Features of the structure of the lesson of manual labor in a special (correctional) school of the VIII type. Organization of a manual labor lesson in a correctional school of the VIII type Labor lesson in a correctional school of the 8th type
Zhidkina T.S. Methods of teaching manual labor in the lower grades of the correctional school of the VIII type: Proc. allowance for students. higher textbook establishments
M.: Publishing Center "Academy", 2005. - 192 p.
Labor training of students with intellectual problems is the main link in the general system of educational and correctional-educational work in a special (correctional) school of the VIII type. This is due to the great importance of labor training in the social adaptation of schoolchildren with intellectual disabilities. The ability to work independently in production conditions, to be a member of the labor collective is one of the determining conditions for the successful social adaptation of people with intellectual disabilities.
Labor training in a special (correctional) school of the VIII type aims to train manual workers who are able to independently and professionally perform simple types of work at manufacturing enterprises. In this regard, the main tasks of labor education and I in a special (correctional) school of the VIII type are:
§ formation of knowledge, skills and abilities necessary for mastering a certain labor specialty;
§ correction of shortcomings of psychophysical development in the process of educational and labor activity;
§ formation of the need to work and positive motivation for labor activity.
The complexity of labor training in a special school is associated with the lack of general labor skills and abilities in children, such as task orientation, work planning, control and evaluation of their own activities, as well as the inability to perform a labor task when working conditions change. This reduces the independence of mentally retarded students, which is especially evident in the lower grades. Students with intellectual disabilities often start work without a preliminary analysis of the product, do not plan the course of its manufacture, cannot determine the sequence of actions, choose the most effective ways to complete the task. As a result, their actions are inadequate to the goal facing them. They experience great difficulty in completing the task, they are not able to determine what tools they will need. Independently, without special training, students with intellectual disabilities in their activities cannot be guided by visual instructions: samples, drawings, drawings, technological maps. Almost all students of the special (correctional) school of the VIII type have impaired coordination of hand movements to one degree or another, which has a negative impact on the implementation of practical actions, as well as on control and regulation (accuracy, strength, rhythm, tempo, etc.) during the formation motor work skills. Motor labor skills are automated slowly in such children, their use in new conditions is difficult. And the more the task is changed, the more difficult it is for mentally retarded students to use the formed motor skill. This indicates the insufficient development of the intellectual components of labor activity and violations of the motor sphere.
The system of labor training in a special (correctional) school of the VIII type includes five stages:
1. Initial labor training (I - III classes).
2. General technical labor training (IV class).
3. Vocational training (grades V-VIII).
4. Professional specialization (IX class).
5. Industrial training (X class).
Each of these stages solves general and specific tasks of vocational training.
The first stage of labor training is carried out in grades I-III. At this stage, the students form the initial work experience. The specific tasks of this stage include: the study of the individual labor opportunities of schoolchildren and the formation of their readiness for activity in the workshops of vocational training. In the learning process, the dynamics of individual labor abilities is determined, and on this basis a preliminary conclusion is made about the possibility of further labor training in a workshop of a particular profile. Here, a number of organizational skills and abilities are formed, without which successful labor activity is impossible at the next stage of training in a training workshop equipped with machine tools, technical means, and devices that pose a certain danger if handled ineptly.
The second stage of labor training is carried out in the fourth grade on the basis of training workshops. At this stage, the formation of new organizational skills and behavioral skills necessary for working in the workshop (the procedure for using machine tools, tools, etc.) takes place, and a final conclusion is made about the labor opportunities of each child, his professional orientation. The material collected by the teacher when studying the individual labor opportunities of children in grades I-IV makes it possible to more likely predict the success of subsequent training in the chosen profession.
The third stage is the stage of vocational training for schoolchildren with intellectual problems. From grades V to VIII, adolescents are trained in a specific labor specialty, which is selected depending on their labor, intellectual and individual capabilities, as well as on the material base of the educational institution and the demand for this specialty in a particular area. These can be professions: a seamstress, a nurse, a florist, a locksmith, a shoemaker, a turner, a carpenter, etc. At this stage of labor training, the formation and improvement of professional knowledge, skills and abilities takes place.
