Correctional classes oral development of schoolchildren. Correctional classes
Tatiana Buraya
Seminar on the exchange of experience on the topic "Conditions and rules for conducting correctional classes with children of primary school age"
Efficiency educational process depends on the environment in which it takes place. In our case, this is correctional and developmental environment: development of multi-variant models (games - travel, literary living rooms, oral journal, conversations, clubs, etc.)
Correctional classes- this is a special propaedeutic work based on the use of practical exercises, games, elements of productive and other types and forms of activity, which ultimately contributes to the assimilation school knowledge and skills. Their corrective orientation is manifested in the correction impaired mental functions (lack of visual, auditory perception, spatial orientation disorders, etc., causing so-called school difficulties, in development cognitive processes.
TERMS AND CONDITIONS:
Corrective exercises are recommended to be carried out once a week.. Classes can be held as in the first, and in the second half of the day; duration classes 15-30 min.. Forms, organizing children on lesson may be the most different: sitting in a semicircle on chairs or on a carpet, being at single desks or located at different ends of the office.
Any The lesson is organized on condition positive emotional attitude in the child.
An important factor is the definition of the structure lessons, which should include alternating various kinds activities: organization of practical actions, permission problem situations, usage didactic games, musical and rhythmic exercises, graphic tasks, etc.
Tasks of varying degrees of difficulty are offered to children depending on their individual abilities and corrective tasks. Children learn the properties of objects and objects, learn to compare, find opposite qualities, highlight the main and secondary features, group according to certain (or self-dedicated) signs, classify, establish cause-and-effect relationships.
RULES FOR ORGANIZING CLASSES:
1. Before each occupation it should be explained goal: what will we do, how, why.
2. Every 5-7 minutes it is advisable to conduct physical exercises using relaxation exercises, shaping correct posture, eye exercises.
3. Start lesson follows with a warm-up, then organize a repetition (easier task, then move on to new material (more difficult task) and finish with tasks that do not cause any particular difficulties for the child.
4. Be sure to evaluate the work, noting right performance and mistakes made, explaining how they should be to correct.
5. Finish occupation follows on an optimistic note with a summing up of the past lessons.
On the classes you can make drawings, ornaments, applications, buildings from designer parts, paper crafts, the shape of which is given verbally or using a diagram for adults. You can train students in retelling fairy tales according to a schematic plan drawn up by an adult. With the help of games and exercises, it is necessary to form search orientation samples in children when performing a task. (Mosaic, Fold the picture). Games and exercises in which children act by trial and error develop their attention and visual perception.
Close attention needs to be paid corrections and development of fine motor skills. Managed the development of the movements of the fingers of the child's hands has a positive effect on the development of his speech.
To develop hand movements classes traditional forms can be used work: tracing the contour of figures, drawing by points, sketches in a given space, shading contour drawings depicting various objects. For the development of tactile and kinesthetic sensations, games are offered with sand: “I bake, bake, bake”, “Find an object”, “Leave a trace”, “Drawings in the sand; water games. Children are happy to pour water from one vessel to another, create waves, look at their reflection in the water, blow bubbles. Games with cereals, small stones, nuts, natural material. For example: “Help Cinderella sort out the cereal”, “Collect beads for mom”, “Guess by touch”, “Lay out the pattern”. In addition, the child must be given the opportunity to crumple and tear paper, knead plasticine, manipulate objects of various textures (fur, leather, velvet, wool, wood, foil).
Offer laces, fasteners, balls of thread for rewinding, ropes of various thicknesses for tying and untying knots, boards with knurled plasticine for laying out patterns from seeds, cereals, small stones, playing with mosaics. These games teach children attention, perseverance, develop an eye.
A special role in development is played by the ability to confidently use scissors. Permanent exercises: symmetrical cutting, appliqué, scissor cutting of figures from postcards, magazines. Clothespins - very curious game, and good gymnastics for hands. Folding paper figures is also one of the means of developing the small muscles of the hands.
Finger games occupy an important place in the formation of fine motor skills. This is a dramatization of stories, fairy tales with the help of fingers. For the development of general and gross motor skills, sports equipment, laces, mosaics, ring throws, massage mats are needed ...
Systematic lessons construction intensively develop sensory abilities in children. To do this, you need to have construction kits of different sizes, with a set of colored parts, folding pyramids, a logical cube, a geometric loto, inserts, forms, etc.
Basic Methods correctional and developmental classes that I use in my work with younger students are game methods. Play is the leading activity for junior schoolchildren . The game is not only pleasure and joy, it is the life of a child, his existence, the world in which he lives, through which he comprehends life, learns to build relationships with other people. With the help of the game, you can develop memory, attention, thinking, imagination and other mental functions.
