Entertaining material on the Russian language. The use of entertaining material as a means of enhancing the cognitive activity of preschoolers Entertaining material on
Students acquire solid knowledge, skills and abilities in the process of active cognitive activity, the most important prerequisite of which is interest. As you know, persistent cognitive interest is formed with a combination of emotional and rational in learning. More K.D. Ushinsky emphasized how important it is to make a serious occupation entertaining for children.
To this end, primary school teachers use various entertaining material in their practice: didactic and role-playing games, tasks in verse, joke tasks, riddles, rebuses, game and entertaining situations.
Entertaining material in mathematics lessons not only captivates, makes you think, but also develops independence, initiative and will of the child, teaches you to reckon with the interests of your comrades.
Enthusiastic children learn the program material more easily, acquire certain knowledge, skills and abilities.
That is why the inclusion of games and game situations in the lesson of mathematics makes the learning process interesting, creates a cheerful working mood among the children, helps to overcome difficulties in mastering the material, relieves fatigue and maintains attention.
Already at the first lessons of mathematics, when getting acquainted with ordinal relations, ordinal values, illustrations for the fairy tales “Terem-Teremok”, “Mitten”, “Gingerbread Man”, “Three Bears”, “Turnip” can be widely used.
"Turnip"
“Today we will visit the fairy tale “Turnip,” says the teacher. “Let's watch the fairy tale and help the main characters.” Children look at an illustration for a fairy tale and at the same time answer questions: who is in a row, who is the first, second, etc., who is the last, who came to pull the turnip first, who then.
Finishing the game, the teacher summarizes the knowledge of the children: “Well done, guys!: You not only remembered the fairy tale and helped the heroes, but also consolidated the concepts of “earlier”, “later”, - “before”, “behind ...” (the simplest temporary representations), got acquainted with the ordinal account.
In order for the game to help in mastering knowledge, skills and abilities, and not just in fulfilling the requirements of the teacher, the teacher plans it so that it does not precede learning ("let's play, and then start learning"), not alternate with it (let's learn - let's play) , but has become a form of collective learning activity.
The teacher forms in his first-graders the qualities necessary for the formation of educational activities:
a) positive attitude to school, academic subject;
b) continuous development of abilities;
c) awareness of the ways of learning activities, including the ways of self-control and self-assessment.
That is why, when summing up the results, the teacher is systematically convinced that before the start of the game they did not know how to do something, but by the end they learned it.
Fixing the concepts of “as much”, “how much ...”, you can play the following game.
“Visiting Little Red Riding Hood”
The teacher asks the children to help Little Red Riding Hood set the table, as a bunny, a bear and a fox will come to visit her. Children answer the questions: how many guests will come? How many chairs should be placed? How many cups should be placed?
One student performs tasks at the blackboard using a puppet model, dishes and toys: a bear, a bunny, a fox, a doll - Little Red Riding Hood; the rest, using counting material, perform tasks at their workplaces.
As a result of the game, children learn that there are as many chairs and cups as there will be guests.
For a conscious, confident mastering of the counting operation, I believe that children must confidently know the name and sequence of numbers in the natural series. Therefore, in the preparatory period, I primarily use such games, with the help of which children are aware of the methods of formation of each subsequent and previous number. At this stage, applies a variety of games.
"Let's make a train"
This game clearly shows that each next number is formed by adding one to the previous number, and each previous one is obtained by subtracting one from the next. Based on the use of this game, the teacher suggests counting the number of cars from left to right and right to left, and students conclude that they can count in any direction, but it is important not to skip a single car and not count it twice.
"Starry Sky"
The poster depicts a "starry sky". The teacher offers to count the stars in the sky, covers them with a cloud. Then he pushes the cloud away and asks: “How many stars are there now?” Children count. The teacher stops counting and asks the children to look behind the cloud to make sure that there are exactly as many stars as they said.
Counting objects involves not only knowing the sequence of numbers from 1 to 10, but also the ability to correctly correlate the number and object in the group of objects being counted. The teacher ensures that each student, pronouncing the number, touches the object or picks it up.
"Postman"
There are 10 houses on the typesetting canvas - this is a street. They are assigned numbers when counting. The teacher says that they did not have time to attach numbers to the houses. At the end of the row of houses is a post office with a hare postman. He has a letter to the eighth house. How can the postman deliver it?
One of the students says that the hare postman can run to the beginning of the street and count the houses, starting from the first house, other students advise counting the houses from the end of the street. Students perform this task practically and come to the conclusion that it is faster to count in the last way. The game continues. The letter must be delivered each time to a different house, a new mathematical problem is being solved.
When studying the top ten, one of the difficult questions is the composition of the number. To consolidate this material, I conduct games: “Guess”, “Open the window”, “Arithmetic maze”, “Find a pair”, “Enter the gate”, “Ladder”, “Relay race”, “Carousels”.
"Guess"
Children will learn what two terms a number consists of, for example, the number 7. The one who wins; offer more options.
"Arithmetic maze"
The game is to go through two gates and score a total of 10 (9, 8, etc.).
I often organize games in such a way that students find themselves in the role of a teacher, that is, they control the correct execution or give tasks to the class themselves.
"Silence"
The teacher reports that Carlson brought balls to the class that have numbers on them. It will show the numbers sequentially and the class should show the composition of the corresponding number. Carlson invites one student from each row to help. Carlson shows a ball with a number, for example, 8, and the children silently describe the composition of this number. Assistants help Carlson check the answers of his comrades.
Forming the skills of addition and subtraction within 10, I apply games in the following sequence.
At the stage of explaining new material, she uses the game "Ladder". On a visual basis, children comprehend the method of adding and subtracting 2, 3, 4. In the game “Counting in a chain”, students pronounce the method of adding and subtracting numbers "using examples.
The games: “Who is faster?”, “Who is more?”, “I won’t get lost”, “Computer”, “Postman”, “Whose bouquet is better?” , “Space flight”, “Train” using a variety of counting material and clarity. The students are especially fond of relay race games.
"Space flight"
Vintik and Shpuntik invented a new rocket and invited you to take an exciting journey with them. Yes, that's the trouble. The rocket cannot accommodate everyone. Let's divide the class into two teams and choose 5 representatives from each and one captain. The signal is given and the captains begin the competition. Having solved the example, the captains pass the chalk to the next player on the team.
The team that solves faster and without mistakes wins. examples. She goes into space.
"Train"
The class is divided into three teams. The head of the station is selected, preparing the trains for departure. He distributes trailer cards to the children, on which examples are written. On a signal from the head of the station, the teams begin to make up the composition. The “locomotives” go out first, then the “wagons”. The answer of the example is the number of the last car.
As soon as the first train is completed, the stationmaster sends it on its way to the musical accompaniment of the song “Blue Carriage”. The second and third trains depart as the composition is completed.
The game turns into a physical education session.
I often play role-playing games. when it is necessary to show in practice how to correctly apply the acquired knowledge.
"Theatre"
Imagine that you have come to the theatre. In front of you is a hall (a typesetting canvas, on which each pocket is a chair). Count how many chairs are in the first row. (ten)
How many chairs are in the second row? In third? (10) Each row has 10 seats.
Name each chair in the first row. The students call in chorus: first, second ... tenth.
The cashier sells each ticket, on which the row and seat are indicated.
Consider the numbers on your tickets. In which row and where should each of you sit? Say Igor. (Several students name their row and place.)
The controller checks whether the spectators take their seats correctly. He gives the girls first to take their places.
The significance of role-playing games is great: they contain elements of professional orientation of students.
