Speech activity is the process of verbal communication in order to transfer and assimilate social historical experience, establishing communication (communication, and based on communication and WHO" actions on the interlocutor), planning their actions.

Speech activity varies in degree arbitrariness(active and reactive), by degree difficulties(speech-naming, communicative speech), by degree advance planning(monologic speech requiring complex structural organization and preliminary planning, and dialogical speech).

sayings preschooler and primary school student, as a rule, are direct. Often this is speech-repetition, speech-naming; compressed, involuntary, reactive (dialogical) speech predominates.

School course contributes to the formation of arbitrary, detailed speech, teaches her to plan. In the classroom, the teacher sets the task for students to learn to give complete and detailed answers to the question, to tell certain plan, do not repeat, speak correctly, in complete sentences, coherently retell a large amount of material. The transmission of whole stories, the conclusion and formulation of the rules is built as a monologue. During learning activities students must master free, active, programmed, communicative and monologue speech.

Features of written speech of younger schoolchildren. Mastery of speech has a huge impact on the development of speech in general. written speech. Written speech is a kind of monologue speech. But it is more developed than oral monologue speech, since it implies the absence of feedback with an interlocutor. Hence the much greater structural complexity of written speech compared to oral speech. This is the most arbitrary kind of speech. In written speech, the degree of suitability of language means is consciously assessed. Even in the process of an elementary written statement of the student, the thought unfolds, is refined, improved. In writing, which should be as clear as possible to others, preliminary reflection is necessary, an internal verbal “outline” of thought. If this is not the case, then such speech is of an undeveloped nature, incomprehensible to others.

Since written speech is devoid of gesture, intonation and should be (unlike internal) more detailed, for

For a junior schoolchild, the translation of inner speech into written language is very difficult at first. The child, as a rule, cannot take the position of a reader who does not know the event being described.

Written speech of a junior schoolchild is poorer than oral. -However, as studies show (M. D. Tsviyanovich), by grade III, written speech does not lag behind oral speech in its morphological structure, and in a certain respect even outstrips it. So, in written speech, the percentage of nouns and adjectives is higher, it has fewer pronouns, unions that clog oral speech. Another thing in written speech is the relationship between nouns and verbs. If in oral speech their percentages are approximately the same, but in written nouns it is much larger, which brings the indicators of written speech of third-graders closer to the corresponding indicators of speech of students in subsequent classes.

The written speech of third-graders is dominated by simple common sentences (71%). Complex sentences make up 29%, and in oral speech - 35%, and complex sentences prevail over compound ones, especially in oral speech. This suggests that it is ahead of the written one in terms of the composition of syntactic constructions.

The number of sentences and words in oral and written statements is also an indicator of the development of rhea, its syntactic structure. The number of words in written works of third-graders ranges from 30 to 150. Oral. The cassock-tales are more verbose, their volume is larger. The number of words in sentences is also an important indicator of speech development. Third graders write in short sentences (6-7 words). In oral speech, sentences are longer, but less ordered than in writing.

Written works are shorter, they have fewer repetition words, monotonous connecting unions, especially “and”, are not so frequent. Third-graders correctly divide sentences, more often turn to literary samples. The phrase as a whole (logically and grammatically) is more ordered, the level of speech coherence is higher.

Written speech of third-grade students is structurally not inferior to oral speech, but in some respects surpasses it, acquiring the form of bookish, literary speech.

Features of reading younger students. For the younger student, it is difficult understandingreadable text. He is hampered by the lack of intonation, facial expressions, and gestures. At the same time, the student does not yet know all the techniques (amplifying words, punctuation marks, word order, phrase construction) that help to understand the behavior of the characters, the author's attitude towards them.

Sound analysis and synthesis, the skill of fluent, fluent reading,

the development of complex thought processes that allow one to grasp the richness of semantic and ideological content - all this contributes to the mastery of reading. "Understanding" reading is not given immediately. First of all, expressive reading aloud by the teacher, and then by the students themselves, helps, the written text is supplemented by a lively intonation, expressing an experience, an emotional attitude to what is read.

Of particular interest is the transition from reading aloud to reading silently, i.e. internalization of reading. As a result of the study by B. F. Babaev and L. S. Zhitchenko, several forms speech behavior children.

1. An extended whisper is a completely distinct and complete pronunciation of words and phrases with a decrease in volume.

2. Reduced whisper - pronunciation of individual syllables of the word while braking the rest; syllables are voiced on which the student considers it necessary to emphasize; the activity of the organs of articulation is markedly reduced.

3. Silent movement of the lips - the action of inertia of external speech pronunciation, but without the participation of the voice.

4. Unvoiced lip twitching, which occurs, as a rule, at the beginning of reading and disappears after reading the first phrases.

5. Reading with one eye, approaching in external indicators the silent reading of older children and adults.

No predominant form of verbal behavior was found in first-graders. The same is true for second graders. At students III class, the transition to reading to oneself without any pronounced external manifestations of it is quite obvious.

Research shows that whispering is not a transition from loud to silent. In terms of speed, method of articulation, it completely coincides with loud, differing from it only in such a purely physical sign as the strength of sound. In such reading, no new qualities appear, no structural changes in comparison with loud reading - it is not internally necessary, dictated by the written language itself.

Of great interest from the point of view of the transition from loud to silent reading is the reduced whisper. It corresponds to the level of aloud reading when it is already being done. in full words, i.e. when unit speech perception becomes not a syllable, but a word. At this level, the child begins to operate with verbal images perceived in the text, based on the verbal pronunciation of individual elements. This is confirmed by the fact that reading with silent movement of the lips, immediately following a reduced whisper, corresponds to phrasal, i.e., relatively fluent loud reading. At this level, the speed was silent-

speech reading increases noticeably in comparison with the speed of loud reading due to the further curtailment of speech articulations.

The data presented allow us to discuss the question of the period when it is possible to require silent reading from children. Obviously, the age of the student and the class in which he studies are not a determining factor. At the forefront in the interiorization of reading are Customized Distinguishing: degree preparedness to reading and pace its development. The transfer of students to silent reading can be differentiated and started in the first grade. However, in each specific case, readiness for it is determined by the degree of mastery of loud reading and, in particular, by the peculiarities of perception of the text being read. Internalization of reading is possible no earlier than the text begins to be perceived word by word, with the subsequent development of advanced visual perception.

Throughout the junior school age development of all aspects of speech: phonetic, grammatical, lexical.

Development phonetic side speech. First-graders practically own all phonemes (a phoneme is a sound of speech that helps to distinguish between the meaning of words and their grammatical parts), however, the phonetic side must be given. great attention, since learning to read and write is well developed phonemic hearing, i.e., the ability to perceive, correctly distinguish all phonemes, learn to analyze them, isolate each sound from words, combine selected sounds into words. This requires a clear distinction between phonemes, accurate sound analysis and synthesis. Various shortcomings in the perception of the phonetic side of speech prevent first-graders from mastering reading and writing.

"Even before learning to read and write, a child with normally developing speech already quite subtly distinguishes the sounds p04" and phonemes close in sound and practically uses them "". However, initially the child perceives and pronounces the sounds of speech without mental selection of each sound. For example, during the game, he easily rhymes words, directly capturing the common in their endings, but on a special task he finds it difficult to pick up words that begin or end with a common sound.

Mastering reading and writing, the child draws attention to the fact that his speech consists of words and sounds. The need for sound analysis forces the child to single out words from a sentence, sounds from a word. Exercises in sound analysis (in this case, it is sound that should be the subject of consciousness) leads to

" Bozhovich L. I., Leontiev A. N., Morozova N. G., Elkonin D. B. Essays on the psychology of children. M., 1950, p. 104-105.

awareness of the sound composition of the language and the development of phonemic hearing. Underdevelopment of phonemic hearing may be one of the reasons that the student finds it difficult to pronounce sounds (difficulties may be associated with shortcomings in pronunciation).

The development of the grammatical side of speech. During the primary school age, the development of the grammatical side of the language takes place. The child comes to school, practically owning the grammatical system mother tongue, i.e. he declines, conjugates, connects words into sentences. But before special education, the word for the child is not the subject of special study. Only in the process of learning does it first appear as an element of the language, becomes the subject of study.

At studying Grammar, the word begins to appear as a certain part of speech, which has its own grammatical form. But first, for the child, it opens up with its concrete semantic side. Yes, the definition grammatical concepts often replaced by the characteristics of the object itself. Learning, on the other hand, requires a distraction from the specific semantic content of the word and highlighting the features of words according to their belonging to nouns, adjectives, verbs. (kindness, kindness, kindness); requires mastering the rules for changing words in a sentence.

The development of the grammatical structure of the language is facilitated by a new form speech activity- written language. The need to be understood in writing forces the student to construct his speech grammatically correctly. The change in each word must be consistent with the changes in other words in the sentence.

The development of the lexical side of speech. The semantic (lexical) side of speech is closely related to the external (phonetic and grammatical) side. The development of the latter contributes to mastering the meaning of words. Difficulties in the field of phonetics and grammar hinder lexical enrichment.

Speech activity requires not only the mechanical reproduction of known cases of the use of words, but also the free operation of words, understanding and using them in new situations, in new meanings. Therefore, the success of students in mastering vocabulary is determined both by the number of memorable words and the ability to use them widely and adequately: to independently understand new cases of using already known words by analogy with those that were previously in the child’s experience, to guess the meaning of a new word, to be able to choose the most correct one in a given situation. Consequently, the learning effect is characterized mainly by qualitative transformations that occur in the use of vocabulary.

Mastering speech activity in the learning process. The development of speech in the lower grades is carried out primarily in the lessons of the native language. Mastery it is along the line of development of the sound-rhythmic, intonation side of speech; along the line of "mastering the grammatical structure; along the line of vocabulary development; along the line of greater and greater awareness by students of their own speech activity.

The grammatical meanings that the formal parts of the word carry were revealed in the experiment of L. I. Aidarova using a certain system of actions: change original word and getting a new one; comparison of the meaning of the original word and new ones; comparison of the form of the original word and new ones, the selection of morphemes; establishing the meaning of morphemes and elucidating the entire system of messages conveyed by the whole word.