The fourth stage - the stage of specialization of labor training - is carried out in the ninth grade. The main objective of this stage is to master the skills and abilities characteristic of the work of employees of a particular enterprise. At the end of grade IX, students take a qualifying exam, according to the results of which they are assigned a certain labor category.
The fifth stage of labor training in a special (correctional) school of the VIII type is industrial training. It is organized on the basis of specific enterprises. At this stage, the adaptation of students with intellectual problems to work in the conditions of a particular production team, the assimilation of the requirements for quality and labor productivity established at the enterprise is carried out.
Thus, labor training, like other academic disciplines in a special (correctional) school of the VIII type, solves the problems of the comprehensive development of the personality of students with intellectual disabilities. It makes a significant contribution to the physical, mental, aesthetic and moral development of children. However, the main task of labor education is to provide schoolchildren with intellectual problems with a vocational education, i.e. equip them with sufficient technical and technological knowledge, professional skills and abilities that are necessary for work in a particular specialty.
Based on the foregoing, labor training in the lower grades must be considered as a propaedeutic (preliminary training) period of preparing mentally retarded students to master the skills of professional labor. Mentally retarded schoolchildren in the lessons of labor training must master the level of general educational and labor knowledge and skills that they need for further social and labor adaptation.
1.3. The main methods of labor training in the lower grades
The teaching method is a set of methods of teacher activity aimed at mastering the system of knowledge, skills and abilities by schoolchildren. In labor training, both universal methods are used, which are used in the process of teaching all school disciplines, and specific ones, which are peculiar only to labor lessons. Traditionally, according to the methods of transmitting educational information, teaching methods are divided into three groups:
1. Methods of verbal transmission and auditory perception of educational information (verbal methods).
2. Methods of visual transmission and visual perception of educational information (visual methods).
3. Methods of transferring educational information through practical, labor actions and tactile kinesthetic (through touch and movement) perception (practical methods).
From the group of verbal methods in labor training, explanation, conversation and the teacher's story are most often used. As a rule, verbal methods are used in combination with visual and practical ones.
An explanation is a concise, demonstrative and consistent presentation of the educational material. At the lesson of labor training, the explanation is used in the study of technical information, manufacturing technology of products, as well as in the justification of safety rules. For greater persuasiveness, the explanation is often combined with a demonstration of labor actions by the teacher, with a demonstration of various visual aids, and with trial actions of students.
A story is a narrative presentation of educational material. The story, in contrast to the explanation, is characterized by greater imagery and emotionality. This method is most often used when it is necessary to indicate the significance and usefulness of the information being reported. The story can be combined with other verbal methods: explanation and conversation, as well as visual and practical methods.
A conversation is a joint discussion of educational material by a teacher and students. This method is used when the material being studied is partially familiar to children and they can speak on the topic proposed by the teacher for discussion. For any conversation, the teacher prepares questions in advance, thinks through its course and completion. The advantage of such a question-answer method of teaching is the availability of quick feedback between the participants in the pedagogical process. In addition, students in this case are assigned an active role, they are taught to freely and reasonably express their thoughts. Depending on the purpose and content, the conversation can be introductory, generalizing, explanatory or heuristic.
Thinking through the system of questions, you need to consider the following provisions:
§ questions should be asked in different forms (complete and incomplete). The completeness of the question varies depending on the degree of improvement in children of certain knowledge and skills, on the novelty of the product model;
§ according to their nature and role, questions are divided into main and auxiliary. The teacher always begins the collective conversation with basic questions to the class. For students who have difficulty answering these questions, the teacher offers auxiliary ones.
Visual methods include educational demonstration, experiments and observations.
Educational demonstration is the use by the teacher of various visual aids in the learning process. At the lessons of labor training, natural samples of objects of labor, their images, subject-operational, graphic and verbal plans for the manufacture of products, models, devices, transparencies, educational films can be demonstrated.
Most often, in the lessons of labor training in the lower grades, the products are made by students according to the model, to which certain requirements are imposed:
§ in terms of complexity, the sample must correspond to the program;
§ the sample must be made neatly and beautifully, from the same materials that will be used by the students;
§ a sample of the product must meet all the requirements that are established for the performance of such work by children;
§ the dimensions of the sample should be optimal for the convenience of making the product by children (making a product that is too large will take a lot of time, and on a small product it will be difficult to see and complete small details).