The main content of the mathematics course for grade I is related to calculations. I try to spice up and make interesting the traditionally boring work of developing computational skills. To do this, he presents uninteresting exercises in a somewhat unusual formulation, invents a fabulous form for them. For example, the task to solve examples of the form 3 + 5, 7-2, 6 + 4, 9-3 is not of particular interest to most children. The children felt interest in this task when the teacher presented it in this form: Piggy, Phil, Winnie the Pooh and Stepashka learned to count. He gave them each a sheet with a task: Piggy 3 + 5, Fillet 7-2, Winnie the Pooh 6 + 4, Stepashka 9-3.
Here's what they got:
What will the teacher say to everyone? Why did he praise Khryusha and Stepashka and remain dissatisfied with the work of Fili and Winnie the Pooh?
Experience shows that games and game exercises help children acquire knowledge, form the appropriate skills and abilities, arouse interest in learning.
Six-year-old students willingly solve problems where the mathematical content is presented in poetic form.
Masha plucked two roses,
Brought it as a gift to my mother.
Rip off and give
You are not two to mommy, but ... (three).
The doll has five elegant dresses,
What to wear today?
I have wool for the doll,
I will knit, and there will be dresses ... (six).
Five puppies playing football
One was called home.
He looks out the window, he thinks
How many are playing now.
five puppies
Plus mom like.
How much will you count?
What are you limping, bug?
He hurt his leg on a knot.
Before on my six
Could crawl very fast
On how many legs does the bug crawl now?
Five crows sat on the roof
Two more flew in.
Answer quickly, boldly,
How many of them flew in?
Soon ten years Serezha,
Dima is not yet seven.
Dima still can't
Grow up to Serezha.
How many years is Dima younger than Serezha?
It is known that the cat does not wear boots,
But mom bought boots for the cat.
How many boots did mom buy
So that the cat's legs do not get wet?
Work experience convinces that entertaining material is of great help in instilling interest in mathematics, activating cognitive activity in the classroom, teaches children to learn.
The essence and concept of "entertaining material", its types
In the context of the modernization of society before general education school there is a serious task: to improve the quality of education and upbringing of students. The successful solution of this problem involves not only increasing the scientific and theoretical level of teaching, improving teaching methods and techniques, but also the use of various entertaining material, since entertaining learning is a factor in increasing interest in Russian language classes. Entertaining material is especially important in primary school.
Turning to the consideration of the term "entertainment", it is necessary first of all to take as a basis the definition of key concepts.
Entertaining - capable of occupying attention, imagination, interesting.
Entertaining - one that occupies, captures.
Entertaining is a property with which you can not only interest, but also captivate a difficult, seemingly “dry” subject.
Interesting - arousing interest, entertaining, curious.
Curious - Curiosity, interest, curiosity.
Exciting - leading to a state of excitement, enhancing the activity of the body.
Entertaining is the use of various didactic means that arouse the interest and attention of students, stimulating the presentation of educational material by attracting interesting facts, situations, the use of a well-organized demo material.
Entertaining is a technique that, influencing the feelings of the student, helps to create a positive attitude towards learning and readiness for active learning. mental activity for all students.
Entertaining is a necessary element that helps learning, based on the study and generalization of the system academic work many teachers; an important and at the same time rather sharp means of teaching.
Entertaining material is a creative purposeful activity, during which children in an entertaining form more deeply and easily learn the phenomena of the surrounding reality.
Entertaining material - effective means of inclusion elementary school student in the process of learning and in the process of creativity in the classroom, helping the teacher in the formation of students' positive motives for learning.
Entertaining material on the Russian language is didactic material, contributing to the entertainment of learning, necessary to create interest in game material, to attract children's attention to the lesson.
Entertaining material on the Russian language is the material necessary to create a craving for subject, to attract children's attention to the lesson.
So, we see that scientists have different approaches not only to the definition of entertaining material, but also to the characteristics of its types and means. For example, M.R. Lvov identifies the following types of entertaining material on the Russian language: elements of the history of the language; etymology of words and phraseological units; typological comparisons of two or more languages; research elements, for example, local toponyms, names and surnames, records of local dialects; entertaining, non-standard, problematic tasks in grammar, spelling, vocabulary, phraseology; language games, puzzles, charades, riddles, crossword puzzles, anagrams and more.
Classification I.G. Sukhina suggests that entertaining material includes: charades, fairy tales, riddles, poems, rebuses, crosswords and puzzles.
There are quite a lot of entertaining means currently being considered: fairy tales, poems, riddles, entertaining models, proverbs and sayings, magic chains, games, grammatical dominoes, crosswords, rebuses, puzzles, rhymes and tongue twisters.
After analyzing the literature on entertaining material, we came to the conclusion that it is quite diverse, so it is possible to classify entertaining material, which we reflect in Fig. 1.
Based on the specifics of our study, we consider it necessary to dwell in more detail on the individual components of this classification, which are of the greatest interest for our work.
Entertaining material, in our opinion, is, first of all, games, puzzle games, task games, scene games.
In recent decades, a large number of manuals on gaming methods have been published:
a) metagrams - riddles in which a new word is obtained from a hidden word by replacing one letter with another (For example, withT read it withD do we live in it? Tom-house. Who withAt creeping, andYo barbed? Already-hedgehog);
b) charades - riddle words in which several letters, syllables or parts of a word are highlighted and described independently.
Figure 1 - Classification of entertaining material [ 45, p.224].
According to them, you need to unravel the whole word (For example, the beginning of the word is a forest, the end is a poem, and the whole grows, although not a plant. Beard);
c) anagrams - words resulting from the rearrangement of letters in a word (For example, I am a tree in my native country, you will find me in the forests everywhere, but rearrange the syllables in me and I will supply water. Pine-pump);
d) logogriffs - riddle words that change their meaning when subtracting or adding letters (For example, I know a dish, but add a little "m", I will fly, buzz, annoying everyone. Ear-fly) (see appendix 1) .
The classification of entertaining material includes works of folklore with which children, as you know, meet early. Arriving at school, they already know lullabies, counting rhymes, proverbs, sayings and other types of oral folk art.
A proverb is a short folk saying with an edifying meaning; folk aphorism.
A saying is an expression, mostly figurative, which, unlike a proverb, does not constitute a complete statement and is not an aphorism.
Proverbs and sayings enrich our language, give it expressiveness, accuracy. When working with a proverb and a saying, it is mandatory to find all familiar spellings, identify direct and figurative meaning noun words.
Proverbs and sayings can be used in Russian lessons when studying a noun on topics such as “Soft sign in nouns”, “ Proper names nouns ”(For example, Learning is light, and ignorance is darkness, A small dog until old age is a puppy, What a mother is, such is a daughter, An apple does not fall far from an apple tree. Every Grishka has his own affairs, The owner in the house is that Adam is in paradise, Hungry Fedot and empty cabbage soup for hunting).
Another type of entertaining material is grammatical dominoes. The essence of dominoes is that it is required to find (give) the correct answer to the question asked. The one who got the card with number 1 starts to play, and then the question-answer (For example, for a lesson-reinforcement, you can use the following questions on the cards: What is a noun? What numbers of nouns do you know? How to determine the gender, case of a noun?).
Rhymes are considered to be a type of entertaining material - specially composed poetic texts built according to the laws of rhythm and rhyme.
Depending on the role that rhymes play, the methodologists divided them into three groups and gave each a conditional name.
The first group consisted of "memory rhymes". They serve to highlight the spelling and remember its spelling. "Reminders" do not replace the rules of the textbook, but are read long before getting to know them. Repeated reading of such rhymes makes it much better to learn any spelling rule(For example, Puddles, skis, reeds. Mice, honeysuckle, siskins. Chimpanzees, spikes, car. Cones, hedgehogs, spring. In a syllableZhI and syllableSHI just a letterAnd write!)