Conducting remedial classes involves the presence of didactic games of various types (demonstration). Must have a file games:
for the development of speech, relaxation games, gymnastics for the speech apparatus, breathing exercises, different types massage (face, neck, head, etc., games for communication, various types of psycho-gymnastics, games and exercises with different levels of physical activity, games for attention, for the development of memory, logical thinking, etc.
And today I want to invite you to participate in one of these remedial classes. In the process lessons I would like to hear your statements, answers to the questions that I will ask you. Please be active.
Before everyone we have a greeting game, which helps to increase the overall emotional background, improve the psychological climate in the group. And now repeat the words with me and movements:
Hello golden sun! Hello blue sky! Hello free breeze!
Hello little oak tree! We live in the same region, I welcome you all!
1. WARM-UP
Goals: creating a positive working mood in the group, preparing for the upcoming activities.
Game "Act according to instructions"
Please listen to what you need to do and then do it. Instruction: stand up, stretch, turn around first right, then to the left, look out the window, clap your hands, sit down and say “okay” out loud!
In this game, the child develops memory, the ability to carefully listen to the task to the end, the ability to navigate in space is fixed.
2. MAIN PART (repetition game and new material)
Loading the ship game
let's go with you let's go on a short trip by ship.
We need to load the ship with passengers with names beginning with the letter "A".
Can be items belonging to the same class (shoes, clothes, tools, flowers, etc.)
Having loaded our ship with everything necessary, we let's go sailing.... and suddenly (storm music plays)
The game " desert island”
“Let's imagine with you that we seemed to be sailing the seas and oceans on a ship. And suddenly one day in the middle of the sea we were caught by a real storm!
A strong, strong wind hit our ship, waves swept over our deck, lightning struck our masts, and the ship began to sink. But we all managed to escape. We jumped into a small boat, which was carried by the waves to a desert island. So we ended up on this deserted piece of land. All our belongings sank, and only this small bag remained, which we managed to grab from the sinking ship. How can we now survive on this island, wait for help? Maybe for this we will need those items that we managed to save in the bag. Let's take a look and see how they can help us."
Everyone in turn takes one item out of the bag and tells how this item will help them survive on the island, call for help, why it can be useful, what and how can be made from it. Any options are accepted.
Items lying in a magical pouch:
Newspaper, matches, floppy disk, deodorant cap, stationery knife, plastic spoon, cellophane bag, glass perfume bottle, plastic shampoo bottle, faulty camera.
Did you have any difficulties? Why?
What do you think develops in children in this game?
This game contributes to the development of children's imagination, thinking, perception and attention. In addition, while playing Desert Island, children have the opportunity to learn how to think quickly, express the most daring and incredible hypotheses and proposals, and be creative in solving problems. Trying to comprehend the game situation, children remember an experience obtained while watching movies and cartoons, reading books. Thinking about each subject, children learn to carefully study it, analyze all its properties. (shape, material, explicit or implicit purpose, size) and find a use for it. It develops them purposeful and differentiated perception, analytical thinking, imagination, tactile sensations.
3. PHYSMINUTE
The game "Lavata"
Everyone joins hands in a circle. Walk with a side step and repeat the words: We dance together, tra-ta-ta, our favorite dance is lavata. The players stop, the leader He speaks: My elbows are good, but my neighbor's is better. Everyone takes each other by the elbows and repeats the dance. Then presenter He speaks: My neck is good, but my neighbor's is better. Everyone performs other movements, etc.
4. FINAL PART
Goals: checking the skills acquired in the lesson, consolidation of positive emotions, summing up.
At the end of each classes are held relaxation exercise.
Goals: to relieve tension from the muscles of the trunk, arms, legs.
The game "Clouds"
Reflection “Everything is in my hands”:
And now let's sum up the results of our today's meeting.
Now draw your hand on a piece of paper and write your answers to the questions inside the outline.
Most of all I liked…
In the future, I will use...
Here I found out today (a) new...
I already knew what I heard today about...
Today was unexpected for me...
Do not forget that childhood is an amazing time in the life of every person - it does not end with admission to school. Make enough time for games.
Anxiety is a child of evolution
Anxiety is a feeling familiar to absolutely everyone. Anxiety is based on the instinct of self-preservation, which we inherited from distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight”. In other words, anxiety does not arise from scratch, but has evolutionary grounds. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but an evolutionary mechanism that is no longer relevant in modern conditions. Anxious impulses, once necessary for survival, have now lost their purpose, turning into neurotic manifestations that significantly limit the life of anxious people.
Amount of children: 9 people, age - 6 years
Class: 1 Russian
Topic of the lesson: Correctional lesson "Funny little men"
Goals: development voluntary attention, development of mediated thinking, learning to model the content of the text with subsequent reproduction of the content.