When planning the progress of work, subject-operational, graphic and verbal plans for the manufacture of products are often used.
The subject-operational plan is the semi-finished products of the product arranged in a certain sequence. When drawing up subject-operational plans, a number of requirements must be observed:
§ uniform image of operations;
§ samples of the product, brought to varying degrees of readiness, should be attached to separate cards or placed on the board so that they can be removed and examined from all sides;
§ the dimensions of the parts on the plan must exactly match the dimensions of the sample;
§ marks, lines, numbers should be clearly and large enough to be seen by students sitting at the back desks;
§ the color of paper, thread, fabric texture of semi-finished products of the subject-operational plan are selected in strict accordance with the sample and with the blanks that are distributed to students;
§ fixtures, the background of the plan card should differ significantly from the materials used to make crafts, so as not to obstruct the perception of the demonstrated manual.
A graphic plan is a sequence of work performed in the form of graphic drawings. It should be used in the manufacture of products from clay and plasticine, a natural material. When drawing up a graphic plan, the following should be considered:
§ drawings are given slightly enlarged compared to the sample and must be in a three-dimensional and clear image;
§ the color of the details on the plan must necessarily match the color of the materials from which the students will make the product;
§ Each drawing must correspond to one operation.
A verbal plan is an explanation of the sequence of manufacturing a product in the form of inscriptions. Such plans are used at the end of the second, in the third grade, when students have already sufficiently mastered the skill of reading whole words. The verbal plan also has its own requirements:
§ each item is written on strips of paper in large letters so that any student from a place can read what is written;
§ sentences should be short, contain the names of the necessary operations and techniques, sometimes tools;
§ the construction of sentences should be uniform, consist of words familiar to children (if new words are used, then vocabulary work is required).
When using a manufacturing plan for a particular product, it is necessary to consider:
§ objectives of the lesson (skills, motor skills and technical information that students should master according to the program);
§ the place of the lesson in the system of classes (determining how independently students can draw up a plan for working on a product during a given period of training, what motor techniques they have mastered);
§ the degree of novelty of the material, the complexity of the product, the ability of schoolchildren to use the proposed manual;
§ the experience of students with plan cards;
§ the number of parts in the product (the more parts the object contains, the more detailed the points of the plan should be).
In the lessons of labor training in the lower grades, two options for subject-operational, graphic and verbal plans are used.
1. A detailed plan that reflects all operations and contains information about the implementation of new or complex techniques. When showing new operations, the tools with which they should be performed are usually also demonstrated.
2. An abbreviated plan containing only the main operations. There is no information about how to perform techniques, about tools.
Experiments are certain manipulations with objects in order to highlight properties that cannot be detected by external examination. In the lessons of labor training during experiments, students learn about some properties of various materials (plasticine, clay, paper, thread, wire, wood). For example, students perform a series of actions on paper to learn about its properties. They bend strips of thin and thick paper, tear it, crumple it, etc. The results of the experiments are discussed together with the students, after each action a conclusion is formulated.
Observations are a purposeful, more or less long-term perception of objects, phenomena or processes, which makes it possible to notice their distinctive features or changes occurring in them. In labor lessons, students observe the actions of the teacher when showing them labor techniques, the phenomena of the surrounding world during excursions.
When showing a motor program of a labor reception, the teacher performs it first at a normal, and then at a slow pace. Every action must be accompanied by an explanation. At the same time, it is necessary to draw the attention of schoolchildren to the most seemingly elementary things. Performing labor movements, the teacher indicates the exact spatial characteristics of their direction. For example, scissors cut forward in a straight marking line; synchronous hand movement when cutting along curved lines - with turning the paper from left to right; straight stitch is sewn from right to left, etc.