The second group of exercises is a kind of “rhyming simulators”, which are used for reading and writing a spelling-rich vocabulary material. Such exercises draw the attention of children to the spelling, serve as a means of accumulating words that illustrate a particular rule. At the lessons of the Russian language when studying the topics " capital letter in nouns”, “Soft sign in nouns”, you can use the following rhymes: Mariska the cat, Tishka the kitten, Druzhok the puppy, Cockerel the chicken, Burenka the cow, Naidyonka the goat, Piggy and the goby Gavryusha – all their nicknames are written with a capital letter! Varnish, onion, elk, laziness. So, knock, current, shadow. Catfish, salt, chalk, shallow. Nose, carried, ate, spruce - name the words in which you wrote soft sign?
The third group of exercises - "rhymes-controllers". They serve as a means of control and self-control in mastering the skills and abilities of spelling correct writing. These rhymes are in two parts. The first part sets up first graders to choose the correct spelling and makes them think about it. This approach contributes to the aggravation of spelling vigilance in younger students (For example, think about everything, take your time. And then write:chazhizhi. __ yka, yo ___ ki, chi ___. Do you know how to write? Now, if you think so, check: seagull, hedgehogs, siskins. If you wanted to write like that, get a mark "5"!).
One of the effective types of entertaining material to use is a crossword puzzle, which has great opportunities for developing the child's creative abilities, memory training.
The word "crossword" in English in translation means: intersection of words, crossword.
A crossword puzzle is a puzzle task, filling in the letters of the intersecting rows of cells so that the words are obtained horizontally and vertically according to the meanings of the word.
A crossword puzzle is a kind of self-test, control of one's knowledge, an entertaining text.
For example, you can use a crossword puzzle to reinforce words with a double consonant in nouns in Russian lessons.
1. Ice skating with a small ball or puck. (hockey)
2. Road with rows of trees on the sides. (alley)
3. A place where they sell tickets. (cash register)
4. A person who travels by train, steamboat or other form of transport. (passenger)
5. Road covered with asphalt. (highway)
The whole variety of crossword puzzles can be divided into two categories: content and design. According to the content, they distinguish: thematic, polyglot, alphabetic, crosswords with non-standard definitions, humorous, with fragments, rebus, loose, crosswords with non-standard fillings, syllabic crossword, two-letter, symbolic and others; by design: scanword, reverse, endless, Russian, dictionary, chainword, curly, oblique, circular, volumetric (see Appendix 2).
The word "chainword" of English origin, it means "a chain of words." In a chain word, words follow one after another in the form of a chain in which last letter one word is the first letter of the next.
Chainwords can be oral and written. In oral chainword, players take turns calling words out loud. No more than five seconds to think. If the word begins with “uncomfortable” letters (d, s, b), you should come up with a word for the previous letter (see Appendix 2).
One of the means of entertainment is a puzzle.
A puzzle is a riddle, a task that requires ingenuity, ingenuity for its solution.
There are puzzles: gears, a secret order, digital syllables. In digital syllables, each number denotes a syllable (always the same). From these syllables the words in riddles are composed. (For example, 1-2-3 - the legend of the heroes, 4-1-5 - the wolf drags through the forest in his teeth, 5-6-7 - akin to a wizard and magician, 4-6-8 - leads without taking a step. Answers: epic, prey, sorcerer, road).
Great importance in the process of teaching the Russian language they have puzzles.
A rebus is a riddle in which the words or expressions to be solved are given in the form of drawings in combination with letters and some other signs.
Rebus is a game in which words, phrases or whole statements are encrypted using drawings combined with letters and signs.
Rebuses are: with a rearrangement of letters in a word in accordance with numbers, with the addition of a letter or syllable to a word or the exclusion of a letter or syllable from it, with the replacement of a letter in a word, with the exclusion of a letter from a word and the addition of a specified letter to the word, with the reading of letters and syllables inscribed into larger letters.
root
declination
Such puzzles can be used when studying the declensions of nouns.
The exclusion of a letter from a word can be indicated not only by a line that crosses out the letter, but also by a comma. If a comma is before the figure, then the first letter is excluded, if after it, then the last one. The source words and guess words are made up of the letters of the split alphabet, they are read (see Appendix 3).
Amusement is considered as a means of attracting interest in the subject or process of study, which contributes to the transition of cognitive interest from the stages of simple orientation, situational episodic interest, to the stage of a more stable cognitive attitude, the desire to delve into the essence of the knowable.
Entertaining, acting as a stimulus, both as a means of teaching and as a means of popularizing the Russian language, contributes, on the one hand, to the approximation of scientific truths to understanding a person, on the other hand, contributes to a better flow of human cognitive processes, activation of his thinking, exacerbation of emotional relationship to the subject of knowledge.
With the development of modern computer technology there were opportunities to use multimedia as a means of entertainment. This is convenient because you can show any entertaining material on the interactive whiteboard: puzzles, crossword puzzles, riddles, charades, puzzles and others. On the interactive board, it is larger, brighter, it is possible for the student to write answers with a marker (for example, insert missing letters in words, determine the gender, case of highlighted nouns). This form, of course, should not become the main one, but it cannot be abandoned. It should also be remembered that for younger students there are restrictions on the use of an interactive whiteboard (for the 2nd grade it is 10 minutes).
Thus, in the dictionary and encyclopedic literature, the concept of "entertainment" is the use of various didactic means that arouse the interest and attention of students, stimulate the presentation of educational material by attracting interesting situations, facts, and the use of organized demonstrative material.
Entertaining material is a creative purposeful activity, during which children in an entertaining form more deeply and easily learn the phenomena of the surrounding reality. Entertaining material on the Russian language is the material necessary to create a craving for a school subject, to attract children's attention to the lesson.
Scientists distinguish several types of entertaining material: crossword puzzles, riddles, proverbs, games, grammar dominoes, rhymes, puzzles, rebuses, fairy tales, poems, charades and others. include in them different kinds activities of younger students, to apply entertainment in the study of complex, difficult to understand material.
Entertaining material - material necessary to create interest in game material, to attract children's attention to the lesson. Entertaining material includes fairy tales, riddles, poems, rebuses, crossword puzzles, charades, puzzles, chainwords and others.
Consider in more detail the puzzle, crossword puzzle, riddle, rebus.
In the Big encyclopedic dictionary the following definitions are given:
§ "a puzzle is a riddle, a task that requires ingenuity, ingenuity for its solution; a game with tasks of this nature";
§ "a crossword puzzle - a puzzle task, filling in the letters of the intersecting rows of cells so that the words given by meaning are obtained horizontally and vertically";
§ "a riddle is a genre of folk poetry; an allegorical poetic description of an object or phenomenon that tests the ingenuity of a guesser";
§ "a rebus is a riddle in which the words or expressions to be solved are given in the form of drawings in combination with letters and some other signs" .
There are puzzles: gears, a secret order, digital syllables.
Gears: If you correctly connect the teeth of the gears and rotate the right gear to the left and the left gear to the right, you will read the riddle. What is it about?
(Answer: Black, crooked, mute from birth. They will stand in a row - they will immediately speak. Of course, these are letters)
Secret order:
Note. Cross out the letters that occur more than once and read the order.
(Answer: Be the enemy of laziness.)
Digital syllables
Note. In a syllable, each number denotes a syllable (always the same). From these syllables the words in riddles are composed. Our syllable begins with the letter B.
(Answer: epic, prey, sorcerer, (Answer: bulldozer, grain, dominoes, road.) destroyer.)
There are riddles: about nature, about objects, riddles-folds, riddles-jokes.
Riddles about nature:
He slept in a fur coat all winter,
He sucked his brown paw,
And when he woke up, he began to cry.