Children were given, for example, the word "book" and asked what it says, what it says. At first, the children pointed out only the direct, material meaning of this word. The teacher slightly changed the meaning of the word and suggested that the children say what the word “books” conveys, whether there is a difference in the meaning of the word “book”, what it consists of, what conveys this difference in words.

The consistent difference in messages when changing the form of a word allows children to reveal the meaning and morphological structure of the analyzed word.

With such an organization of training, the center is the most important function language- communicative. To reveal the communicative function of language for a child means to teach him plan, express your intentions language means, anticipate possible reactions interlocutor, changing conditions of communication, control their speech activity.

Questions and tasks

1. Expand the structure of educational activities.

2. Describe the approach to experimental learning in primary school in the system of A. V. Zankov and V. V. Davydov.

3. What indicators can be used to judge the level of mental development of a child?

4. What are the requirements of the program for students' knowledge of the Russian language, mathematics and reading?

5. Highlight the features of the educational skills of the younger student and the issues of their formation.

6. Describe the motives for teaching younger students, give them classification.

7. What are the features of the game of a younger student?

8. Expand the features of oral and written speech of younger students.

9. Observe the features of the phonetic, grammatical and lexical side of speech in several elementary school students and analyze them in accordance with the material of § 7.

10. Reveal the psychological foundations for the formation of skills and abilities in labor lessons in primary school.

R.. Literature

Aidarova L. I. Little schoolchildren and mother tongue. M., 1983. (“Pedagogy and Psychology”, No. 1), p. 3-66.

Amonashvili Sh. A. Education. Grade. Mark. M, 1980, (“^ Pedagogy and Psychology”, No. 10), p. 3-19. 38-63.

Vgoyavlensky D. N., Menchinskaya N. A. Psychology of assimilation of knowledge in the sheet. M.. 1959, ch. IV. with. 155-177.

Bozhovich L. I. Personality and its formation in childhood. M., 1968, h. 3, ch. 2. § 1, 2. p. 247-259.

Davydov V.V. Types of generalization in teaching. M, 1972, Ch. IV, p. Ill-171, ch. VIII, p. 364-394.

Age-related opportunities for the assimilation of knowledge / Under, ed. D. B. Elkonpna and V. V. Davydova. M., 1966, Ch. I, p. 3-53, ch. II, p. 126-190 ch. IV p. 359-394, ch. V, p. 395-420.

Questions of psychology of educational activity of junior schoolchildren / Ed. D. B. Elkonina, V. V. Davydov. M., 1962, p. 25-49, 50-184, 224- 258.

Dusavitsky A.K. Phoenix Bird Mystery. M., 1978.

Lipkina A. I. Student self-esteem. M., 1976, (“Pedagogy and Psychology”, No. 12). with. 46-64.

Markova A.K. Formation of learning motivation at school age M., 1983, p. 3-69, 88-95. "

Menchinskaya N. A. Problems of teaching and development. - In the book: Problems of general, age and educational psychology. L!.. 1978, p. 253-268.

Education and Development / Ed. L. V. Zankova. M., 1975, Ch. Ill, p. 46-57, ch. VII, VIII, IX, p. 155-238.

Diagnostic problems mental development students / Under the seat of 3. I. Kalmykova, M., 1975, p. 10-38.

Psychological problems poor progress of schoolchildren / Ed. I. A. Menchinskaya. M.. 1971, ch. IV, p. 96-128.

Talyzina N. F. Management of the learning process. M., 1975, Ch. II, § 3, 4, p. 84-143.

Faraponova E. A., Chernyshev G. V. Formation of public motives for labor activity among younger schoolchildren. - In the book: Psychological problems of educational activity of a schoolchild / Ed. In V Davydova. M., 1977.

Faraponova E. A. Teaching junior schoolchildren to work with the simplest drawings at the lessons of polytechnic labor training. - Right there.

Fridman L. M. Psychological and pedagogical foundations of teaching mathematics at school. M., 1983, Ch. III, IV.

Elkonsh D. B. Psychology of teaching younger students. M., 1974, ("Pedagoshka and psychology", No. 10), p. 3-64.

Yakobson P. M. Psychological problems of human behavior motivation. M., 1969. part I, ch. 5.

GENERAL CHARACTERISTICS OF PERSONALITY AND EMOTIONAL-VOLITIONAL SPHERE OF JUNIOR SCHOOLCHILDREN

Download:

Preview:

SPEECH DEVELOPMENT OF YOUNGER STUDENTS

One of key indicators the level of human culture, his thinking, intelligence is his speech. Having arisen for the first time in early childhood in the form of separate words, speech is gradually enriched and complicated. The child masters the phonetic structure and vocabulary, practically learns the patterns of word changes (declension, conjugation, etc.) and their combinations, the logic and composition of statements, masters dialogue and monologue, various genres and styles, develops accuracy and expressiveness of his speech. The child masters all this wealth not passively, but actively - in the process of his speech practice. Speech is a type of human activity, the implementation of thinking through the use of language means.

Speech performs the functions of communication and communication, emotional self-expression and influence on other people.

Well-developed speech is one of the most important means vigorous activity person in modern society, and for the student - a means successful learning at school. Speech is a way of knowing reality. On the one hand, the richness of speech to a large extent depends on the enrichment of the child with new ideas and concepts; on the other hand, good command of the language, speech contributes to cognition complex connections in nature and in society. Children with well-developed speech are always more successful at learning in different subjects.

There are several conditions without which speech activity is impossible, and, consequently, the successful development of students' speech is also impossible.

The first condition for the emergence and development of human speech is the need for statements. Without the need to express one's thoughts, feelings, aspirations, neither a small child nor humanity in its historical development would speak. Hence, methodical condition The development of students' speech is the creation of situations that cause students to express their needs, desire and need to say something orally or in writing.

The second condition for any speech utterance- this is the presence of content, material, i.e. of what needs to be said. The more complete, richer, more valuable this material is, the more meaningful the statement. The clarity, logicality of speech depends on how rich and how prepared the material is. Consequently, the methodological condition for the development of students' speech is the careful preparation of material for speech exercises (stories, essays, etc.), making sure that children's speech is truly meaningful.

Language is acquired in communication, in the process of speech activity. But this is not enough: spontaneously assimilated speech is often primitive and incorrect. There are a number of aspects of language acquisition that are the responsibility of the school. This is, firstly, the assimilation of literary language norm. The school teaches children to distinguish the literary language from vernacular, dialects and jargons, teaches the literary language in its artistic, scientific and colloquial versions. In other words, the student must learn thousands of new words, new meanings of words, phrases known to him, many such grammatical forms and constructions that he did not use at all in his preschool speech practice, and, in addition, to know the appropriateness of using certain means of language in certain situations; must learn the norms in the use of words, turns of speech, grammatical means, as well as orthoepic and spelling norms.

Secondly, it is the assimilation of reading and writing skills - the most important speech skills necessary for every member of modern society. Along with mastering reading and writing, children master the features of written speech, in contrast to spoken language, styles and genres.

The third task of the school is to improve the culture of students' speech, bringing it to such a minimum level, below which not a single student should remain.

Three directions are clearly distinguished in the development of speech: work on the word (lexical level), work on the phrase and sentence (syntactic level) and work on coherent speech (text level).

In addition, the scope of the concept of "speech development" includes pronunciation work - diction, orthoepy, expressiveness, correction of pronunciation defects.

These three lines of work develop in parallel, although they are in a subordinate relationship: vocabulary work provides material for a sentence; the first and second prepare a coherent speech. In turn, connected stories and essays serve as a means of enriching the vocabulary.

The development of students' speech has its own arsenal of methodological tools, its own types of exercises; the most important of them are exercises in coherent speech (stories, paraphrases, essays, etc.). They represent the highest level in a complex system of speech exercises, since they merge all speech skills both in the field of the dictionary and at the syntactic level, the ability to accumulate material, logical, compositional skills

To develop a coherent speech of schoolchildren means to instill in them a number of specific skills.

1. The ability to understand the topic, think about it, comprehend it, the ability to reveal the topic of the essay with relative completeness. Work on any connected text begins with the question "about what?". Preparation for understanding the topic is carried out during retelling, presentation, analysis of samples, and independent disclosure of the topic is carried out in the essay. Preparing for a story or essay, students select material that matches the topic of the essay.

2. The ability to subordinate your essay to a certain (main) thought.

3. The ability to collect material for a story, essay or other coherent text. The collection of material sometimes takes a long time, requires systematic observations, and sometimes records.

4. The next skill is the systematization of the material, arranging it in the right sequence, the ability to plan the upcoming coherent text and write, adhering to the intended sequence and plan. Children decide for themselves what needs to be said first, what - after, how the story will be completed.

5. The ability to use the means of language in accordance with literary norms and the tasks of the utterance, i.e. the ability to express your thoughts correctly. In order to successfully work on a coherent statement, you need a prepared language base: you need to have a sufficient supply of vocabulary, syntactic skills. This is served by a system of exercises with a word, a phrase and a sentence, as well as the assimilation of exemplary texts (i.e., the language environment). Along with the constant language work, which is carried out at all lessons, regardless of the upcoming presentation or essay, specific language preparation is also expected for each individual coherent text, essay, presentation, etc.

6. The ability to write an essay, to compose an oral or written text, i.e. sum up all the preparatory work. The ability to start, not to miss the important, to use the material prepared for the composition, the chosen words, to write everything down in compliance with the margins, the red line, calligraphically correct, without grammatical errors. The ability to complete, finish the essay. It is very important to teach children to work on the text quickly enough, to develop the ability to meet the deadlines allotted for a story, presentation or essay.

7. The ability to improve what is written, to edit one's own text (in elementary forms) is also available to younger students and therefore is included in the list of required skills. This skill is brought up on the basis of a self-critical attitude to one's creativity. Students must be gradually taught to notice shortcomings, errors in the selection of material, in its location, in the completeness or correctness of the disclosure of the topic, in the selection of words, in the construction of phrases and sentences. Experience shows that third grade students, with appropriate training or as a result of special training, make 3-4 corrections that improve the written text.

Each exercise in writing a coherent text involves the use of all these skills to one degree or another. But it is impossible to teach all skills at once to the same extent. Therefore, in every lesson where students compose some text, whether it be a presentation or an essay, a story or a retelling, a letter or a review of a book read, the main educational task should be clearly defined.