In labor training, instruction is often used, which is not so much a separate method as a combination of explanation, visual demonstration of methods of action, demonstration of tables, diagrams. The peculiarity of instruction in a special (correctional) school of the VIII type is the need to repeatedly show labor actions and techniques with the obligatory justification of their sequence and an explanation of the structure. First, the teacher shows the operation at a working pace so that the students form the correct course of action. Then he slows down the show and accompanies his actions with an explanation. In the process of instruction, individual trial exercises are organized for students performing one or another technique in isolation, followed by an explanation.
From the group of practical methods in labor training, various exercises and laboratory work are used.
Exercise is a repeated conscious and purposeful repetition of the studied labor techniques and operations, as a result of which students gradually master labor skills. Exercises are given to students in the form of specific tasks. There are installation exercises, training exercises, as well as training and production and working ones.
Installation exercises are carried out for a more solid assimilation of already familiar labor techniques and for accelerating the pace of performing individual operations.
Training exercises are carried out not only to perform techniques and operations for processing parts of the product, but also to perform control, measuring and marking operations.
Training and production exercises are a set of interrelated labor operations, upon completion of which the final result is obtained in the form of a product useful in everyday life.
Working exercises - there are no new elements in their content, the process of work is well known to students.
Exercises should provide a gradual increase in the independence of the children in their work.
Laboratory work is a special kind of exercises that are performed by students with the aim of independently acquiring knowledge. The organization of laboratory work requires the availability of the necessary materials and equipment.
The choice of teaching methods depends on the topic, purpose and objectives of a particular lesson, the age characteristics of students, the complexity and degree of novelty of the material being studied, as well as on the individual work opportunities and psychophysical characteristics of students with intellectual problems. Thus, when using a certain methodology, it becomes possible to provide differentiated assistance to students, depending on the nature of their difficulties.
1. Organizational moment.
2. Introductory conversation.
3. Orientation in the task.
4. Work planning.
5. Practical work.
6. Report on the work done.
7. Evaluation of the quality of the work performed.
8. Summing up the lesson.
1. Organizing time. This is the shortest part of the lesson. At this stage, the teacher checks the readiness of students and monitors the correct arrangement of materials and tools on the desks. The teacher reminds the students that the tools are placed on the right, as they are taken in the right hand during work, and materials and tools are placed on the left, because it is more convenient to take them with the left hand. The board on which the working operations are performed is in front of the student, glue, a brush, a trash box are in the middle of the top of the table. The teacher checks the order at the workplace with the help of foremen. During the lesson, it is necessary to remind students that tools and materials should always be placed in the designated place.
2. Introductory conversation. The main purpose of the introductory conversation is to mobilize the attention of students, to interest them in the upcoming work, to arouse in them a lively, emotional attitude to the manufacture of the product.
The formation of a positive attitude towards the upcoming work is of great importance, as interested students work more independently, more accurately, they show more activity and initiative in their work. In addition, interest in classes reduces fatigue, has a significant impact on the formation of practical skills, and ensures more effective remedial work at subsequent stages.
The interest of students at the beginning of the lesson is achieved by various means. First of all, the teacher informs the topic of the lesson, talks about the content of the upcoming work, introduces the children to the object of work. The teacher needs to show the aesthetic beauty of the product proposed for manufacturing, its practical value, usefulness for children. In accordance with the topic of the lesson, toys, paintings, illustrations from books, magazines and other visual material are shown, excerpts from fairy tales, poems are read, riddles are made. In the lower grades, the teacher arouses interest in work, using elements of the game and entertainment.
In the process of introductory conversation, cognitive information is also repeated. If the teacher intends to introduce students to new technical information, then the moment of providing cognitive information can be singled out as a separate stage of the lesson. The curriculum defines the amount of cognitive material that must be mastered by students over a period of three years of labor training. This is information about the properties, application and purpose of paper, cardboard, textile material, plasticine, natural material, as well as information about tools and rules for safe work with them. Cognitive information can be reported in the form of a short story with a mandatory demonstration of visual material (collections of threads, fabrics, paper, product samples, etc.). You can conduct small laboratory work, during which students learn about the properties of materials, or organize a didactic game.
3. Task orientation. This stage of the lesson precedes the practical activities of students, since most mentally
retarded children without the help of a teacher cannot independently, all
externally examine the sample of the product. Children's ability to navigate
the task greatly contributes to the successful independent production of crafts. Orientation in the task involves the analysis of a sample, a natural object, a toy, a drawing.