This beast is a forest ... (bear).
Riddles about objects: Feeds everyone,
But she doesn’t eat herself (spoon).
In a black field, a white hare
Jumped, ran, made loops.
The trail behind him was also white.
Who is this hare? ... (chalk).
Riddles-folds:
Better than these two guys
You won't find it in the world.
They are usually referred to as:
Water ... (do not spill).
Your friend asks furtively
Copy the answers from your notebook.
No need! After all, this is you friend
You will do ... (a disservice).
Riddles-jokes
a) Do newspapers and books have legs?
(probably there is: after all, they sometimes say that he took a book (newspaper) upside down).
b) In what phraseological unit is the action of the multiplication table mentioned? (clear as twice two is four).
c) What is common in the words arc, ram's horn, three deaths? (they can be ... bent, or rather, all these names are combined with this verb).
Rebuses are: with a rearrangement of letters in a word in accordance with numbers, with the addition of a letter or syllable to a word or the exclusion of a letter or syllable from it, with the replacement of a letter in a word, with the exclusion of a letter from a word and the addition of a specified letter to the word, with the reading of letters and syllables inscribed into larger letters.
Rebus with the rearrangement of letters in a word in accordance with the numbers(cat - who);
What do the numbers indicate? (replace letters)
What letter to take first? second? third?
What will be the word? .
Rebus with the addition to the word or the exclusion of a letter or syllable from it (pillar-table, arc-rainbow);
Make up a word from the picture.
Read. (Arc).
Add the syllable "ra" to this word.
Read what happened.
Rebus with the replacement of a letter in a word (table-chair, kit-cat);
What word is "hidden" here?
(the letter "and" is crossed out, in its place it is necessary to put the letter "o").
Rebus with the exclusion of a letter from the word and the addition of the specified letter to the word(cancer - hand - hand; crane - wound - wound).
On the exception of the word letters can indicate not only a line that strikes out a letter, but also a comma. If a comma precedes the figure, then the first letter is excluded, if after it, then the last. The source words and guess words are made up of the letters of the split alphabet, read.
Rebus with reading letters inscribed in larger letters(crow, pumpkin).
Read the printed part of the word. Guess where it is located (poke in "a" - pumpkin).
Let's take a closer look at the crossword puzzle. Crosswords in the system of entertaining material occupy special place. When working with crossword puzzles, students compete more with "themselves", that is, personality traits compete: efficiency with laziness, hunting with unwillingness to do something, curiosity with indifference, mental stress and perseverance with relaxation, etc. Success and victory positive traits a student's character over negative ones is more important than short-term successes over other students.
According to the teacher of the University of Makhachkala Sh.Sh. Khidirova, it is known that "if you look at the nature of cognitive interest in the lessons of the Russian language, then students are more fond of intellectual games. Basically, these are well-performing, diligent and inquisitive children, in calm intellectual games they get maximum independence. This is due psychological feature such students and the natural instinct of a person to assert himself. A child can show these qualities by solving crossword puzzles. But this does not mean that students with amorphous interests are not drawn to crossword puzzles. Guessing at least one word in the whole crossword puzzle is already success, luck, it brings joy, positive emotions appear, self-confidence, a sense of intellectual usefulness, a desire to search and guess other words involuntarily arises, i.e. cognitive interest is actualized ".
Crosswords are technologically easy to use. In them, all the rules are predetermined, everything that is needed for implementation is available. The student solves the crossword alone from beginning to end, his work does not depend on other children, he receives maximum independence. And independent work is the most important way for students to master new knowledge, skills and abilities. In the process of independent work, an important and final stage of cognitive activity is carried out - testing the acquired knowledge in practice. Independent work, as well as the learning process as a whole, performs not only the functions of education, but also the education of such personality traits as diligence, the ability to overcome difficulties, perseverance, self-confidence, in addition, develops observation, the ability to highlight the main thing, self-control, etc. .; it can be a source of knowledge, a way to test, improve and consolidate it, and in relation to skills and habits, it is one of the ways to form them.
A crossword puzzle is a kind of self-examination, control of one's knowledge, an entertaining text.
The educational role of crossword puzzles is that it allows in a game situation to intensify the process of mastering new knowledge, and the positive emotions that arise in children in the process of solving crossword puzzles help prevent their overload, ensure the formation of communicative and intellectual skills.
Here you can solve some issues of individual and differentiated approach to students. Usually, well-performing students finish their work in class ahead of schedule. And so that they do not get bored and do not interfere with others, they can be offered small crossword puzzles on the topic being studied.
The developing and organizing role of crossword puzzles lies in the fact that when solving them, students have to work without any coercion with textbooks, manuals, reference books, dictionaries, encyclopedias, etc. Visiting the library becomes a favorite and familiar activity. Asking the meaning of obscure and unsolved words in crossword puzzles, students involuntarily make teachers, parents and others around them think and get involved in learning activities children. Thus, conditions are created for the useful organization of free time for children and parents.
Compiling crossword puzzles is not an easy task. Compiling thematic crosswords is more difficult than usual, because the vocabulary is limited specific topic lesson.
When compiling crossword puzzles, you must adhere to this didactic principle as the scientific nature of the content and its accessibility for students. It is also necessary to match and interconnect the content of the crossword puzzle and the process of solving it.
To maintain a continuous interest in this type of entertaining material, it is necessary to diversify the forms of crosswords, to come up with new forms of guessing words. The more ways of guessing the same word, the deeper and more versatile the knowledge will be, since different ways of guessing mutually complement the ideas about this concept.
When solving a crossword puzzle, children are convinced that mastering vocabulary, terminology and the ability to correctly write words - the necessary conditions to complete the task correctly. Compiling crossword puzzles by the students themselves provides no less important didactic effect than solving crossword puzzles. To do this, students organize their vocabulary, group words by the number of letters, etc. Unbeknownst to themselves, the students clarify the spelling various terms. Then the crossword puzzle is created on a draft, while the logic and ingenuity of the child work. And if he was not able to "assemble" the crossword puzzle to the end, then he would have to "disassemble" this construction and "assemble" it again. In the process of this work, the logic of thinking, perseverance, the desire to complete the work begun, perseverance, purposefulness, etc. develop. When compiling a draft crossword puzzle, students have to diversify the pattern and shape of the crossword puzzle, while developing creativity and imagination when sketching the crossword grid, developing artistic and aesthetic abilities. If the work is carried out on a computer, then knowledge and skills in computer science, the ability to work with various programs are fixed.
The whole variety of crossword puzzles can be divided into two categories: content and design. According to the content, they distinguish: thematic, polyglot, alphabetic, crosswords with non-standard definitions, humorous, with fragments, rebus, loose, crosswords with non-standard filling, syllabic crossword, two-letter, symbolic, etc .; by design - scanword, reverse, endless, Russian, dictionary, chainword, curly, drawing, oblique, circular, volumetric. As you know, games can be widely used in Russian language lessons. Language games are usually entertaining, but always contain a didactic element, sometimes reaching a high level.
According to the weight of this didactic contribution, games are evaluated and classified. There are also games by type of activity: games based on observation; games for designing, for inventing new structures; creative games. Games are also classified according to language material: verbal, grammatical, alphabetic, etc.
In recent decades published great amount manuals on game methods: these are games for quick wit, "cunning" tasks, word games, verbal and picture lotto, wheels of prefixes and suffixes, ladders of words, as well as materials for quizzes and olympiads, tasks for guessing proverbs and phraseological units, tasks for selection and commenting on synonymic groups, antonymic pairs, homonyms, paronyms, on the polysemy of words.
Thus, the use of crossword puzzles, language games etc. cannot become the main form of work, but their use in educational process quite expedient.