Forms, techniques and methods of work: team work, independent work.
Lesson plan:
1. Organizational moment.
2. Exercises for attention.
3. Tasks for thinking.
4. Modeling a fairy tale.
5. Reproduction of a fairy tale based on a model.
6. Reflection.
Expected Result:
After conducting a correctional lesson, children develop the skills of voluntary attention, mediated thinking. Modeling the content of texts, students reproduce it based on the model.
Materials: image of animals (6 pictures) - riddles are selected in accordance with the images of animals; geometric figures: large and small circles, squares and triangles - each figure in red, blue and yellow color; schemes of "merry little men". For reflection, butterflies, flower, mushroom, leaf.
Lesson progress:
The psychologist invites children to travel to a forest clearing.
Teacher - psychologist: Today in the lesson we will not only complete various tasks, but also make an imaginary journey to a forest clearing.
The guys stand in a circle, the driver turns away. Everyone sings:
“Olya, you are in the forest now, we are shouting “Ay!” to you.
Close your eyes tightly, who called you, find out.
One of the players calls the driver by name, the driver recognizes and names the one who called him. The game is repeated 3-4 times.
Exercise "Get to Know a Friend"
Teacher - psychologist: In order not to get lost in the forest, let's see how attentive you are to each other, whether you recognize each other from the description.
Two students stand with their backs to each other, and the psychologist asks each of them in turn a question regarding the appearance of the one who has his back to him.
Does Sasha have a green or blue shirt?
Katya in boots or sneakers? Etc.
Exercise "Hide and Seek"
Teacher - psychologist: Animals are very careful and therefore, when they see people, they hide. A psychologist in front of children hides "animals" behind geometric shapes.
Bear hid behind a big yellow circle, hedgehog for the little yellow circle, wolf for the big red square, hare for the little red square, deer for the big green triangle, squirrel for the little green triangle.
Puzzles:
Teacher - psychologist: Animals will appear if we guess riddles about them.
1. Who is cold in winter
Wandering angry, hungry (Wolf)
2. I'm prickly, you won't take me
I am called……….. (Hedgehog)
3. He put his paw in the hollow,
And let's growl, roar,
Oh how cute are you
Clubfoot ……… (Bear)
4. White in winter, gray in summer (Hare)
5. I walk in a fluffy coat,
I live in a dense forest.
In a hollow on an old oak,
I chew nuts. (Squirrel)
6. Grass touching with hooves
A handsome man walks through the forest
Walks boldly and easily
Horns spread wide. (Deer)
Teacher - psychologist: Do you remember who was hiding behind what figure?
The guys must remember who was hiding behind what figure, that is, “hide” again.
Exercise "Classification"
Teacher - psychologist: Arrange next to the figures that match each other on the same grounds.
Large and small circles, squares are used, triangles of three primary colors. The psychologist helps children decide which of the signs to lay out the figures:
shape, color, size.
Exercise "Funny little men"
Children perform the movements depicted schematically in the pictures.
fairy tale simulation
Teacher - psychologist: You have worked hard, it's time to relax, listen to a fairy tale.
1. A psychologist reads N. Pavlova's fairy tale "Strawberry".
The sun is shining. A strawberry ripened in the clearing. A mosquito saw her and squealed: “ berry ripe: red, fragrant!
Heard a mosquito birdie, flew to the meadow. Wants to eat strawberries.
Heard a mosquito mouse ran to the meadow. Wants to eat strawberries.
Heard a mosquito frog, jumped into the clearing. Wants to eat strawberries.
Heard a mosquito snake, crawled into the clearing. Wants to eat strawberries.
Ran into sun cloud. A mosquito saw her and squeaked: “It will rain: wet, cold!”
Heard a mosquito bird - rather on a tree.
Heard a mosquito mouse - rather in a mink.
I heard a mosquito frog - rather under the leaf.
I heard a mosquito snake - rather under the root.
And the strawberry berry bathes in the rain and rejoices that no one has touched it.
2. When re-reading, children model a fairy tale by sticking figures on paper different color denoting the heroes of the fairy tale and the sequence of events (the sun is a yellow circle, strawberries are red, clouds are blue, etc.)
3. Children tell a story based on a model.
The lesson is over, and it's time for us to return. Our trip was magical.
If we close our eyes and focus for one minute, we will be back in the classroom.
Reflection of the lesson:
What did you like? What do you remember?
On the board are a flower, a fungus and a leaf. If you liked today's lesson, then plant a butterfly on a flower, if you didn’t really like it, then on a fungus. And if you didn’t like it at all, then on the leaf. Students go out one at a time.
Your attention is invited to the scenario of a correctional lesson on the development of cognitive processes in students lower grades special (correctional) school of the VIII type. The work uses educational games and tasks that have a beneficial effect on the development of both cognitive and personal-motivational spheres of students. The goals, objectives and stages of the correctional lesson are highlighted.