As a result, students should have a clear image of the manufactured item.
When conducting corrective work with students in the lower grades of a special school in labor lessons, the teacher has to pay great attention to developing their ability to perform work according to the model. Despite the fact that the sample is in front of them, the students do not correlate individual operations and the work as a whole with it, making gross errors and inaccuracies that would not exist when comparing the operations performed with the structural features of the sample. For the successful implementation of labor activity, the child must understand the task and imagine the result of labor. Orientation in the task includes an analysis of the object and the conditions necessary for its manufacture.
When analyzing a sample, follow the sequence:
1) determine the object and its purpose;
2) list the main details of the object and determine their number;
3) consider the spatial arrangement of parts;
4) determine the size, shape, color, material and method of connecting parts.
Sample analysis can be carried out by repeating actions after the teacher; on his leading questions; with the partial help of a teacher, independently. The production of each subsequent object involves the involvement of past experience in the work. When orienting in the task, this is expressed in establishing the similarity of the demonstrated sample with previously manufactured objects in shape, material, and size.
4. Work planning. In order for children to be able to independently complete tasks, it is necessary to teach them to plan their work. This involves the assimilation by schoolchildren of the sequence
the manufacture of products, the method of performing a particular operation, the definition of tools and devices necessary
while executing it.
Working according to the plan is a sign of meaningful and independent completion of the task.
Teaching children to plan should be done in a sequence that would help them realize the need to adhere to the drawn up step-by-step work plan. It is advisable at the beginning of training to use a technique in which the teacher explains the implementation of each operation, alternating the demonstration of techniques with verbal instructions. In the future, students should be required to determine the nearest operation based on the subject-operational map on the questions of the teacher. The teacher shows the first operation himself or asks the students where it is better to start work. After the children (with the help of the teacher) complete the indicated stage, they are asked to name the next stage of work (“What will you do next?”). A small time interval between a word and an action will help to consolidate what was said in the memory of children, to create a connection between the speech and practical components of labor activity.
At the next steps, students learn to draw up a whole work plan on the questions of the teacher. It must be emphasized that leading questions should be aimed at clarifying operations and the main points of activity. In some cases, some points of the plan are analyzed in more detail. For example, marking a rectangular part along a ruler causes difficulties for children. In order for students to follow the sequence of this technique when making the next object, the teacher asks them to tell in what order the markup should be done, with what tools. The plan is repeated by the students or written on the board.
Gradually, students are brought to an independent determination of the order of work on products.
Great help in teaching children planning will be provided to the teacher by the use of subject and graphic maps, which are drawn up on a product from any material. This manual provides examples of subject maps made of paper. Cards can be used already in the first class.
In the lessons of manual labor, a subject map is mainly used, reflecting the main operations. In a certain sequence, samples of one product are attached to it in varying degrees of readiness.
Mentally retarded students will not be able to use visual aids if they are not taught to do so. Therefore, the teacher at the right time in the lesson should draw the attention of the children to the map, seeking an accurate and complete answer to the question. For example, when asking a student to name the next operation, the teacher asks them to find the required sample on the map and then answer.
As a visual aid when drawing up a plan for teacher questions, you can also use cards with records of individual points of the plan. Instead of an answer, the student hangs the desired plan card on the board. This technique can be used in the independent preparation of a work plan on the product.
5. Practical work. Most of the time of the labor lesson is devoted to doing crafts. In general, students manage to produce one piece of software per lesson.
Thoughtful organization and conduct of the previous stages of the lesson greatly contribute to the successful completion of the task.
Pupils of the 1st grade perform the product according to the instructions of the teacher, showing the methods of work. In grades II-III, the teacher gradually reduces assistance and leads the students to more independent work. He makes sure that when performing the task, the students adhere to the plan and correctly perform the appropriate work methods, comply with sanitary and hygienic requirements and safety regulations, using stabbing and cutting tools.