Classification of entertaining material in the Russian language
Thus, after analyzing the literature, we made a classification of entertaining material and came to the conclusion that it is quite diverse. Its use in Russian language lessons is very important. At the same time, more and more new tasks can be applied each time, thereby enriching the speech of students, developing their cognitive interest in the subject "Russian language", individual inclinations, independent activity, the need for self-education (accustoming to use additional literature, different materials, deepening knowledge about the language received in the lessons, improving the quality of this knowledge and skills).
Entertaining material
The wealth of entertaining tasks is so great that it will help even a weak student to develop and manifest a desire to study Russian, then the performance of the younger student will increase, and this will be a huge achievement in the work of any teacher. After all, the result of the work performed is important for him.
cognitive interest Russian language
The use of entertaining material in Russian language lessons in elementary school
The Russian language is one of the most difficult and by no means the most interesting subjects in school. Therefore, it is also necessary to primary school develop students' interest in this subject, make it as joyful and exciting as possible. This is where entertainment can help.
Entertaining material - material necessary for the development of interest in the subject, to attract the attention of children to the lesson. Entertaining material includes: riddles, poems, puzzles, crossword puzzles, charades, puzzles, and others.
Let's consider in more detail a puzzle, a crossword puzzle, a riddle, a rebus, a presentation.
The Big Encyclopedic Dictionary gives the following definitions of concepts:
- - "a puzzle is a riddle, a task that requires ingenuity, ingenuity for its solution; a game with tasks of this nature";
- - "a crossword puzzle - a puzzle task, filling in the letters of the intersecting rows of cells so that the words given by meaning are obtained along the horizontals and verticals";
- - "mystery - a genre of folk - poetic creativity; an allegorical poetic description of an object or phenomenon that tests the ingenuity of a guesser";
- - "rebus - a riddle in which the words or expressions to be solved are given in the form of drawings in combination with letters and some other signs
There are puzzles: gears, a secret order, digital syllables.
Gears: If you correctly connect the teeth of the gears and rotate the right gear to the left and the left gear to the right, you will read the riddle. What is it about?
(Answer: Black, crooked, mute from birth. They will stand in a row - they will immediately speak. Of course, these are letters)
Secret order:
Note. Cross out the letters that occur more than once and read the order.
(Answer: Be the enemy of laziness.)
Digital syllables
Note. In a syllable, each number denotes a syllable (always the same). From these syllables the words in riddles are composed. Our syllable begins with the letter B.
(Answer: epic, prey, sorcerer, (Answer: bulldozer, grain, dominoes, road.) destroyer.)
There are riddles: about nature, about objects, riddles-folds, riddles-jokes.
Riddles about nature:
He slept in a fur coat all winter,
He sucked his brown paw,
And when he woke up, he began to cry.
This beast is a forest ... (bear).
Riddles about objects: Feeds everyone,
But she doesn’t eat herself (spoon).
In a black field, a white hare
Jumped, ran, made loops.
The trail behind him was also white.
Who is this hare? ...(a piece of chalk).
Riddles-folds:
Better than these two guys
You won't find it in the world.
They are usually referred to as:
Water ... (do not spill).
Your friend asks furtively
Copy the answers from your notebook.
No need! After all, this is you friend
You will do ... (a disservice).
Riddles-jokes
- a) Do newspapers and books have legs?
- (probably, there is: after all, they sometimes say that he took a book (newspaper) upside down).
- b) In what phraseological unit is the action of the multiplication table mentioned? (clearly like twice two makes four).
- c) What is common in the words arc, ram's horn, three deaths? (they can be ... bent, or rather, all these names are combined with this verb).
Rebuses are: with a rearrangement of letters in a word in accordance with numbers, with the addition of a letter or syllable to a word or the exclusion of a letter or syllable from it, with the replacement of a letter in a word, with the exclusion of a letter from a word and the addition of a specified letter to the word, with the reading of letters and syllables inscribed into larger letters.
Rebus with a rearrangement of letters in a word in accordance with the numbers (cat - who);
- - What do the numbers indicate? (replace letters)
- - What letter to take first? second? third?
- - What will be the word?
Rebus with the addition to the word or the exclusion of a letter or syllable from it (pillar-table, arc-rainbow);
Make up a word from the picture.
Read. (Arc).
Add the syllable "ra" to this word.
Read what happened.
Rebus with the replacement of a letter in a word (table-chair, kit-cat);
- What word is "hidden" here?
- (the letter "and" is crossed out, in its place it is necessary to put the letter "o").
A rebus with the exclusion of a letter from the word and the addition of the indicated letter to the word (cancer - hand - hand; crane - wound - wound).
The exclusion of a letter from a word can be indicated not only by a line that crosses out the letter, but also by a comma. If a comma precedes the figure, then the first letter is excluded, if after it, then the last. The initial words and word-guesses are made up of the letters of the split alphabet, read.
Rebus with reading letters inscribed in larger letters (crow, pumpkin).
Read the printed part of the word. Guess where it is located (pump in "a" - pumpkin).
Crossword puzzles occupy a special place in the system of entertaining material. When working with crossword puzzles, students compete more with "themselves", that is, personality traits compete: efficiency with laziness, hunting with unwillingness to do something, curiosity with indifference, mental stress and perseverance with relaxation, etc. Success and the victory of a student's positive character traits over negative ones is more important than short-term successes over other students.
It is known that "if you look at the nature of cognitive interest in the lessons of the Russian language, then students are more fond of intellectual games. Basically, these are well-doing, diligent and inquisitive children, in calm intellectual games they get maximum independence. This is due to the psychological peculiarity of such students and the natural a person's instinct to assert themselves. A child can show these qualities by solving crossword puzzles. But this does not mean that students with amorphous interests are not drawn to crossword puzzles. Guessing at least one word in a whole crossword puzzle is already success, luck, it brings joy, positive emotions appear , self-confidence, a sense of intellectual usefulness, involuntarily there is a desire to look for and guess other words, that is, cognitive interest is actualized.
Crosswords are technologically easy to use. In them, all the rules are predetermined, everything that is needed for implementation is available. The student solves the crossword alone from beginning to end, his work does not depend on other children, he receives maximum independence. And independent work is the most important way for students to master new knowledge, skills and abilities. In the process of independent work, an important and final stage of cognitive activity is carried out - testing the acquired knowledge in practice. Independent work, as well as the learning process as a whole, performs not only the functions of education, but also the education of such personality traits as diligence, the ability to overcome difficulties, perseverance, self-confidence, in addition, develops observation, the ability to highlight the main thing, self-control, etc. .d.; it can be a source of knowledge, a way to test, improve and consolidate it, and in relation to skills and habits, it is one of the ways to form them.
A crossword puzzle is a kind of self-examination, control of one's knowledge, an entertaining text.
The educational role of crossword puzzles is that it allows in a game situation to intensify the process of mastering new knowledge, and the positive emotions that arise in children in the process of solving crossword puzzles help prevent their overload, ensure the formation of communicative and intellectual skills.
Here you can solve some issues of individual and differentiated approach to students. Usually, well-performing students finish their work in class ahead of schedule. And so that they do not get bored and do not interfere with others, they can be offered small crossword puzzles on the topic being studied.
The developing and organizing role of crossword puzzles lies in the fact that when solving them, students have to work without any coercion with textbooks, manuals, reference books, dictionaries, encyclopedias, etc. Visiting the library becomes a favorite and familiar activity. Asking the meaning of incomprehensible and unsolved words in crossword puzzles, students involuntarily force teachers, parents and other people around them to think and get involved in the educational activities of children. Thus, conditions are created for the useful organization of free time for children and parents.