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Municipal budgetary special (correctional) educational institution"Zarubinskaya special (correctional) general education boarding school of the VIII type"
Development of cognitive processes on the material
fairy tales "Kolobok"
Correctional lesson for students of the third grade of a special (correctional) school of the VIII type
Nekrasova Svetlana Viktorovna
educational psychologist
Zarubino
Nekrasova S.V.
Correctional lesson for students of the third grade of a special (correctional) school of the VIII type "Development of cognitive processes on the material of the fairy tale" Gingerbread Man ". With. Zarubino: MBSKOU "ZKSHI" 2013.
Your attention is invited to the scenario of a correctional lesson on the development of cognitive processes in primary school students of a special (correctional) school of the VIII type. The work uses educational games and tasks that have a beneficial effect on the development of both cognitive and personal-motivational spheres of students. The goals, objectives and stages of the correctional lesson are highlighted.
Introduction……………………………………………………………………………...4
Goals, objectives……………………………………………………………………….....5
The course of the lesson………………………………………………………………………......5
1.Organizational moment………………………………………………………...5
2. Work on the topic of the lesson…………………………………………………………..... 5
3.Dynamic pause………………………………………………………………….7
4. Continued work on the topic of the lesson ………………………………………… ..7
5.Result of the lesson………………………………………………………………………..8
Lesson analysis………………………………………………………………………….9
References……………………………………………………………………10
Appendix 1………………………………………………………………………….11
Appendix 2………………………………………………………………………….12
Introduction
Providing timely psychological and pedagogical assistance to children with handicapped health (at all age stages of their individual development) is the most important area of modern special psychology and correctional pedagogy.
Corrective classes, specifically aimed at developing the basic mental functions of children, acquire special significance in educational process elementary school. The reason for this is the psychophysiological characteristics of younger schoolchildren, namely the fact that during this period, characterized by increased sensitivity, the physiological maturation of the main brain structures proceeds most intensively and essentially ends. Thus, it is at this stage that the most effective impact on the intellectual and personal spheres of the child is possible.
In the lower grades of special (correctional) secondary school the game is one of the methods and techniques, actively acting on cognitive activity mentally retarded students. The game helps to create an emotional mood in students, causes positive attitude to the activity performed, improves overall performance, makes it possible to perceive the material without monotony and boredom.
In the form of a playful fairy-tale journey in such classes,mentally retarded students can be developed: the ability to listen and follow the instructions of an adult, the ability to act according to a previously developed plan of action, the ability to analyze a sample and the results of work, etc. With the help of games and exercises with clearly defined rules, voluntary attention lends itself well to training.It is important that the remedial lesson be equipped with special visualization (pictures, games, handouts).
The use of developing games and remedial classes in the educational process of younger students has a beneficial effect on the development of not only cognitive, but also personal and motivational spheres of students. A favorable emotional background created in the classroom to a large extent contributes to the development learning motivation, That is necessary condition successful course of all subsequent educational activities.
Thus, summing up the above, it can be emphasized that as a result of the classes conducted, students' self-esteem increases, mental processes are corrected, skills and abilities are improved that will help further successful adaptation of mentally retarded children in society.
Correctional lesson on the topic: "The development of cognitive processes on the materialfairy tales "Kolobok".
Target: Development cognitive activity, purposefulness of the thought process.
Tasks:
Correction-developing:
Development of fine motor skills;
Development of visual and auditory perception, memory;
Development of generalization and grouping skills; attention correction,
Thinking;
Development of speech and thinking.
Educational:
Development of the ability to navigate on a sheet of paper
Consolidation of the concept: right-left, up, down
Educational:
Cultivating the ability to subordinate their actions to instructions.
The cultivation of mutual understandingfriendly attitude towards
Surrounding.
Stages of the lesson:
1. Organizational part.
2. Work on the topic of the lesson.
3. Dynamic pause.
5. Summary of the lesson.
Lesson progress:
1. Organizational moment.
We have guests in class today. Let's greet them with a smile. Now let's look at each other, smile at each other. Well done!
2. Work on the topic of the lesson.
What a miracle - Unknown -
A ball of dough has rolled!
With this ball the fox
Refresh on the path.
The round side is toasted, -
This is delicious ... (kolobok!).
Absolutely right guys. This is a bun!
I show the children a picture that depicts a gingerbread man ( App. one ).
Let's hear a story about him. (The fairy tale "Gingerbread Man" is read).
Did you like the fairy tale? Guys! Let's take a ride along the forest paths together with the kolobok and help the kolobok. We will not give a kolobok to be eaten by a fox.
A bun rolls along the path ...