After explaining the task and the corresponding instructions for starting work, students begin to perform products. However, the process of work activity of schoolchildren is led by the teacher: he constantly draws the attention of children to the sample, to the subject map, and offers to compare his product with the sample, encourages, activates and stimulates the activity of students.
Implementing an individual approach, the teacher asks leading questions, gives advice and recommendations, monitors the correct implementation of the product manufacturing sequence.
6. Progress report. A verbal report helps students better understand and remember the procedure, makes it easier for them to draw up a work plan for a similar product, and contributes to the development of children's speech. The order of making some crafts may change in the course of practical activities.
In the future, a verbal report will help the student to realize the path he has chosen to complete the task.
Teaching a verbal report on practical work should start from the first grade. At the first stages of learning at the end of the work, the teacher asks the children questions about what they did in the lesson and from what material. Gradually, the teacher leads the students to write a more detailed report, requiring a mention of each operation. Questions might be: “What did you do in class? From what materials? How did you get started? What operation was performed next? etc. In the future, students report partly with the help of the teacher and independently. The teacher makes sure that the report corresponds to the order of the actions performed. In the stories of children, the actions, materials and order of work should be correctly named.
7. Evaluation of the quality of the work performed. Mentally retarded students evaluate the results of their work quite inadequately. Often, the assessment given by the teacher causes a negative reaction in them. In this regard, a very important task arises - to cultivate the right attitude towards the quality of the finished product. This correction should start from the first lesson.
The teacher asks to answer whether the student likes or dislikes his work, how it was done, without requiring explanation, evaluation. In the future, children should be asked to evaluate the quality of the craft, indicate its advantages and disadvantages, and try to explain the reasons for the shortcomings. The standard in the assessment is most often the sample. Students compare their product with a sample, the teacher helps them to objectively consider their crafts.
The guys need to be involved in discussing the quality of not only their own products, but also the work of their comrades. The mark for the work is set by the teacher, taking into account the correctness of the manufacture of crafts, the accuracy of execution, the degree of effort applied. It must be remembered that the assessment of work should be approached individually, taking into account the intellectual and labor capabilities of each individual student.
8. Summing up the lesson. As a rule, this is the final part of the lesson, when the teacher notes the work of the whole class, singles out well-worked children, pays attention to the order in the workplace and cleanliness in the classroom, together with the students selects the best products for the exhibition, determines the prospects for further activities.
It must be emphasized that the proposed structure of the lesson is not the only possible one. The variability of lessons depends on their tasks, the period of study. Separate stages of the lesson can be replaced, rearranged in accordance with the didactic goals and content of the lesson. The system of questions, exercises, selection of visual aids should be subordinated to the tasks of this lesson.
An approximate list of questions for oral control / self-control of the assimilation of lecture material:
1. What is the structure of the labor lesson in special schools?
2. What role does the introductory conversation play in the lesson?
3. What is the importance of the participation of children themselves in the analysis of a product sample?
4. What techniques are used in teaching schoolchildren to plan future work?
5. What is the role of the teacher in organizing the practical work of students in the classroom?
6. Why is it necessary to conduct a verbal report of students on the work done?
7. What role does the correct assessment of the quality of the finished product play?
Lecture 7. The role of the teacher in the organization of correctional and educational work at the lessons of labor training.
Plan:
1. Function of the teacher.
2. Professional and personal qualities of an oligophrenopedagogue teacher.
Voitsekhovskaya Tatyana Vladimirovna teacher of labor training (manual labor)
GBOU school No. 46 "Center RiM" St. Petersburg
FEATURES OF LABOR EDUCATION IN CORRECTIONAL SCHOOL (VIIITYPE)
Labor training is one of the main tasks of the correctional school of the VIII type. The problem of labor education and training of children with intellectual disabilities is one of the most significant areas of knowledge developed by correctional pedagogy and psychology.
The scientific substantiation of this problem is connected, first of all, with the name of L.S. Vygotsky. He considered it as an integral part of the program of socialization of the personality of a child with intellectual disabilities, and emphasized that work organized in a special way for such a child provides everything: communication, speech, consciousness.