Compiling crossword puzzles is not an easy task. Compiling thematic crossword puzzles is more difficult than usual, because the vocabulary is limited to a specific topic of the lesson.
When compiling crossword puzzles, it is necessary to adhere to such a didactic principle as the scientific nature of the content and its accessibility for students. It is also necessary to match and interconnect the content of the crossword puzzle and the process of solving it.
To maintain a continuous interest in this type of entertaining material, it is necessary to diversify the forms of crosswords, to come up with new forms of guessing words. The more ways of guessing the same word, the deeper and more versatile the knowledge will be, since different ways of guessing mutually complement the ideas about this concept.
When solving a crossword puzzle, children are convinced that mastering vocabulary, terminology and the ability to write words correctly are necessary conditions for the correct completion of the task. Compiling crossword puzzles by the students themselves provides no less important didactic effect than solving crossword puzzles. To do this, students systematize their vocabulary, group words according to the number of letters, etc. Unbeknownst to themselves, students clarify the spelling of various terms. Then the crossword puzzle is created on a draft, while the logic and ingenuity of the child work. And if he was not able to "assemble" the crossword puzzle to the end, then he would have to "disassemble" this construction and "assemble" it again. In the process of this work, the logic of thinking, perseverance, the desire to complete the work begun, perseverance, purposefulness, etc. develop. When compiling a draft crossword puzzle, students have to diversify the pattern and shape of the crossword puzzle, while developing creativity and imagination when sketching the crossword grid, developing artistic and aesthetic abilities. If the work is carried out on a computer, then knowledge and skills in computer science, the ability to work with various programs are fixed.
The whole variety of crossword puzzles can be divided into two categories: content and design. According to the content, they distinguish: thematic, polyglot, alphabetic, crosswords with non-standard definitions, humorous, with fragments, rebus, loose, crosswords with non-standard filling, syllabic crossword, two-letter, symbolic, etc .; by design - scanword, reverse, endless, Russian, dictionary, chainword, curly, drawing, oblique, circular, volumetric. Thus, the use of crossword puzzles, language games, etc. cannot become the main form of work, but their use in the educational process is quite advisable.
The attitude of students to a particular subject is determined by various factors: individual characteristics of the individual, the characteristics of the subject itself, the methodology of its teaching. Fascinating material, carefully selected and organically built into the structure of the lesson, can significantly increase children's activity and allows you to build a lesson based primarily on involuntary attention children and contributing to the formation of internal positive motivation within the framework of the educational process.
The presentation is a powerful means of visualization, the development of cognitive interest. Thanks to the computer, children in the classroom receive visual information in the form of pictures, photographs, video clips.
In many cases, such an addition turns out to be more effective, makes it possible to combine a variety of means that contribute to a deeper and more conscious assimilation of the material being studied, saves lesson time, saturates it with information, broadens horizons, and instills a cognitive interest in learning.
An analysis of such classes showed that cognitive motivation increases, mastering complex material is facilitated.
Traditionally, the problem of developing a child's cognitive interest is solved by means of entertainment in learning. However, more use should be made of the so-called "internal" attraction of the subject itself, closely related to the subject under study. educational material and the innate curiosity of young children. Internal entertainment is the phenomenon of unusual, non-standard situations with concepts already familiar to children, the emergence of new “whys” where, it would seem, everything is clear and understandable (but only at first glance). This, finally, is the penetration into the methodology of the elements of play activity, which, naturally, is inherent in the child. What should be taught to the child when teaching? Reflect, explain the results, compare, guess, check if they are correct; observe, generalize and draw conclusions.
Gololobova Lyudmila Alekseevna
Educator, MBDOU "Kindergarten No. 8", Nizhny Novgorod
Gololobova L.A. Entertaining material on the formation of older children preschool age elementary mathematical concepts // Owl. 2017. N4(10)..07.2019).
Order No. 46705
Children are inquisitive explorers of the world around them. This feature is inherent in them from birth. The formation of cognitive interest among preschoolers is one of the most important tasks of teaching a child in kindergarten. The role of simple entertaining mathematical material is determined on the basis of taking into account the age capabilities of children and the tasks of comprehensive development and upbringing: to intensify mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise in application them in other activities, a new environment. Entertaining material is also used to form ideas, to get acquainted with new information. In this case, an indispensable condition is the use of a system of games and exercises. Children are very active in the perception of tasks-jokes, puzzles, logical exercises, mathematical fairy tales, they are persistently looking for a solution that leads to a result. In the case when an entertaining task is available to a child, he develops a positive emotional attitude towards it, which stimulates mental activity. The child is interested in the ultimate goal: to add, find the desired figure, transform, which captivates him. At the same time, children use two types of search samples: practical (actions in shifting, selection) and mental (thinking about a move, predicting a result, suggesting a solution). In the course of searching, putting forward hypotheses, and solutions, children also show a guess, i.e. as if suddenly come to the right decision. But this suddenness is, of course, apparent. In fact, they find a way, a way to solve only on the basis of practical actions and mental reflection. The effective development of the intellectual abilities of preschool children, taking into account sensitive periods of development, is one of actual problems modernity. Preschoolers with a developed intellect memorize material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.
Learning is best done in a natural, most attractive form of activity for a preschooler - in a game. The advantages of gaming activity are known to all. During the game, goal-setting, planning, the ability to analyze results, imagination, and the symbolic function of consciousness develop. The undoubted advantage of the game is the intrinsic nature of motivation. Children play because they enjoy the gameplay itself.
The variety of entertaining material - games, tasks, puzzles - provides a basis for their classification, although it is rather difficult to group such a diverse material into groups. It can be classified according to various criteria: according to the content and meaning, the nature of mental operations, as well as the focus on the development of certain skills. Tasks for ingenuity, puzzles, entertaining games arouse great interest in children. Children can, without being distracted, practice for a long time in transforming figures, shifting sticks or other objects according to a given pattern, according to their own plan. In the course of solving tasks with ingenuity, puzzles, children learn to plan their actions, think about them, look for an answer, guess the result, while showing creativity. Such work activates the mental activity of the child, develops in him the qualities necessary for professional excellence, in whatever area he then worked, in such tasks important qualities of the child's personality are formed: independence, observation, resourcefulness, quick wit, perseverance is developed, constructive skills develop.
Entertaining mathematical material is also considered as one of the means to ensure a rational relationship between the work of the educator in the classroom and outside of them. We include such material, as in the main part of the lesson on the formation of elementary mathematical representations, so we use it at the end of the lesson, when there is a decrease in the mental activity of children. So, puzzles are useful when fixing ideas about geometric shapes ah, their transformation. Riddles, joke tasks are appropriate in the course of learning to solve arithmetic problems, actions on numbers, in the formation of ideas about time. Entertaining math games We also use it to organize independent activities for children.
Entertaining mathematical material is given by the game elements contained in each task, logical exercise, entertainment. For example, the unusual posing of the question: “How to fold a square on the table with the help of two sticks?” - makes the child think and, in search of an answer, get involved in the game of imagination. During the game, preschoolers count, add, subtract, moreover, decide logical tasks. Teaching a child in the game, we strive to turn the joy of the game into the joy of learning. Teaching should be joyful!
In kindergarten, there is such a form of organization of the educational process as entertainment. At older preschool age, entertainment can be carried out using entertaining mathematical material. Such activities contribute to the development of children's cognitive activity: memory, speech, perception, spatial imagination, visual-figurative and logical thinking, contribute to the formation of the moral-volitional and motivational sphere of the personality of a preschooler.
Based on the logic of actions carried out by those who solve the problem, a variety of elementary entertaining material can be classified by conditionally distinguishing three main groups in it: entertainment, mathematical games and tasks, developing (didactic) games and exercises. The basis for the allocation of such groups is the nature and purpose of the material of a particular type.