Students master skills, consistently moving from the simplest to the more complex, establishing connections between them. Awareness of the connections and dependencies between facts, events, phenomena develops the thinking of schoolchildren. The success of the business will be ensured when each exercise, each new skill that students master, will be a necessary link in the chain of exercises, in their system. It is necessary to provide for a gradual expansion, enrichment of all those skills that were mentioned above.

Therefore, it is necessary to plan the development of coherent speech of students for a long period, for example, for a year. Under this condition, the plan can provide for various types of exercises, various topics, the formation of various skills. The plan should cover all types of essays, presentations, stories, and other exercises accessible to the age of students. This will allow to diversify the coherent speech of students.

It is very important to determine the approximate ratio of exercises. So, oral exercises are carried out more often than written ones. This predominance is achieved through retelling of what has been read and (which is very important!) stories based on observations, dramatization, improvisation, verbal drawing, etc.

Such written exercises as essays and presentations lasting one lesson are carried out relatively rarely, 2 times a month, but written speech exercises of small forms are carried out in almost every lesson, 3-5 times a week.

What could be more important than a well-developed speech? Without it, there is no real progress in learning, no real communication. The modern program makes high demands on the speech development of schoolchildren.
Speech development is a complex, creative process. It is impossible without emotions, without enthusiasm. It is not enough to enrich the student's memory with a certain number of words, their combinations, sentences. The main thing is in the development of flexibility, accuracy, expressiveness, diversity.

The development of speech is a consistent, constant educational work. The development of speech has its own arsenal of methods, its own types of exercises, its own program of skills, which are provided by the appropriate methodology.

The foundations of speech skills are laid in elementary school: it is here that children first encounter the literary language, with the written version of speech, with the need to improve speech.

The modern school aims to improve the level moral education students, preparing them for active participation in social and labor activities. Formation of a spiritually rich active person helps and provides as one of the tasks the knowledge of the language, as a means of communication in various spheres of life. This task cannot be solved without the formation of various speech skills that are timely and adequate to the age characteristics of schoolchildren, allowing children to carry out educational, socially useful, labor and other activities accessible to their age. Speech development lessons have inexhaustible possibilities in the formation of personality.

There are three lines in the development of speech:

• word work;
• work on the phrase and sentence;
• work on connected speech.

The word is the basic meaningful unit of language. The richness of the dictionary is a sign of the high development of each person. Therefore, the work on the dictionary of students is given great importance. The peculiarity of vocabulary work in elementary school (as, indeed, of many other types of speech development) is that it is carried out in the process of all educational activities.

Dictionary work includes four areas:

• vocabulary enrichment, i.e. the assimilation of those new words that students did not previously know at all, new meanings of words;
• dictionary refinement, i.e. deepening the understanding of already known words, clarifying their shades, differences between synonyms, selection of antonyms, analysis of polysemy, allegorical meanings;
• dictionary activation, i.e. the inclusion of the widest possible range of words in the speech of each student, the introduction of words into sentences, the assimilation of the compatibility of words with other words, the appropriateness of their use in a particular text;
• elimination of non-literary words sometimes used by younger students, correction of erroneous stresses, pronunciations.

All these areas of work are closely related. Main syntactic units language are a phrase and a sentence. Work on the phrase leads students to higher levels of speech exercises - to compiling sentences, to coherent speech. The ability to build various types of sentences is the basis for the development of coherent speech of students. The sentence conveys the student's thought, it implements the ability to choose the exact word, form the desired form, and compose a phrase.
Suggestion exercises can be divided into three groups:

• Pattern-based exercises or imitative exercises involve the assimilation of well-formed constructions.
• Constructive exercises are the construction of sentences based on learned patterns. With the help of these exercises, students learn to build sentences without samples, in accordance with the studied theoretical information. Students learn to rebuild sentences, expand them, and combine them.
• Creative exercises do not presuppose either a model or particular constructive tasks. Building sentences, students rely on a sense of language, on previously learned patterns.

All of these exercises run in parallel at all stages of schooling. The most important requirement presented to speech exercises - systematic (consistency, perspective, interconnection of various exercises, the ability to subordinate them to a single goal). It is important to provide a specific, specific goal for each speech exercise. This means determining what new skill, compared to the one already learned, will form this exercise. Both vocabulary work and sentence writing are aimed at preparing students for coherent speech. To develop a coherent speech of schoolchildren means to instill in them a number of specific skills, to teach them.

The main skills that relate to the coherent speech of students:

• The ability to understand, comprehend the topic, subordinate to the topic and the intention of its disclosure the collection of material, its selection and arrangement, language means; the ability to write on a topic, without going beyond its scope, to fully reveal the topic, while expressing one's own attitude to the depicted.
• The ability to collect material, select what is most important, what relates to the topic and implements the idea in the best way, and discard the secondary.
• The ability to plan work - first in general terms, then draw up a plan, write it down, arrange the accumulated and selected material in accordance with the plan, build your story, your presentation or essay.
• Prepare language tools - vocabulary, phrases, separate offers and fragments of the text, check the spelling of difficult words.
• Compose the entire text - correctly allocate time for composing, concentrate and not miss something significant, gradually and consistently expand your thoughts, build sentences and link them together, monitor spelling and punctuation, write down the text in compliance with the margins and the red line, requirements calligraphy.
• The ability to improve what is written, correct mistakes made, supplement the text, replace words with more accurate ones, eliminate repetitions, remove unnecessary.

Let's single out general tasks teachers in the development of students' speech:

• Provide a good speech (language) environment for students: perception of adult speech, reading books, listening to a variety of programs.
• Ensure the creation of speech situations that determine the motivation of students' own speech, develop their interests, needs and opportunities independent speech in general, to provide speech practice for students.
• Ensuring that students get the right amount of information vocabulary, grammatical forms, syntactic constructions, logical connections, activate the use of words, the formation of forms, the construction of structures, ensure the formation of specific skills in the field of speech development.
• Carry out constant special work on the development of speech (levels: pronunciation, vocabulary, morphological, syntactic and the level of coherent speech, text), linking it with grammar lessons, reading, with the material being studied.
• Create an atmosphere of competition in the classroom high culture speech, for fulfilling the requirements for good speech.

The main requirements for the speech of students:

When evaluating the performance of speech exercises by students, all of the listed requirements should be taken into account as criteria for mastering speech.

Speech is closely related to the process of thinking.

The modern school pays much attention to the development of thinking in the learning process. Thinking cannot develop successfully without linguistic material. Knowing the word denoting a concept helps a person to operate with this concept, i.e. think. Conceptual thinking It is formed in the primary grades and develops and improves throughout a person's life.

Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhilkin wrote: "Speech is a channel for the development of intellect ... The sooner the language is mastered, the easier and more complete knowledge will be acquired."

The main task of working on the development of coherent speech in elementary school is to teach children to freely and correctly express their thoughts orally and in writing. The solution of this problem is carried out by forming in students a set of speech skills that allow them to perceive the statement, convey its content and create their own. What is common in this case is that both in perception, and in the transmission of content, and in the creation of their utterance, the actions of students are directed to the text, to such aspects of it as content, construction and speech design.

Thus, the complex of skills formed in students when teaching coherent speech includes skills that ensure possession of the following aspects of the text:

• Informational and meaningful, including the ability to obtain information for the statement, to reveal the topic and the main idea in the presentation and essay.
• Structural and compositional, involving the ability to correctly build a text: the ability to highlight parts in the text, the ability to coherently and consistently present the material, the ability to formulate the introductory and final parts of the text.
• Skills associated with the use of language means that correspond to the goals of the statement, its type and style.
• Ability to edit the text in order to improve its content, structure and speech design.

All speech skills are closely related. Peculiarity this training consists in the fact that it is built taking into account the links between the formed skills. The assimilation of these connections by students is considered as one of the most important conditions for their conscious mastery, and, consequently, mastery of the text and speech in general.
In the process of forming skills, the following links become the subject of consideration:

Establishing a connection between the content and operational aspects of the skill is expressed in the fact that the performance of certain actions (operational side) is based on the theoretical knowledge underlying the skill (on the content side). The content side of speech skills is knowledge about the text and the requirements for its creation and reproduction. In this regard, in each class, training begins with working on the text as a speech unit, with highlighting its main features (ideological and thematic unity, the presence of a heading, structural parts, links between parts and sentences). Thus, students gradually master the features of the text, deepen their knowledge of the text from class to class. Knowledge about the features of the text is of a practical nature and serves as the basis for determining those operations that need to be performed when working on a presentation or essay.

The conscious mastery of speech skills is facilitated by the assimilation of subordination between them, the allocation of leading skills. The leading ones in the complex of speech skills are the ability to reveal the topic and the main idea of ​​the text (in presentation and composition) and the ability to determine the topic and idea when perceiving the text. In order to make students aware of these skills as leading in the method of working with text, special techniques are provided:

- selection of a title that reflects the main idea of ​​the text;
- establishing the dependence of the content, construction and speech design of the text on its idea in preparation for presentations and essays and in the process of their improvement, as well as in the analysis of author's texts;
- determination of the role and significance of each skill being formed for mastering the leaders.

The creation of an artificial speech situation. Orientation in a speech situation contributes to the emergence of a motive that encourages a statement, and specifies the tasks of constructing a text.

A certain connection exists between the ability to perceive, express and create a text, that is, between presentations and essays, as well as between different types of presentations and essays. The mastery of these skills is based on the students' assimilation of the sequence of actions on the text: determining the topic and main idea, highlighting words and sentences that are important for their disclosure, dividing the text into parts, drawing up a plan. The connection between the skills is realized by comparing the operations performed and highlighting among them similar and specific for one or another type of work with the text. A technique that facilitates the assimilation of these connections is the compilation of memos for working on a trial presentation, on summary, above the essay.

An important place in the system of work on the development of coherent speech is given to text editing lessons. Learning to improve the text is provided from grade 1, and involves learning to edit all aspects of the text: content, structure and speech design. Editing lessons are a logical continuation of the lessons of teaching presentations and essays and set the task of improving the skills formed on them.