Hiding under the tree
Like a leaf, it trembles.
Look - a hare in the forest
Gray is running.
Show a picture of a bunny.
Guys! So that the bunny does not eat the bun, we must help the bun.
Exercise 1. “Draw by dots” (an exercise for the development of fine motor skills of the hands, the ability to navigate on a sheet of paper, mental counting skills) ( App.2).
Guys! Draw a picture by connecting the dots in order. Say: What happened?
And now we will play with the bunny.
The game is called: "Four Elements" (development of attention associated with the coordination of auditory and motor analyzers).
The players sit on chairs. The host agrees with them that if he says the word "earth", everyone puts their hands on the table, if the word "water" - everyone stretches their arms forward, the word "air" - raise their hands up, the word "fire" - rotate their hands. Whoever makes a mistake is considered a loser.
Well done boys!
He looks like a dog.
Teeth sharp as a knife.
Howled at the moon and fell silent
Went hunting ... (wolf)
I show a picture with a wolf ( App.1).
Guys! Let's help the kolobok? ..
Task 2. “Remember and name” (visual memory) ( App.2).
Guys! Within 10 sec. You are looking at a drawing. Remember what is drawn on it and, at my command, name what you remember.
(Six drawings: flower, bear cub, bird, bee, carrot, apple).
Well done boys!
(auditory memory).
Reading a poem:
The hostess once came from the market,
The hostess brought home from the market:
potato
cabbage,
carrot,
Peas,
Parsley and beets.
Oh!..
Guys! Try to remember what vegetables the hostess brought from the market.
Well done boys!
3. Dynamic pause.
Tired? Let's play. Our game is called Please.
Guys, I will give you tasks, you will only do them if I say the word “please”. Shall we try?..
Guys! Please stand up, sit down…please sit down…please raise your right hand and now your left hand…please left hand…put your hands down…please put your hands down…Please stand up…please jump up and down once…sit back down…please sit down…
4. Continuation of work on the topic of the lesson.
Big, brown, shaggy,
clumsy, clumsy,
Likes to roar loudly
And his name is ... (bear).
Show a picture of a bear ( App. one ).
And then a bun towards him ...
Guys! Let's help the kolobok soon before the bear eats it.
Task 3. "Harvest" (development of generalization and grouping skills; correction of attention, thinking) ( App. 2).
Guys! Put fruits in one basket and vegetables in another. Show with arrows: what should be put in one basket, what - in another.
Task 4. “Name the order of events” (development of thinking, speech) ( App. 2)
Guys! From these pictures you need to make up a story. Name the sequence of events, what happened first, and what then ...
Well done boys!
And now, guys, let's do an exercise for our peephole:
Girls and boys are resting together, blinking their eyes,
Girls and boys rest together, close their eyes with their palms.
Girls and boys rest quietly, close their eyes,
and then they are opened.
The eyes are resting, the eyelids are closed,
Fingers stroke and caress them.
We rested a little, and again we hit the road with the kolobok.
That's so red cheat,
Covers his trail cleverly!
Hens to carry a great craftswoman,
And her name is ... (fox)
Show a picture of a fox.
Guys, what to do, how to help the kolobok?
Perform a task.
Task 5. Spatial orientation ( App. 2)
Tell how the bun rolled along the road, using the words: “forward”, “right”, “left”, “up”, “down”. Draw a line in the middle of the track without lifting the pencil from the paper.
Task 6.
Learning to think logically:
1. Grandmother knitted 6 socks for her grandchildren. How many grandchildren does grandmother have?
2. How many ears do 3 mice have? And paws? And the ponytails?
3. And what needs to be done to the kolobok so that the fox does not eat it?
Well done boys!
5. Summary of the lesson.
So you helped the kolobok not to get the fox for lunch.
Do you think the kolobok liked the way you helped him?
And what did you like the most?
Now look at each other, smile at each other.
Well done. Thank you guys.
Lesson analysis.
Correctional lesson on the topic: "Developmentcognitive processes on the material of the fairy tale "Gingerbread Man" was carried out with students of grade 3 remedial school 8 types.
The work of students in this lesson was carried out through game activities (fairytale journey). During the lesson, colorful pictures were used, which depict the characters of the fairy tale. For the convenience of completing tasks, individual cards were used. Tasks were selected taking into account the level of knowledge and age characteristics of schoolchildren. During the lesson, the characteristics of the class and each student individually were taken into account.
The working capacity of students was ensured by a protective regime, game activities, alternation of tasks according to the degree of complexity. The dynamic pause helped the children not only relax, but also develop their attention. The use in the classroom of such techniques as encouraging students in the form of praise, approval, creating a situation of success, a situation of mutual assistance made it possible to interest the children and involve them in active work.