In labor training of mentally retarded schoolchildren, as well as in teaching general education subjects, a wide variation in the levels of students' abilities is manifested. Some students have more impaired perception, thinking, the formation of knowledge, but motor skills, working capacity, volitional qualities are relatively preserved, and a stable positive attitude towards work has been formed. Others have other combinations of disturbed and relatively intact properties of labor activity. Thus, in evaluating the results of labor training, it is necessary to proceed from different levels of minimum requirements for learning outcomes. The problem is that a mentally retarded schoolchild does not have a sharp transition, a border between relatively intact and deeply disturbed professionally important qualities.
The basis of effective labor education is the implementation of the following tasks:
Formation of a positive attitude of students to work;
Raising an understanding of the need to participate in work;
Labor activity most effectively contributes to the development of the personality of mentally retarded schoolchildren.
In the process of labor, they develop such valuable personality traits as collectivism, diligence, discipline, perseverance, and independence. In the process of work, carried out under the guidance and directing influence of a teacher, mentally retarded schoolchildren experience significant changes in mental development, in the development of cognitive, educational, social and other needs and interests.
Demor, who attached great importance to manual labor in the conditions of the auxiliary school, wrote: “Manual labor stimulates initiative, makes the brain work, stimulates attention and desires, and regulates the manifestations of the will. Thus, it is an important tool for the development of the intellect and for the lasting assimilation of various knowledge. He also emphasized that "a teacher who teaches mentally retarded children must be able to teach manual labor."
The production of socially useful things and the fulfillment of socially significant labor tasks increase interest in work, activity, and contribute to the formation of social motives for activity in children.
The formation of a positive attitude of mentally retarded students to their future profession, to available types of work is often complicated by the fact that they overestimate their capabilities. Thus, the formation in students of a correct understanding of their capabilities and a proper attitude to the available types of labor becomes a means of educating the moral qualities of students. The first organizers of correctional schools in Russia paid great attention to manual labor.
In the auxiliary school-sanatorium of Professor V.P. Kashchenko, exceptionally great attention was paid to manual labor. “Manual labor,” wrote V.P. Kashchenko, - having an important pedagogical and professional significance, should take precedence among other subjects, it is the basis of all our upbringing and educational influences on a handicapped child.
The labor activity of mentally retarded schoolchildren is characterized by a deep originality, due to the peculiarities of their psychophysical development. As is known, cognitive processes in mentally retarded schoolchildren are not sufficiently developed and show significant deviations from the norm. This leaves a big imprint on their work activity, which consists not only of practical, but also of cognitive activities. The nature and results of labor activity depend on the development of these cognitive actions.
The fact that their perception is insufficiently analytical has a great influence on the work activity of mentally retarded schoolchildren. In a number of cases, this leads to the fact that labor actions are performed by students without taking into account the spatial connections and relationships between individual parts, without first establishing the order and sequence of actions.
Conscious labor activity is impossible without memorization, without drawing on past experience. Without the work of memory, it is impossible to assimilate new knowledge, form labor skills and abilities and use them in independent work.
As studies by L. V. Zankov, P. I. Zinchenko, A. A. Smirnov and others have shown, memory processes are either included in a certain activity, or they themselves act as a special form of activity. In both cases, they are directly related to the goal, direction, motives and methods of activity. Since these components of activity are formed in mentally retarded schoolchildren under abnormal conditions, memory processes (as well as other cognitive processes) in mentally retarded schoolchildren have a number of features.
One of the main features of the memory of mentally retarded children is that it is weaker in them than in normal children.
Another important feature of the memory of mentally retarded schoolchildren is the absence of significant differences between the productivity of unintentional and intentional memorization. In normal students, these differences are greater.
Observations of the activities of mentally retarded schoolchildren showed that, unlike normal schoolchildren, they never resorted to remembering ways to perform repetitive actions in order to rationalize them. Mentally retarded schoolchildren used recollection only in those cases when they faced the need to overcome the same difficulties repeatedly.
In labor activity, the role of thought processes is exceptionally great. In order to select the necessary materials for work, outline the correct plan of action, control their implementation, make the necessary changes to the work, it is necessary to use analysis, synthesis, generalization, etc. The success of the work performed depends on the development of thought processes.