All connected speech lessons are included as component in the study of grammar and spelling topics. At the same time, the formation of speech skills in each class is built in stages. The content of the stages is determined by the purpose and objectives of training aimed at the formation of speech skills, on the basis of which types of exercises in coherent speech are selected.

The role of essays in the development of students' speech.

The activity of the teacher in the classroom should be clearly aimed at the development of independence, creativity of schoolchildren, their wide involvement in the living process of close cooperation with the teacher, with each other. Creative activity should excite the student. Arouse the need for self-expression. Important role essays play in it.

Writing is creative work. It requires the independence of the student, activity, enthusiasm, introducing something of his own, personal into the text. It contributes to the formation of the personality of the student. In the essay, the spelling, all the grammatical rules being studied, makes sense for the student. In preparing for an oral story or a written essay, students learn:

• Understand a given topic or find your own, determine its content and volume, its boundaries, adhere to the topic at all stages of preparing and designing your story, essay.
• Approach evaluatively to the material, to the topic as a whole, express your attitude to the depicted, convey in the text of the essay, telling your own position.
• Accumulate material: observe, highlight the main thing from your experience - what relates to the chosen topic; comprehend the facts, describe, convey their knowledge, feelings, intentions.
• Arrange the material in the desired sequence, draw up a plan and adhere to it in the construction of a coherent text, and, if necessary, change the sequence.
• Select the necessary words and other language tools, build syntactic constructions and coherent text.
• Spelling and calligraphically write the text correctly, punctuate, divide the text into paragraphs, observe the red line, margins and other requirements.
• Detect shortcomings and errors in your essay, as well as in the speech of other students, correct your own and other people's mistakes, improve what is written. (Appendix No. 1)

A school essay is the result of productive activity and is, on the one hand, a subject of study, on the other hand, a means of achieving the ultimate goal - the formation of students' communicative and speech skills.
The compositions differ in the sources of the material, in the degree of independence, in the methods of preparation, in the genre and in the language. (Appendix No. 2)
Essays can also be classified into thematic groups. I offer the following thematic groups and essay topics:

1) Creative:

– What is kindness?
– What is beauty?
- Want to know everything. What for?
I am especially concerned...
- My three wishes.
– Where would I like to go? Why?
- The most expensive thing in our house.
“For me to tell the African children about winter.”
- Three wonderful colors.
Who doesn't sleep at night?
- Journey of an autumn leaf.
- I am the Sun.
“My native country is wide.

2) Reproductive:

What do I know about protein?
- Favorite math activity.
- My faithful friend.
How do animals hibernate?
- My toys.
Our friendly family.

3) Phantoms.

- What would happen if - I saw that the book was crying?
- did the pen tell you?
- the road rose to the sky?
Has evil always triumphed?
- Was I a good wizard?
has the sun disappeared?

4) Essay-reasoning:

Why do leaves fall from trees in autumn?
- Why is it raining?
Why do I love books?
- Why did they call me that?
Why do you need a friend?

5) Essay-description:

- My favorite toy.
- First snow.
- Our classroom.
- The house I live in.
- Christmas tree.

Speech exercises will be effective only when their system, as it were, is superimposed on a number of other conditions that make up the background for speech development. Such a background is an atmosphere of constant attention to language and speech, interest in it, a healthy speech environment.

Speech exercises, as a rule, do not give a noticeable effect in a short time. Systematic work on the development of speech will certainly lead to success. Speech skills develop, so to speak, according to the laws of geometric progression: small success leads to more, speech is improved and enriched.

Thus, speech development classes are a multifaceted work aimed at ensuring that students master not only grammatical theory and spelling skills, but in the process of speech practice they also master the ability to correctly pronounce words and use them correctly in speech, build phrases. Suggestions, connected speech. In general, the development of speech is work on speech culture students, and therefore work on the development of the personality of the child.

Development of a lesson in the Russian language in grade 2 (speech development).

Lesson topic: The development of speech. Composition - description "First snow" (according to observations).

The purpose of the lesson: the formation of the ability to write an essay on the material of direct observations, the formation of the ability to systematize the collected material, to determine the main idea of ​​the essay.

Lesson objectives: develop the creative abilities of students; develop a sense of beauty; to form a coherent correct speech of students; create a favorable psychological climate conducive to the formation of the personality of students.

Lesson equipment: reproduction of A. Plastov's painting "First Snow"; album with collected materials; exhibition of illustrations and children's drawings; book exhibition; musical album by P.I. Tchaikovsky "Seasons"; cut out snowflakes, slides, presentation.

During the classes

Fragments of children's compositions.

“… Quietly fluffy snowflakes fall on the ground. They are so tiny, snow-white, shiny and very patterned. I'm glad to see them!" (Inna Avramenko).

“... The first snow falls slowly and beautifully. He is so soft and fluffy. The snowball is white-white and very shiny. I love this snow so much! (Kristina Fomkina).

“… The first snow is so beautiful! Snowflakes are white, wonderful, fluffy. Snow carpet covered the whole earth. Good winter - winter! (Sergey Bystrov).

After checking the essays by the teacher, the students draw up their work, prepare exhibitions.

MBOU Buturlinovskaya secondary school, Buturlinovka, Voronezh region

Teacher primary school

Garan V.I. Tasks and ways of development of speech of younger schoolchildren // Sovushka. 2016. No. 1..2016.n1-a/ZP15120087.html (date of access: 22.02.2019).

The development of speech is an important task of teaching the native language. Speech is the basis of all mental activity, a means of communication. Students' abilities to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.
Well-developed speech is one of the most important means of active human activity in modern society, and for a schoolchild it is a means of successful schooling.
The basis of the initial course of the Russian language is the comprehensive development of speech.
There are a number of aspects of language acquisition that are the responsibility of the school.
This is, First of all, assimilation of the literary language norm. The school teaches the literary language in its artistic, scientific and colloquial variants.
Secondly, this is the assimilation of reading and writing skills - the most important speech skills.
Third The task of the school is to improve the culture of speech of students.
To solve these problems, systematic work of the teacher and students is needed.
Three directions are clearly distinguished in the development of speech: work on the word (lexical level), work on the phrase and sentence (syntactic level) and work on coherent speech.
So, the method of working on the word provides four main lines:
1. Dictionary enrichment, i.e. the assimilation of new words previously unknown to students, as well as new meanings of those words that were already in their vocabulary.
2. Dictionary refinement is the widest area of ​​dictionary work, including:
a) filling with the content of those words that are not quite accurately learned by students: clarifying their meanings by including them in the context, comparing words that are close in meaning and contrasting antonyms, comparing meanings and using paronyms, etc .;
b) assimilation lexical compatibility words, including phraseological units;
c) mastering the allegorical meanings of a word, the polysemy of words, including meanings determined by the context;
d) assimilation of lexical synonyms and those shades semantic meanings words, those emotional and functional-stylistic colorings of the word that are characteristic of individual synonyms in a synonymic group.
In other words, the refinement of the dictionary can be defined as a dictionary-stylistic work, as the development of the flexibility of the dictionary, its accuracy and expressiveness.
3. Vocabulary activation, i.e. transfer as possible more words from the passive dictionary to the active dictionary.
4. Elimination of non-literary words. This refers to dialect, colloquial, slang words that children learned under the influence of the speech environment.
All these areas of work on the dictionary constantly interact
The main goal of working on a sentence is to teach children to express a relatively complete thought in a clear and correct syntactic structure.
Modern children come to school with a fairly developed oral speech, but speech is predominantly dialogic. The main thing in the work on the Russian language in the primary grades is the education of students' monologue speech, oral and written.
At the same time, it is important to take into account that the work on the proposal is a logical continuation of the formation of speech skills with which the child came from kindergarten, from the family.
Let us give examples of syntactic exercises aimed at developing the speech of students. First of all, these are exercises in the construction of phrases of various types. Phrases composed by children should firmly enter their speech and warn against possible errors in the use of prepositional-case forms of the noun and. These exercises can be performed both in writing and orally, both in grammar lessons and in preparation for any creative work; then the implementation of such exercises will serve the purposes of prevention and correction speech errors students.
So, the types of exercises in composing phrases.
1. Compilation of phrases from these words by combining them in meaning and when changing the form of the word.
a) Day, sun, night, river, birds \\ singing, warm, lunar, bright, summer.
b) Warm (night), tie (tree), jump (grass), sonorous (laughter), look in (window), meet (friend), meet (friend).
c) Write, walk, read, row \\ fluently, quickly, strongly, beautifully.
2. Compilation of phrases for this main word by selecting dependent words that are suitable in meaning.
a) Way (what?); road (what?); event (what?); lilac (what?); moose (what?); mouse (what?).
b) treat well (with whom? with what?); treat well (to whom? to what?); love (who? What?).
3. Compilation of phrases for this dependent word by selecting the main word.
a) Comrade (saw, met, noticed, offended). To a comrade (glad, said, passed on), with a friend (walked, spoke, quarreled), about a friend (wrote, thought, said)
b) muddy, viscous, forest ...; hot, tasty ...; clean, deep, quiet…; huge, warm, blue….
c) Fast (running), slowly (walking), quietly (spoken), rarely (mistaken), high (flying).
4. Compilation of phrases according to single-root words that require the setting of nouns in different cases.
a) thank - who? For what ?, gratitude - to whom ?, respect - whom? for what ?, respect for whom ?, return - what? To whom ?, return - to whom?
b) praise - whom ?, boast - what? , angry - whom?, angry - at whom? 5. Composing phrases in which the main word requires the use of a certain preposition
Love for ...., interest in ..., hatred for ..., report on ..., statement about ..., dream of ..., hope for ..., attack on ... .
6. Composing phrases in which the preposition corresponds to the verb prefix
Enter into ..., run behind ..., sail from ..., paste into ..., deliver to