The first kind of entertaining mathematical material is entertainment. In the process of entertainment, children consolidate previously acquired knowledge, skills and abilities. But all this takes place in an environment that is different from the weekly classes for the development of elementary mathematical concepts. Entertainment is carried out using elegant costumes, festive decorations of the hall, music, songs. This brings joy to the children.
In such entertainment, various types of entertaining material are used: tasks in poetic form, joke tasks, riddles with and about numbers, mathematical tales, logical exercises, puzzles with sticks and geometric shapes, rebuses, labyrinths, etc. Entertainment can be with elements of dramatization. They are built either on the basis of the plot of any fairy tales, cartoons, or meetings with different heroes are organized. Children can play their own roles. Plots for staging should be simple in form, accessible in content. Well-known fairy tales meet these requirements best of all: “Kolobok”, “Teremok”, “Three Bears”, etc.
Entertainment with elements of a role-playing game can also be held. These are various “journeys” (on a train, a magic carpet, on a space rocket), “concerts”, etc. Here, as in the game, children reproduce in roles everything that they saw in the surrounding life and activities of adults. But this happens strictly according to the script, in contrast to the role-playing game. Entertaining mathematical material is included in the entertainment scenario. The teacher is the leader. You can have fun in the form of a competition. For example, the Riddles Contest. The group of children is divided into two teams. Whose team guesses the riddle faster, gets a point or a chip. At the end of the entertainment, the winner is determined.
Such entertainment is desirable to be carried out regularly, as they give children joy and pleasure from developing games, maintain interest in intellectual activity, the desire to play games with mathematical content, showing perseverance, purposefulness, mutual assistance, the ability to perform actions in the mind, develop elementary algorithmic skills. culture of thinking.
The second type of entertaining mathematical material is mathematical games and tasks. The game is a means of cognition of reality by the child and one of the most attractive activities for children. Using non-standard developmental tools in their work, some stages were developed when introducing children to a new game. Each stage carries certain goals and objectives.
Stage 1 is the introduction of a new game into the group. The purpose of this stage is to get acquainted with the new game, with its features and rules.
Stage 2 is the game. The purpose of this stage is to develop logical thinking, the idea of a set, the ability to highlight properties in objects, name them, generalize objects according to their properties, explain the similarities and differences of objects, introduce them to the shape, color, size, thickness of objects, develop spatial relationships, cognitive processes mental operations.
Stage 3 is an independent game of children with developing material. The purpose of this stage is to develop Creative skills, imagination, fantasy, ability to design and model. In accordance with the principle of increasing difficulties, it is envisaged that children begin mastering the material with simple manipulation of games, initial acquaintance. It is necessary to provide children with the opportunity to independently get acquainted with the game, after which it is possible to develop mental activity through these games.
Any mathematical task for ingenuity, no matter what age it is intended for, carries a certain mental load, which is most often masked by an entertaining plot, external data, the condition of the problem, etc. The mental task: to make a figure or modify it, to find a solution, to guess the number - is realized by means of the game in game actions. Ingenuity, resourcefulness, initiative are manifested in active mental activity based on direct interest.
The third type of entertaining mathematical material is educational (didactic) games and exercises. An important means the formation of the mental activity of the child, his intellect is a game. In preschool pedagogy, there are many different teaching materials: methods, technologies that provide intellectual development children are: Gyenes logic blocks, Kuizener sticks, Voskobovich games, Columbus egg, Tangram, Corners for everyone, Magic circle, Mongolian game, Nikitin cubes, Pythagoras puzzle game, fractions, chess, counting sticks, logic tasks, word games, riddles, riddles, jokes, puzzles, mathematical fairy tales, etc. These games help the development of cognitive abilities, the formation of interest in action with geometric shapes, values. Thus, the mathematical representations of children are improved. The main purpose of these games is to develop little man, correction of what is inherent and manifested in it, bringing it to creative search behavior. On the one hand, we offer the child food for imitation, and on the other hand, we provide a field for imagination and personal creativity. Thanks to these games, the child develops all mental processes, mental operations, develops the ability to model and design, and forms ideas about mathematical concepts.
We use games and exercises in a certain system. Gradually, we complicate the games both in content and in ways of interacting with the tool. All games and exercises are of a problem-practical nature. For example: Gyenes logical blocks are a set of geometric shapes. The use of Gyenesh blocks helps in studying the basic properties of geometric shapes according to their characteristics and relations existing in a set, including subsets in a set, breaking sets into subsets.
There is another kind of entertaining mathematical material - this is mathematical fairy tale. Folk and author's tales, which children already know by heart from repeated reading, are invaluable helpers. In any of them, a whole lot of all kinds of mathematical situations. And they are assimilated as if by themselves.
For example: the fairy tale "Teremok" - will help to remember not only the quantitative and ordinal count (the mouse came first to the tower, the second the frog, etc.), but also the basics of arithmetic. Children easily learn how the amount increases by one. A hare jumped up, and there were three. A fox came running, and there were four of them.
Fairy tales "Gingerbread Man" and "Turnip" are good for mastering the order of counting. Who pulled the turnip first? Who met the kolobok third? In the turnip, you can talk about the size. Who is the smallest? Mouse. Who is the biggest? Grandfather. Who is in front of the cat? And who is behind the grandmother?
The fairy tale "Three Bears" is a mathematical super fairy tale. And you can count the bears, and talk about the size (large, small, medium, who is larger, who is smaller, who is the largest, who is the smallest), correlate the bears with the corresponding chairs, plates.
In "Little Red Riding Hood" talk about the concepts of "long", "short". Especially if you draw or lay out paths from the cubes and see which of them will run faster for little fingers or a toy car.
Entertaining mathematical material is a good remedy education in preschool children of interest in mathematics, logic, and evidence-based reasoning, the desire to show mental stress, focus on the problem.
In order for the work of the educator with children to be fruitful, the teacher should use several principles. It:
Operation principle- the inclusion of the child in the educational-playing, cognitive, search activities in order to stimulate an active life position.
The principle of creativity- maximum orientation to creativity in the game and productive activity preschoolers, acquiring their own experience creative activity.
The principle of integration- integrativity of all processes implemented in the educational process.
Principle of differentiated approach- the tasks of effective pedagogical assistance to pupils in improving their personality are solved, it contributes to the creation of special pedagogical situations that help to reveal the psychophysical, personal abilities and capabilities of pupils.
The principle of dominance of interests.
The principle of psychophysical comfort- is to remove the possible stress factors.
The principle of natural conformity- development in accordance with the nature of the child, his health, mental and physical constitution, his abilities and inclinations, individual abilities, perception.
This means that the educator needs to create certain pedagogical conditions to work with a child. In order for the tasks of the development of children to be realized by means of entertaining material, it is necessary to organize pedagogical process so that the child plays, develops and learns at the same time. For an effective solution educational goals It is very important to equip a group of children with the necessary play aids. A specially equipped place (table, chairs, free access) is allocated in the game room, where all games and manuals are concentrated - it is necessary to create a “Corner entertaining mathematics».
Entertaining Mathematics Corner is a specially designated, thematically equipped with games, manuals and materials, and in a certain way artistically designed place. You can organize it using the usual items of children's furniture: a table, a wardrobe, providing children with free access to the materials located there. These same children are given the opportunity to choose the game they are interested in, a manual of mathematical content and play individually or together with other children, in a small subgroup. "Corner" is not only the opportunity to provide children with materials for creativity and the opportunity to act with them at any moment, but also the atmosphere in the team. It is woven from a sense of external security, when the child knows that his manifestations will not receive a negative assessment from adults, and a feeling of inner looseness and freedom due to the support of adults for his creative endeavors.