A creative, working atmosphere was created at the lesson. I think the job was successful. The goals and objectives set before the start of the lesson are fully resolved.
Bibliography.
- Istratova O. N. "Workshop on children's psychocorrection: Games, exercises, techniques." - Rostov-on-Don "Phoenix", 2008.
- Workshop on psychological games with children and adolescents // Ed. Bityanova M. R. - PETER, 2002.
- Kataeva L.I. "Correctional-developing classes in preparatory group", 2005
- Semenaka S.I. "Socio-psychological adaptation of the child in society", 2006.
- Tukacheva S. "Correctional and developmental classes 3-4 grade", 2004.
- Sharokhina V.L. "Correctional-developing classes in senior group", 2005
Internet resources
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State state-financed organization -
CENTER FOR PSYCHOLOGICAL AND PEDAGOGICAL, MEDICAL
AND SOCIAL ASSISTANCE "PERSONALITY"
urban district of Tolyatti, Samara region
445057, RF, Samara region, Tolyatti, st. Yubileinaya, 81, tel. (8482)3 4 81 41
The program of individual correctional work
On the development of verbal and logical thinking among students in grades 2-3
F.I. child ____________________________
School, class ___________________________
Age _________
The results of the primary diagnosis (are the basis for choosing the directions of correction): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Target:develop verbally - logical thinking younger students.
Program objectives:
- Activate vocabulary.
- Analyze with mental operations(generalizations, comparisons, classifications, synthesis, etc.).
- Develop flexibility of mind.
- Develop the skills of forecasting, self-control, evaluating the results of their activities.
The program is designed for 18 hours, 1-2 times a week.
Program implementation periodfrom _______ 20 to _______ 20
Teacher-psychologist: __________________________________________
Educational and thematic plan of the program "Development of verbal - logical thinking"
the date holding | Tasks to be solved | Trend Tracking |
||
Activation of mental activity. | Warm up
Reflection of the lesson. | |||
Working with concepts. | Warm up
Reflection of the lesson. | |||
Working with definitions. | Warm up
Reflection of the lesson. | |||
Generalization of concepts. | Warm up
Reflection of the lesson. | |||
Comparison of objects and phenomena of the surrounding world. | Warm up
Reflection of the lesson. | |||
Expanding the boundaries of concepts. | Warm up
Reflection of the lesson. | |||
Function development - generalization, improvement of hand-eye coordination. | Warm up
Reflection of the lesson. | |||
Development of the ability to find similarities and differences between objects and phenomena. | Warm up
Reflection of the lesson. | |||
Development of visual-auditory coordination, spelling vigilance. | Warm up
Reflection of the lesson. | |||
Development of flexibility of thinking. | Warm up
Reflection of the lesson. | |||
Development of flexibility of thinking. | Warm up
Reflection of the lesson. | |||
Development of flexibility of thinking | Warm up
Reflection of the lesson. | |||
Formation of the ability to perform the task by analogy. | Warm up
Reflection of the lesson. | |||
Development of skills - comparisons to find a concept on a certain basis. | Warm up
Reflection of the lesson. | |||
Dictionary activation. | Warm up
Reflection of the lesson. | |||
Dictionary activation. | Warm up
Reflection of the lesson. | |||
Development of speed and flexibility of thinking | Warm up
Reflection of the lesson. | |||
Working with concepts. | Warm up
Reflection of the lesson. |
LITERATURE:
http://site/sites/default/files/2015/03/26/razvitie_logicheskogo_myshleniya_v_nachalnoy_shkole.docx
http://works.doklad.ru/view/30pGufJxmUM/all.html
Preview:
Lesson #1
Task 1. Connect the dots.
Task 2. Draw the figures.
Task 3. Finish the sentence with one word.
- The sailor saw a distant island, so he picked up (a magnifying glass, binoculars, glasses).
- Masha pricked her finger with a knitting needle, because she did not know how (to wash, knit, sew).
- The workers could not lift the piano into the apartment, as there was a staircase in the entrance (old, dirty, narrow).
- The car could not move on, as it broke (mirror, trunk, steering wheel).
- The water in the jar rose because the boy threw in it (a twig, stones, crumbs).
- Katya jerked her hand away because she grabbed a hot (metal, wooden, plastic) pen
Task 4. Choose from 3 words one superfluous, taking into account the selected feature, and explain your choice in detail.
- Color:
Chicken, lemon, cornflower.
Cucumber, carrot, grass.
Doctor's coat, tomato, snow.
- The form:
TV, book, wheel.
Kerchief, watermelon, tent.
- Size:
Hippo, ant, elephant.
House, pencil, spoon.
- Material:
Bank, saucepan, glass.
Album, notebook, pen.
- Taste:
Candy, potatoes, jam.
Cake, herring, ice cream.