The next type of exercise that contributes to the formation of the syntactic structure of the speech of younger students is the exercise in making sentences.
Let's name some of them:
a) Compiling a complete answer to the teacher's question.
b) Distribution of sentences on questions using these words.
c) Making sentences from given words, phrases.
d) Recovery of the deformed text.
e) Selection of a word that is suitable for the meaning of the missing word in the sentence.
f) Drafting proposals with homogeneous members out of two or three simple sentences.
g) Drawing up sentences on a certain topic, according to pictures, according to observations of the weather, replacing the form of one sentence with the form of another.
So, the syntactic development of children's speech and the development of their contextual speech is carried out in the process of studying all syntactic and morphological topics, as well as when performing special speech exercises for compiling phrases, sentences and coherent texts. All this is an integral part of the education of the culture of speech of younger students.
Let's move on to the third direction - work on coherent speech.
In the primary school methodology, the following types of exercises in coherent speech belonging to the students themselves are adopted:
a) detailed answers to questions (including during the conversation);
b) various text exercises related to the analysis of read works, the study of grammatical material, the activation of grammatical norms and vocabulary, if the statements of students (oral or written) basically meet the above requirements;
c) records on observations (if they are not single, but are kept systematically), keeping diaries of nature and weather.
d) oral retelling of what was read in his various options;
e) oral stories of students on a given topic, on a picture, on observations, on a given beginning or end, on this plan or plot, etc.
f) reciting literary texts memorized, recording them from memory.
g) improvisation of fairy tales (usually orally), the beginnings of literary and artistic creativity - the composition of poems, short stories;
h) written presentations of exemplary texts (fiction, journalistic, popular science);
i) restructuring of the texts given by the teacher (selective retellings and presentations, creative forms retelling and presentation, staging of the stories read).
j) various types of dramatization, oral (verbal drawing, illustration of read works, imaginary screen adaptation of read works or own stories.
k) written compositions of various types;
l) Business papers: announcements, statements, addresses, telegrams, business letters, etc.
Success in the work on the development of speech will be possible only if it is educational in nature, will be carried out regularly and in a system.
"The system is created by understanding the need for each type of work, arranging them in order of increasing difficulty ... The clarity and purposefulness of each type of presentation or essay is a gain in time, this is a saving of strength, this is a system."

Literature

1. Politova N.I. The development of speech of primary school students. in the Russian language lessons: A guide for the teacher. - M. : Enlightenment, 1984.
2. Fomicheva G.A. Syntactic exercises in connection with the development of speech. - M.: Enlightenment, 1978.
3. Ramzaeva T.G., Lvov M.R. Methods of teaching the Russian language in elementary grades. -M. : Enlightenment, 1979.
4. Rybnikova M.A. Essays on the method of literary reading. - M., 1963.

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

Good work to site">

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

Posted on http://www.allbest.ru/

Introduction

1 General characteristics of the personality of junior schoolchildren

2 Speech activity of younger students

3 Psychological features speech formation of first graders

4 Assimilation by children various groups words

Conclusion

Literature

INTRODUCTION

Target the work is purely practical: to make speech (someone else's, and then your own) the subject of observation and attentive attitude of students, to lay the foundations of a culture of speech behavior. But if we want conscious attitude child to the word, to speech and speech actions, then it is necessary to equip him with the knowledge that will help to understand (within the available limits) the meaning of the terms used.

An object research: - the speech of younger students.

Sample: first graders MOU secondary school them. F.V. Gladkov (10 students).

Subject Our study is to identify the features of the development of speech of younger students and exercises aimed at the formation and enrichment of children's speech.

The formation of a full-fledged speech development of younger students is the most important direction of the learning process. This explains relevance chosen topic.

Target research: - study of the features of the development of speech of younger students in the learning process; the formation of students' skills to build a statement (oral and written) on a given topic in a certain style and genre: correctly, meaningfully, expressively, effectively.

In accordance with the purpose of the study, tasks:

To study the literature on this topic and give a theoretical and psychological-pedagogical justification of the problem;

Make a system of speech exercises;

To study the features of speech development in younger students;

To draw up methodological and psychological and pedagogical recommendations for the preparation and conduct of exercises for the development of students' speech.

Hypothesis Our study is based on the assumption that the systematic, methodically accurate conduct of speech exercises in the lessons of the development of speech and the Russian language contributes to the development of coherent speech of younger students, the formation of self-control skills, the prevention and elimination of typical speech errors of students, and the improvement of the quality of children's statements.

By the time of entering school, the child's vocabulary increases so much that he can freely explain himself to another person on any occasion related to everyday life and within the scope of his interests. If it's ok at 3 years old developed child uses up to 500 or more words, then a six-year-old - from 3000 to 7000 words. The vocabulary of a child in elementary grades consists of nouns, verbs, pronouns, adjectives, numerals and connecting conjunctions.

The development of speech is not only due to those linguistic abilities that are expressed in the instinct of the child himself in relation to the language. The child listens to the sound of the word and evaluates this sound. So, Antosha says: “Iva. Truth, beautiful word?! It's tender." At this age, the child understands quite well which words are customary to use, and which are so bad that they are ashamed to pronounce.

The child, if some regularities of speech are explained to him, will easily turn his activity to the cognition of speech from a new side for him and, while playing, will make an analysis.

Cyril learned that there is a masculine, feminine and neuter gender. He reports: “The table is masculine, the chair is also, the bed is feminine. TV is masculine. He jokes: “So women can only watch with our permission.” Continues: “The pig is feminine! Pig - male. Again he jokes: "Piglets of a childish kind." (From. materials AT.WITH. Mukhina.)

The assimilation of a language is determined by the extreme activity of the child himself in relation to the language. This activity is expressed in word formation, in the ability to choose right word according to the given condition.

Primary schoolchildren have an orientation to the systems of their native language. The sound shell of the tongue - the subject of active, natural activity for a child of six to eight years. By the age of six or seven, the child already masters to such an extent colloquial speech a complex system of grammar that the language he speaks becomes his mother tongue.

If the child attended kindergarten, then he should be trained in the skills of conscious speech analysis. He can perform a sound analysis of words, divide a word into its component sounds and establish the order of sounds in a word. The child pronounces the words easily and with joy in such a way as to highlight intonation the sound with which the word begins. Then he just as well highlights the second and all subsequent sounds.

A child with special training can pronounce words in order to identify the sound composition, while overcoming the habitual stereotype of pronunciation of words that has developed in live speech. The ability to produce sound analysis of words contributes to the successful mastery of reading and writing.

Without special training, a child will not be able to conduct a sound analysis of even the simplest words. This is understandable: by itself, verbal communication does not pose tasks for the child, in the process of solving which these skills would develop. specific forms analysis. A child who does not know how to analyze the sound composition of a word cannot be considered retarded. He's just not trained. Mukhina B. Developmental psychology. Phenomenology of development.

1 GENERAL CHARACTERISTICS OF THE PERSONALITY OF THE JUNIOR STUDENT

“Junior school age is a period of education, accumulation of knowledge, a period of development par excellence. The successful fulfillment of this important function is favored by the characteristic features of children of this age: trusting obedience to authority, increased susceptibility, attentiveness, a naive playful attitude towards much of what they encounter "- this is how N.S. characterizes this age. Leites.

The mental processes of younger schoolchildren develop intensively, but unevenly. Perception is fresh, broad and sharp, but little differentiated. Children of this age do not know how to carry out a purposeful analysis of what is being observed, they do not know how to single out the main, essential in the perceived, their perception is characterized by vivid emotionality. However, perception gradually becomes more manageable, it is freed from the influence of direct activity, with which it was previously inextricably linked, and the place of organized observation increases.

Younger students fulfill the requirements of the teacher unquestioningly, do not enter into disputes with him. They trustingly perceive the assessments and teachings of the teacher, imitate him in the manner of reasoning, in intonations.

The obedience of younger students is manifested both in behavior and in the very process of learning. Such mental features like credulity, diligence are prerequisites for successful training and education. At this age, children acquire new knowledge, skills and abilities with readiness and interest. While they only absorb, absorb knowledge. And this is greatly facilitated by the increased susceptibility and impressionability of the younger student.

A very important feature is the imitation of adults, their peers, heroes of books and films. This quality helps children a lot in learning and contributes to the rapid mastery of skills and abilities. academic work ability to plan, organize and carry out various types of work. All this must be taught persistently and patiently.

Thus, primary school age is a sensitive period in the acquisition of new knowledge, skills, and a very favorable period in the child's speech development.

2 SPEECH ACTIVITY OF YOUNGER STUDENTS

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

speech activity - the process of verbal communication with the aim of transferring and assimilation of socio-historical experience, establishing communication, planning one's actions. The statements of younger students are free, spontaneous. Often this is simple speech: speech-repetition, speech-naming; compressed, involuntary reactive (dialogical) speech predominates. The school course contributes to the formation of arbitrary, expanded speech, teaches her to plan in the lesson. It is necessary to set the task for students to learn to give complete and detailed answers to the question, to tell according to a certain plan, not to repeat themselves, to speak correctly, in complete sentences, to coherently retell a large amount of material. In the process of learning activities, students must master free, active, programmed, communicative and monologue speech. During primary school age, all aspects of speech develop: phonetic, grammatical, lexical. First-graders practically own all phonemes, however, the phonetic side should be given great attention, since learning to read and write requires a well-developed phonemic ear, i.e. the ability to perceive, correctly distinguish all phonemes, learn to analyze them, isolate each sound from a word, combine the selected sounds into words. During the primary school age, the development of the grammatical side of the language also takes place. A child comes to school practically knowing the grammatical structure of his native language, i.e. he inflects, conjugates, connects words into sentences. The development of the grammatical structure of the language is facilitated by a new form of speech activity - written speech. The need to be understood in a written presentation forces the student to construct his speech grammatically correctly.

Speech activity requires not only the mechanical reproduction of known cases of the use of words, but also the creative operation of words, understanding and operating them in new situations, in new meanings. Therefore, the success of students in mastering vocabulary is determined both by the number of memorable words and the ability to use them widely and adequately: to independently understand new cases of using already known words by analogy with those that were previously in the child’s experience, to guess the meaning of a new word, the ability to choose the most correct one in a given situation.

The development of speech in the lower grades is carried out primarily in the lessons of the native language. Mastery of speech goes simultaneously in several directions: along the line of development of the sound-rhythmic, intonational side of speech, along the line of mastery of the grammatical structure, along the line of development of vocabulary, along the line of greater and greater awareness of students of their own speech activity.

With such an organization of learning, the most important function of language is at the center - communicative. To reveal the communicative function of language for a child means to teach him to plan, to express his ideas by language means, to anticipate possible reactions of a participant in communication, to control his speech activity.