In kindergarten, it is necessary to create such conditions for the mathematical activity of the child, under which he would show independence in the choice of game material, games, based on his developing needs and interests. In the course of the game, which arises on the initiative of the child himself, he joins the complex intellectual work. Entertaining mathematics corner solves such problems as:
1. Purposeful formation in children 4 - 7 years of interest in elementary mathematical activity. The development of the qualities and properties of the child's personality necessary for the successful mastery of mathematics in the future: purposefulness and expediency of search actions, the desire to achieve a positive result, perseverance and resourcefulness, independence.
2. Education in children the need to occupy their own free time not only entertaining, but also requiring mental stress, intellectual effort games. Entertaining mathematical material in the preschool and subsequent years should become a means of organizing useful leisure, and contribute to the development of creativity.
The success of play activities in a corner organized in a group is determined by the interest of the educator himself in entertaining tasks for children. The teacher must have knowledge about the nature, purpose, developmental impact of entertaining material, methods of managing independent activities with elementary mathematical material. The interest, enthusiasm of the teacher is the basis for children to show interest in mathematical problems and games. The creation of a corner is preceded by the selection of game material, which is determined by the age capabilities and level of development of the children of the group. A variety of entertaining material is placed in the corner so that each of the children can choose a game for themselves. These are desktop-printed games, games for the development of logical thinking, leading children to mastering checkers and chess: "Fox and Geese", "Mill", "Wolves and Sheep"; puzzles (on sticks and mechanical); logical tasks and cubes, labyrinths; games to compose a whole from parts, to recreate silhouette figures from special sets of figures; movement games. All of them are interesting and entertaining.
When organizing a corner of entertaining mathematics, it is necessary to proceed from the principles of the availability of games for children at the moment, to place in the corner such games and game materials, the development of which by children is possible at different levels. From mastering the given rules and game actions, they move on to inventing new versions of games. There are great opportunities for creativity in the games "Tangram", "Magic Circle", "Cubes for All", etc. Children can invent new, more complex silhouettes not only from one, but also from 2 - 3 sets for the game; the same silhouette, for example, a fox, can be made up of different sets. To stimulate collective games, creative activity of preschoolers, it is necessary to use magnetic boards, flannelographs with a set of figures, counting sticks, albums for sketching tasks invented by them, composed figures. During the year, as children master games, their types should be diversified, more complex games should be introduced with new entertaining material.
The decoration of the corners should meet their purpose, attract and interest children. To do this, you can use geometric ornaments or plot images from geometric shapes. Acceptable stories. actors which are the favorite characters of children's literature: Dunno, Pinocchio, Pencil, etc. In the design, you can use photographs, enlarged illustrations from books on entertaining mathematics for preschoolers and parents, children's fiction. The organization of the corner is carried out with the feasible participation of children, which creates in them a positive attitude towards the material, interest, desire to play.
The management of independent mathematical activity in the corner of entertaining mathematics is aimed at maintaining and further development children have an interest in entertaining games. The teacher organizes all work in the corner taking into account individual features pupils. He offers the child a game, focusing on the level of his mental and moral-volitional development, manifestation of activity. Attracts inactive children, interests them in the game and helps to master it. Interest in the game becomes stable when the child sees his successes. The one who made an interesting silhouette, solved the problem, strives for new achievements. The guidance from the side of the teacher is aimed at the gradual development of children's independence, initiative, creativity.
Practical task: Compilation of a list of entertaining mathematical material in different age groups.
List of entertaining mathematical material for the younger group:
- didactic games (mosaic);
- voluminous bodies;
- layouts of squares, balls, triangles;
- counting material (not very small toys).
List of entertaining mathematical material for the middle group:
- didactic games;
- objects of various sizes (matryoshkas, pyramids);
- didactic aids (Gyenes blocks);
- stencils;
- counting material (sticks, nesting dolls, mushrooms, small toys);
- lotto.
List of entertaining mathematical material for the senior group:
- Didactic games;
- Checkers, chess;
- Various lotto;
- Gyenes blocks;
- Kuizener's sticks;
- Classification games;
- Mosaics;
- Construction kits;
- Pattern making games;
- Labyrinths;
- Scheme;
- Games of V. Voskobovich;
- Board and printed games;
- Entertaining questions, riddles, counting rhymes, tasks in poetic form, joke poems, joke tasks, puzzles.
List of entertaining mathematical material for the preparatory group:
- didactic games;
- didactic materials;
- checkers, chess;
- equipment for measuring activity (sand, scales, clock, ruler, meter, tape measure);
- puzzles, puzzles with sticks;
- various lottos;
- insert frames;
- Gyenes blocks;
- Kuizener's sticks;
- Classification games;
- Mosaics;
- Construction kits;
- Pattern making games;
- Labyrinths;
- Games for composing a whole from parts, for recreating figures of silhouettes;
- Games for orientation on a sheet of paper;
- Movement games;
- Games of V. Voskobovich;
- Board and printed games;
- Entertaining questions, riddles, counting rhymes, tasks in poetic form, joke poems, joke tasks, puzzles;
- Mathematical tales.
Solution different kind non-standard tasks at preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, spatial representations. Of particular importance should be considered the development in children of the ability to guess at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. The guess in this case indicates the depth of understanding of the problem, high level search actions, mobilization of past experience, transfer of learned methods of solution to completely new conditions.
In teaching preschoolers, a non-standard task, purposefully and appropriately used, acts as a problematic one. Here there is a search for a solution by putting forward a hypothesis, testing it, refuting the wrong direction of the search, finding ways to prove the right solution.
Entertaining mathematical material is a good means of instilling in children already at preschool age an interest in mathematics, in logic and evidence-based reasoning, a desire to show mental stress, to focus on a problem.
Entertaining mathematical material is a good means of educating children already at preschool age of interest in mathematics, in logic and evidence-based reasoning, the desire to show mental stress, to focus on the problem. Thus, didactic games and game exercises of mathematical content are the most famous and often used in contemporary practice preschool education types of entertaining mathematical material. In the process of teaching preschoolers mathematics, the game is directly included in the lesson, being a means of forming new knowledge, expanding, clarifying, and consolidating educational material.
Didactic games justify themselves in solving problems individual work with children, and are also held with all children or with a subgroup in their free time.
Methodically correctly selected and appropriately used entertaining material (riddles, joke problems, entertaining questions) contributes to the development of logical thinking, observation, resourcefulness, speed of reaction, interest in mathematical knowledge, and the formation of search approaches to solving any problem.
When using entertaining mathematical material, children study with great interest, better remember what they saw and heard, because they are emotionally involved in the lesson.
Literature:
- Danilova V.V. Teaching mathematics in kindergarten [Text]: practical seminars and laboratory classes / V.V. Danilova, T.D. Richterman, Z.A. Mikhailov. M.: Academy, 1998. 60 p.
- Erofeeva, T.I., Pavlova, L.N., Novikova, V.P. Mathematics for preschoolers [Text] / T.I. Erofeev. M.: Enlightenment, 1992.
- Erofeeva, T.I., Pavlova, L.N., Novikova, V.P. Mathematical notebook for preschoolers [Text] / T.I. Erofeev. M.: Education, 1991.
- Metlina, L.S. Mathematics in kindergarten [Text] / L.S. Metlin. M., 1984.
- Mikhailova, Z.A. Theories and technologies mathematical development preschool children [Text] / Z.A. Mikhailov. St. Petersburg: Childhood - Press, 2008. 384 p.
- Shcherbakova E. I. Theory and methods of mathematical development of preschoolers: Proc. allowance / E. I. Shcherbakova. M.: 2005. 392 p.