- The weight:
Cotton wool, kettlebell, barbell.
Meat grinder, feather, dumbbells.
Preview:
Lesson #2
Exercise 1. Redraw the points.
Task 2.
Game "Part - whole"
- Arrow - clock, wheel -
- Wheel - circle, carpet -
- Squirrel - hollow, bear -
- Jacket - wool, fur coat -
- Shop - seller, hospital -
- Fish - river, bird -
- Vase - glass, saucepan -
- Milk - butter, meat -
- Goat - cabbage, squirrel -
- Horse - hay, cat -
- Tea - cookies, soup -
- Chair - back, ship -
- Rocket - space, plane -
- Day - lunch, evening -
- Tool - work, doll -
- Hunter - gun, fisherman -
- Word - letter, house -
- Nails - scissors, beard -
- Rain - dampness, heat -
- Forest - trees, field -
- Fox - cunning, hare -
- Finger - ring, ear -
- Lemon - acid, candy -
- School - student, hospital -
- Volcano - eruption, river -
- The problem is the solution, the question is
- Writer - book, sculptor -
- The sea is a drop, the crowd is
- Car - road, train -
- Train - station, plane -
- Flower - bud, leaf -
Task 3. "Cross out the excess"
Pan Pan, ball, bowl.
Pen, doll, notebook, ruler.
Shirt, shoes, dress, sweater.
Chair, sofa, stool, cupboard.
Cheerful, brave, joyful, happy.
Red Green, dark , blue, orange.
bus, wheel , trolleybus, tram, bike
Task 4. What picture is missing?
Preview:
Lesson #3
Exercise 1.
Task 2. Draw the missing pieces.
Task 3. Continue with the numbers.
1,3,5 ______________
3,6,9______________
2,4,6 ______________
Task 4. "Finish the phrases."
cunning, red-haired _____________________________________;
desktop ____________________________________________;
onion __________________________________________.;
ripe sweet _____________________________________;
fragrant toilet ____________________________________;
chicken _______________________________________________;
green_____________________________________________;
yellowmouth ____________________________________________;
barbed_________________________________________________
Preview:
Lesson number 4
Exercise 1 . "Find the same"
Task 2. "Find the same letters"
Equipment : letters scattered across the sheet
Task 3. Call it in one word.
Siskin, swallow, rook, owl, swift.
Scissors, pliers, hammer, saw, rake.
Scarf, mittens, coat, jacket.
TV, iron, vacuum cleaner, refrigerator.
Potatoes, beets, onions, cabbage.
Horse, cow, pig, sheep.
Shoes, boots, slippers, sneakers.
Linden, birch, spruce, pine.
Task 4. What word is missing?
Beautiful, blue, red, yellow.
Minute, time, hour, second.
Road, highway, path, way.
Milk, sour cream, curdled milk, meat.
Task 5. Make up a new word, taking the first syllable from each of the given words.
Ear, company, vase.________________________________
Cora, loto, boxer._______________________________
Milk, spawning, plate.__________________________
Preview:
Lesson number 5
Exercise 1. Answer the questions.
What is the difference between a quadrilateral and a 5gon?
What are the common features of objects: cats dogs
What are the common features of objects: apple watermelon
What is the difference between objects: pen pencil
What is the difference between objects: book notebook
What is the difference between objects: sled cart
What is different: story poem
What is the difference between autumn and spring
How are birch and aspen similar?
What is the difference between summer and winter
What are the common features: chamomile cornflower
What is different: tree shrub
Name common features: crow sparrow
Task 2. Find the extra word. How can you name the remaining words with one word?
Find an extra word: cloudy, rainy, clear, rainy.
Find an extra word: justice, kindness, envy, honesty.
Find the extra word: red, yellow, ripe..
How can you call the remaining words with a common word? __________________
Find an extra word: summer, spring, Monday, winter.
How can you call the remaining words with a common word? __________________
Find an extra word: rain, snow, precipitation, frost, hail.
Find the extra word: comma, period, union, colon..
Find an extra word: addition, multiplication, division, term, subtraction.
How can you call the remaining words with a common word? ____________________
Find an extra word: sweet, sour, hot, bitter.
How can you call the remaining words with a common word? _____________________
Find an extra word: prefix, preposition, suffix, ending.
How can you call the remaining words with a common word? ____________________
Find an extra word: orange, cabbage, apple, lemon.
How can you call the rest of the words with a common word? ____________________
Task 3. Tasks for comparison:
Color comparison.
a) blue
b) yellow
c) white
d) pink.
Form comparison.You need to name more items:
a) square
b) round shape
c) triangular
d) oval.
Let's compare 2 things:
a) pear and banana
b) raspberries and strawberries
c) sled and cart
d) car and train.
