This article deals with the problem of applying the technology of level differentiation in the process of teaching the Russian language to younger schoolchildren.
Key words: differentiated approach, junior schoolchildren, organized activity.
В настоящей статье рассматривается проблема применения технологии уровневой дифференциации в процессе обучения русскому языку младших школьников.
Ключевые слова: дифференцированный подход, младшие школьники, организованная деятельность .
The relevance of the study of this problem is due to the fact that with the change in social spheres of life, the need to update the forms of education of the younger generation has increased. Nowadays, many children already in the primary grades lose interest in learning, and a chain of problems begins. The child does not keep up with the class, his self-esteem drops, he worries, from which a mental trauma soon appears.
One of the reasons for the insufficient level of formation of subject skills is the organization of the educational process in the Russian language, in which differences between students are not always taken into account.
We believe that the organization of the educational process, which makes it possible to take into account the differences between students, is possible with differentiated teaching, which ensures the assimilation of educational content by all students. The technology of level differentiation of education on the basis of mandatory results can become a means of differentiated teaching of the Russian language. Level differentiation of education based on mandatory results implies such an organization of education in which students, studying according to one program, have the right and opportunity to learn it at various planned levels, but not below the level of mandatory requirements.
Assimilation of the organization of differentiated learning includes the activity of perception, thinking, memory and imagination as an organized activity of the student.
In total, there are four main processes of the link [1, 12]:
- Direct perception, observation, as obtaining new information.
- Comprehension of the material, its mental processing, as the processing of the information received.
- Saving and storing the received and processed material.
- Application of knowledge in practice.
In the primary grades, educational activity, first of all, stimulates the development of mental processes, namely, the knowledge of the surrounding world, its sensation and perception. The surrounding life is revealed from new sides every day, and the child perceives it with curiosity. However, this perception is rather superficial and imperfect for children in the first and early second grades. When perceiving school objects, junior schoolchildren allow inaccuracies in differentiation. Children often do not distinguish or mix letters and words similar in pronunciation or style, images of similar objects. For example, they may confuse the letters «sh» and «u« or the image of wheat and rye. Without perceiving essential and important details, children often pick out random ones. In a word, younger students find it difficult to consider objects, or they cannot determine them at all.
The next feature of the perception of primary school age is the close connection between the actions of the teacher and the students. At this level of mental development, perception is associated with the practical activities of the child. For a student to perceive an object means to perform some action with it, that is, to touch it, change it [2, 116].
In the process of learning, thinking develops intensively. It makes it possible to make the first generalizations when the student gradually learns to single out the features of objects, phenomena, and their essential properties. On the basis of this, the student gradually begins to form elementary scientific concepts. The student develops verbal-logical thinking, reasoning, inference. If students of the first and partly of the second grade often argue and substitute evidence by simply pointing to a real factor or rely on an analogy that is not always valid, then students of the third grade, under the influence of training, can give more substantiated evidence, argue clearly and build a deductive conclusion [3, 66].
The most difficult case is children who are slow to memorize and quickly forget educational material. These children spend a lot of time and energy memorizing material, but also reproduce it inaccurately and quickly forget. Various reasons explain their poor memory productivity, such as [4, 17]:
— Frequent skipping of lessons.
— Non-systematic performance of tasks, both in the classroom and at home.
— They don't know how to memorize.
Such children need to be taught the techniques of memorization, and regularly help them, control them.
But poor memory performance can also be a disease or the result of overwork. For such children, you need to have an individual approach to learning and direct assistance in memorizing the material. They also need a special regime: the alternation of educational activities and rest, a reasonable dosage of educational tasks.
Often poor memory results do not depend on poor memory, but on the student's inattention. It should be noted that the development of memory in younger students, already at the beginning of education, has the ability to arbitrary and meaningful memorization. But this ability is poorly developed in them, so the teacher should pay attention to ensuring that children do not have gaps in knowledge, helping to memorize the material correctly.
During the organization of educational activities of younger students, it is necessary to take into account the factor that affects the success of memorizing the material, the emotional attitude to learning, and interest. The teacher needs to operate with various analyzers (visual, auditory, motor), remembering that there are children in the class with different types of memory. Finally, the teacher must know the individual characteristics of his students. This will make it possible to build on the strengths of their memory, and work on the weaknesses of the memory. Through exercises and training, children, while studying at school, acquire various skills and abilities.
As necessary conditions for the formation and assimilation of skills, exercises should have the following conditions:
— t is necessary to accurately determine the purpose of the exercise, and know what results can be achieved with it;
— exercises should be performed accurately so as not to reinforce emerging errors, be sure to monitor the result and compare your actions with the standard, realizing what successes can be achieved and what shortcomings need to be paid more attention in order to eliminate them;
— exercises should be based not on a set of tasks of the same type, but on a certain system that must be properly planned, gradually complicating;
— in order for the skill not to be lost, the exercises should not be interrupted for a long time;
— since there are different children in the class, it is necessary to differentiate the exercises, because it is difficult for some to perform those tasks that seem easy to others.
Thus, when applying a differentiated approach to various levels of learning, it is necessary to take into account the personal qualities of each student, help to master the material at a pace convenient for him, increase the child’s self-esteem and, if possible, give him the opportunity to feel success in educational activities.
References:
- Avdeev V. V. Psychotechnology for solving problem situations [Text] / V. V. Avdeev. — M.: «Felix», 2017. — 128 p.
- Babansky Yu. B. Optimization of the learning process: General didactic aspect. — M.: «Academy», 2019. — 541 p.
- Batomunkueva A. M. We work on the basis of individual curricula /A. M. Batomunkueva // Director of the school. — 2019. — No. 9. — P. 65–71.
- Dyachenko O. M. The problem of individual differences in the intellectual development of the child. // Issues of psychology. — 2017. — No. 4. — C. 17–19