In general, the language is acquired by the child spontaneously, in communication, in the process of speech activity. But this is not enough; spontaneously acquired speech is primitive and not always correct. Some very important aspects of the language spontaneously, as a rule, cannot be acquired and therefore are under the jurisdiction of the school.

This is the assimilation of the literary language, subject to the norm, the ability to distinguish literary, correct language from non-literary, from vernacular, dialects, jargons. The school teaches the literary language in its artistic, scientific and colloquial versions. This is a huge amount of material, many hundreds of new words, thousands of new knowledge of already known words, a lot of such combinations, syntactic constructions that children did not use at all in oral preschool speech practice.

At school, students learn to read and write. Both reading and writing are speech skills based on the language system, on knowledge of its phonetics, graphics, vocabulary, grammar, and spelling. All this does not come to the child by itself, everything must be taught; this is what the method of speech development does.

The third area of ​​the school's work on the development of speech is bringing the speech skills of children to a certain minimum, below which no student should remain. This is the improvement of the speech of students, the increase in its culture, all its expressive possibilities.

Speech is a very broad sphere of human activity. In the development of speech, three lines are distinguished: work on the word, work on the phrase and sentence, work on coherent speech.

In general, all these three lines of work develop in parallel, although they are at the same time in a subordinate relationship: vocabulary work provides material for sentences for coherent speech; in preparation for the story essay, preparatory work is carried out on the word and sentence. The development of speech requires a long painstaking work students and teachers. Temporary setbacks should not be frightening. Systematic work on the development of speech will certainly bear fruit. Speech skills and abilities develop according to the laws of geometric progression: small success leads to more - speech is improved and enriched.

3 PSYCHOLOGICAL PECULIARITIES OF THE FORMATION OF SPEECH OF FIRST GRADE STUDENTS

One of the most important indicators of the level of culture of thinking, human intelligence, is his speech. Having arisen for the first time in early childhood in the form of separate words that do not yet have a clear grammatical design, speech is gradually enriched and complicated. The child masters the phonetic structure and vocabulary, practically learns the patterns of word changes (declension, conjugation, etc.) and their combinations, the logic and composition of statements, masters dialogue and monologue, various genres and styles, develops accuracy and expressiveness of his speech. The child masters all this wealth not passively, but actively - in the process of his speech practice.

Speech - this is a type of human activity, the implementation of thinking based on the use of language tools (words, their combinations, sentences, etc.). Speech performs the functions of communication and communication, emotional self-expression and influence on other people.

Well-developed speech is one of the most important means of active human activity in modern society, and for a schoolchild it is a means of successful schooling. Speech is a way of knowing reality. On the one hand, the wealth of speech in more depends on the enrichment of the child with new ideas and concepts; on the other hand, a good command of the language and speech contributes to the knowledge of complex relationships in nature and in the life of society. Children with well-developed speech are always more successful in various subjects (see references)

Peculiaritieswrittenspeechesjuniorschoolchildren.A huge impact the development of speech as a whole has a mastery of written speech. Written speech is a kind of monologue speech. But it is more developed than oral monologue speech, as it implies the absence of feedback from the interlocutor. Hence the much greater structural complexity of written speech compared to oral speech. This is the most arbitrary kind of speech.

Written speech of a junior schoolchild is poorer than oral. - However, as studies show (M.D. Tsviyanovich), by grade III, written speech does not lag behind oral speech in its morphological structure, and in a certain respect even outstrips it. So, in written speech, the percentage of nouns and adjectives is higher, it has fewer pronouns, unions that clog oral speech. Another thing in written speech is the relationship between nouns and verbs. If in oral speech their percentages are approximately the same, then in written nouns they are much larger, which brings the indicators of written speech of third-graders closer to the corresponding indicators of speech of students in subsequent classes.

Developmentspeechesjuniorschoolboy. Speech activity is a process of verbal communication with the aim of transferring and assimilating socio-historical experience, establishing communication (communication, but on the basis of communication and influencing the interlocutor), planning one's actions.

Speech activity differs in the degree of arbitrariness (active and reactive), in the degree of complexity (speech - naming, communicative speech), in the degree of preliminary planning (monologic speech, which requires complex structural organization and preliminary planning, and dialogic speech).

The statements of a preschooler and a younger student, as a rule, are spontaneous. Often this speech is repetition, speech is naming; compressed, involuntary, reactive (dialogical) speech predominates.

The school course contributes to the formation of arbitrary, detailed speech, teaches it to plan. In the classroom, the teacher sets the task for students to learn to give complete and detailed answers to the question, to tell according to a certain plan, not to repeat themselves, to speak correctly, in complete sentences, to coherently retell a large amount of material. The transmission of whole stories, the conclusion and formulation of the rules is built as a monologue. In the process of learning activities, students must master arbitrary, active, programmed, communicative and monologue speech.

The modern elementary school sees one of the main tasks of education - the development of speech and thinking of younger students. One of the indicators of the mental and speech development of schoolchildren is the wealth of their vocabulary. Vocabulary is essential for a language construction material. With the help of a word human thinking is associated with objective reality, since the word denotes the object of reality and expresses the concept of it. The word, according to the definition of Mikhail Rostislavovich Lvov, "is a particle of knowledge, a particle of generalization of experience, which is stored in memory and used by a person in the process of thinking and speech" . The enrichment of vocabulary, and, consequently, speech development, is facilitated by the organization of educational activities aimed at:

Perception and awareness of the semantic content of the studied words and cognate words, shades of the meanings of these words, antonymic and synonymous relations, compatibility of words and stable turns;

Development of the ability to explain the meaning of words and the features of their use in speech;

Formation of the ability to use words in speech when constructing one's own speech statement.

The poverty of students' vocabulary hinders their assimilation of spelling. The issues of developing literate writing skills in elementary school are solved in terms of teaching schoolchildren spelling based on the use of certain rules and memorization of a number of so-called "vocabulary" words, i.e. words with unchecked spellings. It is very difficult for younger students to master these words. Observations show that students graduating from elementary school make mistakes in writing a large number of words with unchecked spellings.

One of the most effective means that can arouse interest in Russian language classes is a didactic game. The purpose of the game is to arouse interest in knowledge, science, books, teachings. At primary school age, the game, along with learning, occupies an important place in the development of the child. When children are included in the situation of a didactic game, interest in learning activity increases sharply, the material being studied becomes more accessible to them, and their working capacity increases significantly.

After all, the fact that the game is part educational process, it's not a secret to anybody. The game helps to form the phonemic perception of words, enriches the child with new information, activates mental activity, attention, and most importantly, enriches the vocabulary of children and stimulates their speech. As a result, children have an interest in the Russian language. Not to mention the fact that didactic games in the Russian language contribute to the formation of the spelling vigilance of a younger student.

Here are some didactic games and game techniques that can be used to develop the vocabulary of children.

Games:

1 . A game« Cryptographers» . Purpose: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the meaningful function of sound and letters, enrichment of students' vocabulary, development of logical thinking.

Move: They play in pairs: one as a cryptographer, the other as a guesser.

The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences.

Zhyil (Skiing), anski (sledge), kyoink (skates)

The guesser will not only have to guess the words, but also choose an extra word from each group.

For example:

1. Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)

2. Oars, straa, enkl, roamksha (rose, aster, maple, chamomile)

3. Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)

Gamingtricks.

1. find« superfluousword»

Goal: enrich the vocabulary, develop the ability to distinguish in words common feature, development of attention, fixing spellings of unchecked vowels.

Tasks. Underline the extra word. What spellings are found in these words?

2. childrenverylikesuchtasks,as:

Replace phrases with one word:

Time span of 60 minutes

Soldier on duty

A child who loves sweets

A very funny movie.

Divide the words into two groups.

Find related words. Select the root.

Finish the sentences:

Roma and Zhora have ………….

One day they went …………. Suddenly from the bushes……………..

Then the guys remembered for a long time how ...... ..

Make up a story with key words:

Winter, snow, frost, trees, cold, bullfinches.

The value of such games lies in the fact that on their material you can also work out reading speed, enrich the vocabulary of students, study the syllabic composition of a word, develop spelling vigilance, and much more.

An important role of entertaining didactic games also lies in the fact that they help relieve tension and fear when writing in children who feel their own inadequacy, creates a positive emotional infusion during the lesson.

The child is happy to perform any tasks and exercises of the teacher. And the teacher, thus, stimulates the correct speech of the student, both oral and written.

At primary school age, children may have problems associated with speech activity. There are children who can talk non-stop about everything, but it is often difficult to understand them, they themselves lose their thoughts, it is difficult for them to build the logic of their statement. Others know what to say, but they don't have an "active vocabulary". Such children know the words, they know how to pronounce them, they know how to correctly build a phrase in the lesson, but this “knowledge” is passive: in a conversation they keep silent, they find it difficult to answer a direct question.

Help develop active vocabulary, conversational skills speech games: task games with words and games with words. There are a lot of games based on alphabetic material, with words that require players to be able to read, make words from letters and syllables.

Task games with words for younger students:

Any word is written on the board. The children are given the task: for each letter of the word, come up with words on a given topic (animals, vehicles, plants, etc.). For example, on the board the word "zebra". Words to him - bison, raccoon, badger, lynx, antelope.

One sound is thrown out of the word to get a word that has a new meaning. For example: “Throw out the first sound from the word “braid” (was), from the word “pillar” and the last sound (table).

One sound is added to the word to make a new word (the reverse game of the previous one): fur (laughter); laziness (deer); treasure (warehouse).

Replacing one sound in a word, you can get a new word: light - color, mink - crust, sand - forest.

Rebuses are a very common task with words, in which words or a phrase are encrypted in a picture. In rebuses, not only pictures can be used, but also the image of letters, and the spatial relationships of the parts of the picture are also indicated by the sounds that make up the “hidden” word.

Anagrams is an exciting game that develops combinatorial thinking. A new word made up of all the letters of a given word is called its anagram. An anagram of a word is the result of rearranging all its letters in a different order. Two or more words formed from the same letters make up an anagram block. Here are some interesting examples: a flask-glass - a block of two five-letter anagrams; order-caprice - a block of two six-letter anagrams; karta-karat-katar - a block of three five-letter anagrams.

