Literature lessons should be aimed at the formation of all this.

Literature lessons should be aimed at the formation of all this.

Author: Savitskaya Alla Vladimirovna Position: history teacher.

The material is posted as part of the Forum of pedagogical ideas “LESSON”

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Author: Nizhegolenko Natalia Alexandrovna Position: physical education teacher.

The material is posted as part of the Forum of pedagogical ideas “LESSON”

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The article reveals topical issues of socialization of the personality of visually impaired students. The problem of harmonious implementation of the system of formation of socialization of the child’s personality has always been relevant. This issue is especially acute in the education of visually impaired children

The problem of socialization of the personality of visually impaired students in middle and senior classes during the teaching of Ukrainian literature

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The article reveals topical issues of socialization of the personality of visually impaired students. The problem of harmonious implementation of the system of formation of socialization of the child’s personality has always been relevant. This issue is especially acute in the process of learning, development of mental activity of children with low vision.

A literature teacher working with visually impaired children needs to be aware of the peculiarities of the methodology of the subject of literature in a correctional school. We must remember that the lack of vision is the problem area that forms a holistic – semantic basis of human self-determination in society, consolidating his I – IMAGE, formed by the primary practices of socialization in primary school and provides starting opportunities for visually impaired children in adulthood.

Key words: socialization of personality, self-education of visually impaired children, positive traits.

Much has been written about the historical past of man. But despite this, there is a great desire of people to understand themselves, to assess their personality. Philosophers, anthropologists, psychologists, representatives of pedagogical science, literary and artistic figures seek to explore and reveal the essence of man, to understand the patterns of life manifestation of personality, patterns in the implementation of physical and intellectual capabilities, to see more clearly the prospects in the era. All these questions in different years were solved differently.

Recently, when much attention is paid to psychology, both in domestic and world literature, a number of experimental and theoretical works, the analysis of which shows that “thinking is one of their most important components for shaping the socialization of the child’s personality, thinking is the most important psychological the process by which man reflects reality, with all its connections and relationships “1.

School teachers face a difficult task – to create a so-called bridge, which will serve as a means of relationship between the child’s personality and the surrounding reality. The system of teaching in modern schools is aimed at the harmonious development of the child’s personality in all its areas, one of the important components of this system is the subject “Literature” which aims to form an idea of ​​eternal life values, teaches reasoning, thinking, analyzing.

The problem of harmonious implementation of the system of formation of socialization of the child’s personality has always been relevant. This issue is especially acute in the learning process, the formation of mental activity of visually impaired children. “Fluent” reading, literate and logical construction of thought, the formation of individual thought on the basis of the read work – tasks that are designed to solve the teacher of literature to achieve the main goal – to help form an adequate subject of literature about the world and awareness of their place in reality.

Work on the decision of the given purposes and tasks should be conducted taking into account features of mental activity of children with visual impairment. It is known that visually impaired children have a finer psyche, they may have mental and intellectual retardation and central nervous system disorders.

A teacher of Ukrainian literature working with visually impaired children must know the peculiarities of the methodology, be able to build a certain hierarchy of tasks in the learning process to achieve the goal – the socialization of the individual through the subject “Literature”.

The relevance of teaching the subject of literature in school for visually impaired children is dictated by the psychological characteristics of children with visual impairment:

first, the child’s increased sensitivity to injustice, which sometimes escalates into aggression towards the people around him and the world around him; second, a sense of social vulnerability and insecurity; third, a sense of doom and despair in their own villages.

That is why in the school for visually impaired children the subject “Literature” in addition to teaching general skills: reading, analyzing, thinking, reasoning, takes on an additional function – the adaptation of children to modern conditions. Within the institution, this function, together with the general educational tasks of the subject “Literature” is no less important and significant. Literature as a discipline also contains educational tasks: education of initiative, entrepreneurship, overcoming confrontational attitudes in the student environment.

But most importantly, an attempt was made to solve the corrective task, ie “Prevention of secondary deviations” to remove the state of insecurity, vigilance – “I’m not like everyone else” aggression towards the world and people.

The main thing is against the background of modern general low culture, daily careless attitude to the concepts of morality, so that the child has a sense of significance, need for friends, family, society through the realization of their own abilities, skills, knowledge …

Systematic work in literature lessons on the socialization of the child’s personality is as follows: in grades 5-6 we lay the concept: “morality” “morality” “good – evil” “friendship – love” “honor – conscience” “Family” “nature” “man” “cultured person” “happy, healthy person”. The study and interpretation of all these concepts is quite effective, so they are accompanied by artistic illustrations from the studied works. Thus, children not only theoretically learn to understand and distinguish concepts, but also get a clear idea of ​​them.

In grades 7-8, the basic concepts that were learned in previous classes at a higher and more complex level are consolidated. With the help of complex and serious works. It is important for the teacher to be able to interest the child not only in reading the work, but also in working on it. The process of “transfer” of situations and characters from works of art to reality is called actualization.

Actualization of the theme, characters, ideas of the work of art is an integral part of the study of the subject “Literature”. Self-determination and self-realization are impossible without the conscious work of the individual to form an active – volitional nature.

At the level of grades 9-10 there is a consolidation of fundamental principles of morality, norms of behavior, there are values, students learn to argue their own opinion.

Literature lessons in grades 11-12 expand and deepen students’ knowledge, contribute to the formation of independent balanced thinking, help self-determination in life. Before us appears, practically, the formed personality possessing socially – valuable features of character.

But, unfortunately, children with impaired vision, as a rule, poorly formed such socially – positive traits as kindness, sensitivity, politeness, tolerance, honesty, sensitivity. “Education of these character traits in visually impaired children is difficult without the actualization of self-education, all this is due to antisocial experience gained in early childhood and low motivation for a socially acceptable lifestyle.”

In the process of actualizing the self-education of children with visual impairment, support is needed in forming their ideas about positive character traits, “mastering positive social norms” of rules of behavior and communication, motivation to change personal qualities, mastering behavioral skills, developing useful habits. formation of character traits. Literature lessons should be aimed at the formation of all this.

Analyzing the study of socialization of students in school for visually impaired children, we can identify specific features:

A sharp change in institutional conditions and forms of socialization, a sharp increase in global, environmental, personal factors of maladaptation; A sharp increase in the number of socially disadvantaged children from low-income, socially vulnerable families, children deprived of parental care, family support, culture and warmth of family upbringing, especially from marginalized sections of the population; Growing criminalization of children’s environment, especially the growth of quantitative and qualitative – group and administratively punishable crimes, drug addiction, the formation of environmental loyalty to group forms of drug use; The growth of cases of unmotivated violence, aggression, demonstrative – antisocial behavior, the formation of a special criminal-corporate system of relations between different ages and groups.

All these traits in visually impaired children are complicated and exacerbated by the disease, causing them to be more aggressive towards the people around him and the world at large or obsessive thoughts about their inferiority and meaninglessness of life.

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