work.
With your children, draw up a plan of the text that reveals its structural composition. To do this, break the text into long paragraphs, the content within which is united by a common idea. The plan can be drawn up in writing, or you can underline the key words in the paragraph, which will make up the main idea.
Invite the children to retell these ideas, first out loud and then to themselves.
Now children should immediately review the text again, again focusing on the main ideas, the order in which they are presented, and highlighting vivid images and examples that support the main idea. When reading, ask children to visually reproduce the images suggested by the text.
Proceed to review the details of the work. Identify the most significant ones with your children.
Finally, move on to the children's personal comments and remarks. Find out what the guys think about the author’s attitude towards the main characters and events. Ask them to prove it. Then move on to discuss the children's own impressions. Try to encourage children to go beyond agreeing or disagreeing with the author to express why they think so. Ask them to describe exactly what they like and don't like.
Finally, give the children the opportunity to answer six simple questions: Who does, What, When, Why, Where, How? This will allow you to keep what you read longer in the active zone of children's memory.