Such games give players the opportunity to train their memory and show erudition, as well as to penetrate deeper into the intricacies of the language, to understand the structure of word formation. Here are some more examples of games with words:

"Compositor". This is one of the most famous word games. A word (usually long) is given, such as "stop". Behind certain time the players need to add other words from the letters of this word (“machine”, “slope”, “tank”, etc.). The players then take turns calling them. Only those options that have not yet been named are taken into account. The player who last named the word wins. The winner of the game is the one who came up with the longest word.

"Frame". First, three (two and even one) consonant letters are chosen (for example, k, n, t). Then all the players “pull on the frame” vowels (as well as a soft, hard sign and the letter th), that is, they come up with words consisting of these consonants (in any order) and any vowels (“fabric”, “kant”, “rope "). The one who comes up with the last word wins.

"Guess the phrase." The host takes a book and reads the beginning of any phrase. The rest are trying to guess its continuation. After a while, the hidden phrase is read to the end, and all the players can compare what they said with the real end of the phrase. The one who guesses the end of the phrase (or almost guesses) gets a point. You can read not the beginning, but the end of the phrase. First, the leader should choose easy tasks so that the guys would be interested in playing.

You can build a lesson of acquaintance with new words in the form of a journey. For example, like this:

New City Theme

Let's take a tour of the city with Masha.

She came from another city and ended up at the station.

Station is an English word. Once upon a time, Mrs. Vox arranged a hall in the estate where dances were held. At first, this hall was called the station, in the word we hear “wok” + “hall”. And now it is a room at the station for passengers.

Masha went to the square. She will be interested to know that the word is Russian in origin, meaning “flat”.

There is a market on the square. Now it is a covered area, but when the word was born, in German it meant "circle, square", because the market was most often held on the trading square.

Next to the market is a pharmacy - an institution where medicines are made and sold. Once upon a time it was a Greek word and meant "warehouse".

Masha comes to a huge shopping mall. This is a hypermarket. Complicated word. "Hyper" in Latin means "over", "market" - buying and selling. So the complex was named for a huge number of departments where they sell things for completely different purposes.

Near metro station. Metro - the abbreviated word "metro" - urban underground transport. Let's see how the word was formed.

The Greek language had 2 words: “meter” (mother) and “polis” (city), and if added together, you get the “mother of cities”, that is, the capital. And from them it was formed - the subway - the capital's transport. Because the metro was first built only in the largest cities.

Masha took the subway to the outskirts. On the shore of the bay - the port. This word is from the Latin language: parking place, loading ships.

On the other square is the cathedral. word from Old Church Slavonic, meant "meeting". In another way, this building is called a church. The word at the time of baptism came from Greece. Means - "the Lord's (house)".

This building is already familiar to us - the stadium. Recall Masha: the word is Greek. In ancient Olympic Games the runner ran a distance of about 192 meters - these are "stages".

Masha came to the park and walked along the alley. An alley is a path in a garden or park, on both sides of which trees or bushes are planted. The word came from French, where it meant "passage, road."

A fountain gurgles in the distance. This is a building in which water spurts under pressure. Fountain - the word is Latin in origin, its meaning was - "source".

But the road, similar to an alley, trees also grow on the sides. But this alley in the city, goes along the street. Here it is correct name- boulevard. This word is borrowed from Dutch. It used to mean something completely different: a rampart.

lesson in such unconventional form causes very great interest in students and contributes to easier and stronger memorization of words, as well as their application in their own speech.

You can also use the method of compiling dictionaries based on the vocabulary of read works of art, which has proven itself very well and has been used by many teachers in their work for quite a long time.

After reading some works (mostly small in volume), children are invited to make lists of the most interesting, in their opinion, words and phrases found in this work. Words can be interesting from the point of view of their lexical meaning, and in terms of their grammatical form, and in terms of their writing. The work is limited to one indispensable condition: the words must be written correctly and beautifully. (The dictionary does not allow mistakes and corrections; if you cannot write a word correctly right away in the dictionary - practice in a draft). Even if schoolchildren do not set themselves the task of writing out words that are difficult in their spelling, spelling training is still carried out, but involuntarily for children. Children can use these dictionaries as lists of key words when retelling, working materials when writing presentations according to data works of art, essays. Vocabulary exercises develop students' memory for the spelling norm, expand vocabulary.

Variants of such work can be the compilation of dictionaries of words of foreign origin, dictionaries of native Russian words, obsolete words(material for such dictionaries are the texts of Russian folk tales, with the help of the collected materials, children perform creative work for compiling their fairy tales, the work is drawn up in the form of baby books).

When working on memorizing new words, a number of conditions should be taken into account:

Setting for memorization: the student must want to remember what he needs to remember;

Interest: what is interesting is easier to remember;

Brightness of perception: everything that is bright, unusual, that evokes certain emotions is better remembered;

Imagery of imprinting: memorization based on images is much better than mechanical memorization.

To memorize words, various mnemonic techniques are used: poems, stories, drawings, puzzles, word groupings, which, by evoking certain associations, help children remember a difficult word. Small works of children's writers make it easier to memorize, for example, N. Sladkov's story “The Magpie and the Bear”, the story is L.N. Tolstoy "Fire dogs". In the work on vocabulary words, verses are often used, for example:

Difficult words to learn

The game helps us.

The rooster was named "Petya" -

He loves to sing at dawn.

The bear, on the other hand,

He does not like to sing, he loves honey.

Fox - fox, look

He loves the letter I.

Children are very interested in drawings and diagrams. The thinking of primary school students is visual-figurative in nature, that is, it is based on specific ideas and images. In this regard, the figurative type of memory also prevails in most of them. Therefore, a method is used when, in order to memorize a word, it is proposed to perform a drawing on letters that cause difficulty in writing. Children are happy to engage in this exciting activity, and the results, in the end, meet expectations. on the letter O very easy to draw a tomato, and the letter And - these are knives that can be used to cut it. Drawings should be done only on those letters that cause difficulties in writing. The picture must necessarily correspond to the meaning of the word.

Also, in working on fixing the meaning of words, you can use various lexicalexercises:

1. Write down only those single-root words (aspen, aspen, aspen, aspen, boletus) that correspond to the following values:

1) young aspen;

2) aspen forest;

3) a mushroom with a red or brown-red hat, which can most often be found in the aspen forest.

2. Explain who is called that: a librarian, a tractor driver, a combine operator, a telephonist, a driver.

3. Explain the meaning of the highlighted words.

Cheerfully shines a month outside the window. White snow sparkles with a blue light. The third month at the gate is a turn towards the sun.

4. Find in sentences words that are close in meaning to the word soldier, write out these words.

Soviet soldier saves home country peace and glory. From a distant front, two brothers of a soldier were returning home to their native hut. As soon as the fighter took a three-row, it is immediately clear that he is an accordionist. But the serviceman knows his business, and for his homeland he will boldly attack, defeat the enemy in battle.

5. Find words in sentences that are opposite in meaning.

Near the seaside, the oak is green;

Golden chain on an oak tree:

And day and night the cat is a scientist

Everything goes round and round in a chain;

Goes to the right - the song starts,

Left - tells a fairy tale.

6. Choose a word opposite in meaning to each of the words.

Right, top, tomorrow, hello, please...

7. Fill in the sentences with suitable dictionary words.

Boots, shoes are shoes, and ... are clothes. Hare, ... are animals, and ..., ... are birds. A pencil case, ... are educational supplies, and ..., ... are tools. Carrots, ..., ... are vegetables.

AT primary course grammar, spelling and speech development, great importance is attached to vocabulary and orthographic work, during which children learn words with unverifiable spellings given in special lists for each class. Children receive initial information about them already in the first grade. First-graders get acquainted with the spelling of such words as sparrow, crow, magpie, etc.

The skills of writing vocabulary words, on the one hand, largely depend on the vocabulary capabilities of children, their active vocabulary, on the other hand, the study of such words and conducting vocabulary and spelling exercises should help to activate the vocabulary of younger students. Here, such a technique as spelling reading can be used.

Spelling reading can be used in any lesson. When working on a dictionary, it is more convenient to take words in thematic blocks (5-10 words) and study one block during the week.

First day

1. Independent reading of words by students.

2. Reading the words by the teacher "spelling".

3. Repetition by children 2-3 times.

5. Checking words.

Second day

1. The card is briefly shown to the class.

2. Pronunciation by the teacher of words, in accordance with the norms of orthoepy.

3. Children pronounce "spelling" three times.

4. Writing words (from a book, from cards, from a board).

5. Checking words.

The third day

1. Oral dictation of all words. Children say the word "spelling" three times.

Fourth day

1. Card in front of the class. Pupils read once, naming the letters to memorize.

2. Writing a word (the card is removed, the children write it down on their own or one of the students comments on the word), graphic design.

3. Checking the entire block of words.

Fifth day

1. Dictation.

"Spelling" reading is used in the preparation and conduct of visual dictations, in the performance of a wide variety of tasks, oral dictations. To achieve maximum effect, it is necessary to use "spelling" reading in all lessons.

A week of work on blocks of vocabulary words passes. But work with these (familiar to children) words does not stop. You can always find an opportunity to invite children to write the right word, comprehend its meaning, compose a phrase with it, use this phrase in a sentence, a coherent text. The language material for such exercises can be proverbs, sayings, riddles, crossword puzzles, poems, excerpts from works of art.

4 CHILDREN'S LEARNING OF DIFFERENT GROUPS OF WORDS

Within the framework of our topic, there is one more problem, which is connected with the difficulties in mastering certain groups of words by students. Observations of the work of primary school teachers show that in the lessons of the Russian language, classroom and extracurricular reading, insufficient attention is paid to working with abstract concepts. But this is very important, because such words are most difficult for children to assimilate. This helped us to find out the training experiment.