Compare seasons:
Tell me about the seasons.
Preview:
Lesson number 6
Exercise 1. "Find the extra word"
- Old, decrepit, small, dilapidated.
- Brave, wicked, courageous, courageous.
- Apple, plum, cucumber, pear.
- Milk, cottage cheese, sour cream, bread.
- Hour, minute, summer, second.
- Spoon, plate, saucepan, bag.
- Dress, sweater, hat, shirt.
- Soap, broom, toothpaste, shampoo.
- Birch, oak, pine, strawberry.
- Book, TV, radio, tape recorder.
Task 2. Name as many words as you can to describe a concept:
- What are the words for trees (birch, oak, spruce, mountain ash).
- Name the words related to sports (football, hockey).
- List the words for animals.
- List the words for pets.
- Name the words for ground transportation.
- Name the words for air transport.
- Name the words for water transport.
- List words related to art.
- Name words for vegetables.
- Name the words for fruits.
Task 3. Exercise find the original words
LBKO, RAYAI, RKDETI, UPKS, OKORAV
_________________________________________________________________________________
Task 4. Task: Draw a figure.
Preview:
Lesson number 7
Task 1. Finish drawing:
Task 2. Finish drawing:
Task 3. Call it in one word:
plate, glass, mug, saucer;
table, chair, sofa, armchair, wardrobe;
shirt, dress, skirt, pants;
slippers, felt boots, boots, sandals, shoes;
soup, porridge, cutlet, mashed potatoes;
birch, linden, spruce, pine, aspen;
sparrow, dove, crow, titmouse, goose, duck;
crucian carp, pike, perch, bream.
Task 4. Find objects and animals:
Preview:
Lesson number 8
Exercise 1. Find the opposite word:
1. Start - _______________________________
2. Curve - ________________________________
3. Cloudy - ____________________________
4. Soft - _______________________________
5. Far - __________________________________
6. Rough - __________________________________
7. Sharp - _____________________________________
8. Conscientious - ________________________________
9. Shy - _________________________________
10. Shallow - deep _____________________________
Task 2. Exercise "Say one word"
Siskin, rook, owl, swallow, swift; _________________________
- Scissors, tongs, hammer, saw, rake; _________________________
- Scarf, mittens, coat, wardrobe trunk, pants _____________________
Task 3. Choose the two most appropriate terms:
Garden - (trees, gardener, dog, fence, earth),
Mouse - (back, cat, eyes, cheese, mousetrap),
River - (shore, fish, angler, mud, water),
Lion - (circus, ears, hay, overseer, eyes),
Face - (color, hair, glasses, nose, mustache).
Task 4. Add the words:
A tailor is a ____________________ who makes clothes.
A shoemaker is a person who _______________________________
A teacher is a ____________- who ___________________________
A sugar bowl is a dish for ____________________________________
Butter is _______________________________________________
A lair is a home for ______________________________________
Preview:
Lesson number 9
Exercise 1.
Task 2. "Find the mistake."
1. The hostess welded a tooth.
2. The boy climbed over the cathedral and climbed into the garden.
3. The girl had a sub.
4. A scythe grazed in the meadow.
P-V
1. Water was stored in the kidney.
2. Daddy was sitting on a flower.
3. The boy was beating water from a glass.
4. There was a bar coming from the kettle.
D-T
1. In this volume I live.
2. I have an adult point.
3. Thick firewood grew in the meadow.
4. At the end of the sentence, you must put a daughter.
G - K
1. Footballers scored a count.
2. The dog chewed on the guests.
3. In this house I live the third cat.
4. The teacher gave the boy a goal.
W-W
1. The boy has an air fever in his hand.
2. After the rain, a large lusha formed.
3. In the summer I sewed with my grandmother.
4. A hot stove gave a strong ball.
W-S
1. A rat has been repaired in our house.
2. I love to drink tomato shock.
3. A large black roof ran out of the hole.
4. The seller took a sharp nose and cut off a piece of sausage.
Task 3. Remember the words.
Write 5 words starting with the letter A
Write 5 words ending with T _________________________________________________________________________________________________________________________________________________________________________________________________________________
Preview:
Lesson number 10
Exercise 1. Decipher the words.
2,1,14,11_________________________________
11,15,19__________________________________
13, 20,22,1________________________________
Task 2 . Guess the puppy's name.
Task 3. Find the words that are not in the task.
CREAM
COTTAGE CHEESE
PROGURETTE
MILK
SOUR CREAM
RYAZHENKA
YOGERT
KEFIR
Preview:
Lesson number 11
Task 1. Encrypt the words.
City name_________________________________
Name of the dish _________________________________
Name of sport ________________________________
Task 2.
Task 3.
Preview:
Lesson #12
Exercise 1.
Task 2.