To begin with, we identified a problem for ourselves: to investigate the features of the assimilation by children of various groups of words with a specific and abstract-abstract meaning. To do this, in the lessons of the Russian language in grades 1, 2 and 3 of elementary school, we worked on words: remember the word and its meaning, select this word from the text, make a phrase with this word, distribute memorized words according to various criteria. Then, to study the result of the experiment, a vocabulary dictation was conducted with various tasks for students different classes. According to the results of the study, it was possible to establish that words correlated with specific objects and people surrounding the child (desk, notebook, bench, yard, tractor, car, etc.) are assimilated by children without much difficulty, though the same words with a specific meaning, but difficult to pronounce words are more difficult to digest. Words with an abstract and abstract meaning are learned very hard. Such words as friendship, kindness, politeness are remembered by children more easily, because they sound almost daily in their speech and are correlated with the moral and ethical qualities cultivated in them, i.e. children know that they should be friendly, kind, polite, they are reminded of this every day. But such words as, for example, difficulty, fabulousness, luck are not assimilated by children immediately and are forgotten very quickly.

Consequently, in the course of the experiment, we revealed the need to study the meanings of abstract words as a component of age-related linguistic consciousness, and it is also important in terms of identifying the processes of formation of both speech and thinking. The formation of the meanings of abstract vocabulary is influenced by various, often contradictory trends in the social life of modern Russia; facts, books, films misunderstood or not correctly understood by younger students; independent analysis of adult behavior; those changes that occur with the subjects themselves. The meanings of many of the studied words were formed in the minds of children under the influence of speech practice.

Abstract vocabulary is not sufficiently attracted by primary school teachers as the material being studied, it is assimilated by schoolchildren spontaneously, empirically, without special guidance from the teacher, it has actually ceased to be used in the means mass media, is practically not used in the family, as a result of which not only a distorted linguistic picture is formed in the younger student, but also a falsely oriented picture of the world as a whole. The younger school age is especially sensitive to that side of activity that concerns relations between people, models of these relations, and the assimilation of norms of behavior. Word acquisition moral relations will also affect education. correct norms behavior. With regard to elementary school, this kind of work has not been carried out, although, in our opinion, it is necessary (and possible) to acquaint children with this vocabulary in an age-accessible volume. The allocation of this vocabulary to a special group in the learning process is due to a number of reasons for linguistic, methodological, didactic and psychological nature. The study, which will allow, within the framework of a lexically limited group of words, to acquaint students with language means, will significantly enrich the speech of schoolchildren.

In addition, the experiment showed other interesting results.

For example, for first-graders it turned out to be the most difficult to isolate individual sentences from the text and write down the listened text from memory. This indicates the insufficient development of the memory of children.

Pupils of the 2nd grade, completing the task for the distribution in two columns of the names of animals and plants, for the most part correctly completed the task. The words “willow” and “bison” caused difficulties, many students simply did not know what they were. They were also asked to make sentences from a set of words. Of these words, less than half of the students correctly wrote down all 4 sentences. The difficulty was caused by sets of words:

Girl, album, drawing;

Child, cup, milk.

Consequently, the least difficulty for the second-graders was caused by the classificatory exercise. The most difficult task was to compose sentences from a set of words.

For students of the 3rd grade, it turned out to be difficult to write down a common word-concept for each word. Only 10% of students completed the task correctly. The words “table” and “pencil” caused the greatest difficulty. In the next task, it was necessary to choose two words that are close in meaning (synonyms) from the words of each line. More than half of the students completed the task correctly. The choice of a word that is opposite in meaning also caused difficulty for many students. A quarter of the students completed the task correctly. More than half of the students made up all 3 sentences from these words. Typical mistakes: violation of the sequence of words in a sentence.

Based on these observations, some conclusions can be drawn.

The school manages the process of speech development of younger students. However, schoolchildren have difficulties in mastering speech at all levels.

The development of the vocabulary of students occurs along with the enrichment and refinement of ideas about objects and phenomena. From Grade 1, students do logical exercises by grouping and classifying objects according to their essential features. Classification exercises cause difficulty if the child does not understand the meaning of the word.

Students basically understand the difference between synonyms, they can pick up antonyms. They also learn the compatibility of words with other words. When performing practical exercises, difficulties arise if theoretical information have been reported for a long time or students do not understand the shades of the meanings of words.

Students usually correctly determine the boundaries of sentences. Work on a sentence, like vocabulary, is a continuous flow, carried out every lesson. This work begins already in the period of literacy.

CONCLUSION

In recent years, unfortunately, students have seen a sharp decline in interest in Russian language lessons, the unwillingness of children to broaden their horizons, improve literacy and culture of speech. And this is very sad, because in this way students impoverish their speech, and at the same time their language and their general culture. School lessons Russian language are designed to arouse interest, craving for constant acquisition of knowledge.

In the Russian language lessons, the teacher pays sufficient attention to grammar, spelling and structural analysis words, while working much less on their semantics. And this, in turn, leads to a deterioration in the memorization of new words, to the impoverishment of the vocabulary of children, and the teacher must deal with these by all means.

Since traditional teaching methods are not always able to ensure the assimilation of the material by all students, there is a need for skillful organization of educational activities in the classroom. To create conditions for the formation of this activity, it is necessary to form cognitive motivation. Today, unfortunately, methods of external motives dominate - mark, praise, punishment. But real motivation will take place only when children strive to go to a school where they feel good, meaningful, and interesting.

The creative approach of teachers to the preparation and conduct of lessons can positively change a lot in children's attitude to learning. In order to activate students, develop interest, and encourage them to acquire knowledge, the teacher needs to introduce entertaining varieties of lessons into the practice of schools, eventually creating original, non-traditional lessons.

Often in the texts of exercises in the Russian language and in texts literary works there are words that have gone out of everyday use - these are obsolete words. They are part of obsolete vocabulary. And it is very important to introduce children to such vocabulary: to explain the meaning of obsolete words, to teach how to use dictionaries in order to find out the interpretation of the word, how to use these words in speech.

Such work will instill in children a love for their native language, arouse interest in the Russian language as an academic subject.

At the age of 6-10, students are most receptive to learning the basics of their native language, since it is natural for a person to master the language in childhood. It is at this time that a hypocritical and ignorant attitude towards the language should be prevented, and its expressive possibilities should be introduced as widely as possible.

The assimilation of a huge vocabulary contained in textbooks cannot occur spontaneously, because. vocabulary in any language is always not a simple sum of words, but a certain system of relative and interrelated factors. The system, as you know, is the unity of parts in a mutual sphere, characterized by a common functioning. Consequently, "lexicology appears to us not as a science of individual words, but as a science of the lexical system of a language as a whole." (Shansky)

Starting from the first grade, it is necessary to develop students' attention to the meaning of the word, to give exercises that allow them to further form the ability to independently interpret the meaning of words, encouraging them to determine and compare language units: sound, word; observe how a change in one sound in a word leads to a change in its lexical meaning.

Only then will children strive to remember the word, use it in speech, actively use it in their individual vocabulary, which will ultimately help them master the beautiful, correct and expressive Russian literary language.

LITERATURE

word speech development

1. Activation of the vocabulary of younger students // Primary School. - 2003. - No. 4.

2. Baranov M.T. Scientific and methodological foundations for enriching the student's vocabulary in the process of learning the Russian language. - Doc. diss. M., 1985.

3. Borisenko I.V. Development of a sense of spelling form in younger students based on reading. / Elementary School. - No. 11/12 - 1987.

4. Buslaev F.I. On the teaching of the national language // Buslaev F.I. Teaching the native language. - M., 1992

5. Vygotsky L.S. Fundamentals of pedology. L., 1975.

6. Dal V.I. Dictionary alive Great Russian language. T. IV. - M.: Russian language, 1980.

7. Zelmanova L.M. Visibility in teaching the Russian language. M, 1984.

8. Ivanov S.V. Russian language in elementary school: a new look at its study. / Elementary education. - Special issue - 2005.

9. Kanakina V.P. Features of the vocabulary of younger students. / Elementary School. - No. 6 - 1997.

10. Kulnevich S.V., Lakotsenina T.P. Quite an unusual lesson: A practical guide for teachers and class teachers, students of secondary and higher pedagogical educational institutions, IPC listeners. - Rostov-on-Don: Teacher Publishing House, 2001.

Similar Documents

Psychological and pedagogical substantiation of the study of thinking and speech of younger schoolchildren. The concept of phrases and sentences in modern linguistics. Means of speech development in primary school age, correction of basic speech errors and shortcomings.

term paper, added 09/11/2010


Features of the development of speech of younger students. Written speech and tasks of its development. Intersubject communications and their role in the formation of coherent speech of a younger student. Formation of written speech at the lessons of the Russian language in the conditions of interdisciplinary connections.

thesis, added 03/25/2011


Psychological and linguistic foundations of speech activity, features of its development in children of primary school age. The role and importance of speech activity in the educational process. Diagnosis of speech development in children aged 6 to 10 years.

term paper, added 02/18/2015


The development of children's speech in ontogenesis. Normal (correct) speech development of the child. Peculiarities vocabulary and grammatical structure of speech of mentally retarded junior schoolchildren. Techniques for enriching and clarifying the dictionary. Methods for the development of coherent speech.

term paper, added 01/06/2016


The development of speech of younger schoolchildren as a psychological and pedagogical problem. Features of understanding small folklore forms by first-graders. The content and analysis of experimental work on the development of speech of younger students in the lessons of literary reading.

thesis, added 06/25/2013


Concept, basic functions and types of speech. Physiological bases of human speech activity. The development of children's speech in ontogenesis. Features and methods of development of oral and written speech of younger students. Methods for studying the level of speech development of children.

term paper, added 10/18/2012


Features of speech development of children of primary school age. The influence of riddles, proverbs, sayings on the development of speech of younger students. The content of experimental work on the development of speech of younger students when working with small folklore genres.

thesis, added 09/24/2012


The development of the phonetic side of oral speech in ontogenesis. Organization and methods of studying the phonetic side of speech in children of primary school age. Violation of sound pronunciation in younger students. Application modern methods speech correction.

thesis, added 08/14/2017


Analysis of psychological and pedagogical literature on the problem of the development of speech in children of primary school age. Checking the dynamics of the development of speech skills of first-graders in the process of teaching literacy. Features of the development of speech of first-graders in the learning process.

term paper, added 09/16/2017


The formation of reader independence is the basis for preparing younger students for learning. Psychological and pedagogical features of children 6-7 years old. Analysis of the "ABC" N.V. Nechaeva. The level of reading knowledge of first-graders. Decoding of written speech.