Being formed on the basis of poorly developed speech, a poor stock of ideas about the surrounding reality, and against the background of a general underdevelopment of the psyche, the mental processes of mentally retarded schoolchildren reveal significant deviations from the norm. As shown by special psychological studies (I. M. Solovyov, Zh. I. Shif, A. I. Lipkina, M. V. Zvereva, and others), the processes of analysis and synthesis are extremely imperfect in mentally retarded children.
In the absence of the necessary guiding influence on the part of the teacher, mentally retarded children are insufficiently critical of the results obtained. They do not correlate these results with the requirements of the task and do not pay attention to the content and real significance of the results. So, for example, they do not properly compare and compare with the existing sample the products they make at labor lessons.
The labor activity of mentally retarded schoolchildren largely depends on the characteristics of their physical development.
The students of the correctional school lag far behind the students of the mass school in physical development. This is manifested most clearly in them when performing exercises and actions that require physical strength and speed. These children get tired quickly, if we add to what has been said that mentally retarded schoolchildren do not have a developed orientation in space and time, then it becomes completely clear what a great influence the features of their physical development have on labor activities.
The success of labor activity depends to a large extent on the performance of a person. If a person gets tired quickly and continues the work he has started under suboptimal conditions, then this cannot but affect its results. It was also found that the productivity of mentally retarded students in various educational tasks is two to three times lower than that of normal students.
During the lesson, the working capacity of the students of the correctional school varies greatly. Moreover, a decrease in efficiency is observed in them not only at the end of the lesson, but also at the beginning and in the middle. At the beginning of the lesson, their low performance is due to the inability to mobilize themselves and take the necessary pace of work. In the middle of a lesson, it is often caused by a lack of ability to overcome difficulties, to persistently and independently achieve the necessary results.
Labor as a methodological technique is the most important means of correction, making it possible to carry out the visualization of learning in its most expanded form: doing, reproducing, modeling and designing
The habit of constantly operating with tools and materials, revealing their properties, establishing relationships, creating certain material values in the form of various handicrafts, seeing the use of these handicrafts by others - all this leads to the development of strong work attitudes among students.
LITERATURE
1. Voronkova V.V. Education and training of children of the auxiliary school. M., Pedagogy, 1994.
2. Dulnev G.M. Fundamentals of labor training in an auxiliary school - M .: Education, 1969.
3. Kovaleva Methods of teaching work in an auxiliary school. M., Pedagogy, 1995.
4. Krylov A.M. Taking into account the individual characteristics of students in the organization of instruction in the lessons of labor training in an auxiliary school. // Defectology. - 1993. - No. 5.
5. Kuzmitskaya M.I. The corrective role of teaching in the auxiliary school. M., 1971, p. 83-95
6. Mirsky S.L. Corrective orientation of labor education in auxiliary schools. // Defectology. - 1986. - No. 1.
7. Mirsky S.L. Methodology of vocational training in the auxiliary school. M., Education, 1988.
Work- this is the basis of any cultural achievements, one of the main and important activities in human life.
In pedagogy, great importance is attached to manual labor. It contains inexhaustible reserves for the development of the child's personality, it is a favorable condition for his education and upbringing, the formation of the necessary labor and artistic skills and abilities, and contributes to the social adaptation of the child in modern society and the environment around him. Manual labor is of particular importance in the education and upbringing of children with intellectual development problems.
Labor training in the lower grades of our school is aimed at solving the following educational and correctional tasks:
- education of attitude to work as the first vital need through the development of interest, positive motivation and emotional attitude to work; bringing the child to the understanding that work is needed everywhere (at home, at school, on the street, etc.); the formation of the ability to perceive the beauty of the labor process and the development of the desire to create an objective world according to the laws of beauty;
- education of positive personal qualities of the student (hard work, perseverance, the ability to overcome their own difficulties and help others, the ability to work in a team);
- familiarization with safety rules and sanitary and hygienic requirements;
- fostering respect for one's own work and for the work of others;
- education of work culture (aesthetic attitude to the organization and process of one's work);
- communication of cognitive information about labor and individual professions;
- formation of knowledge about various types of manual labor;
- familiarization with ornamental materials used in manual labor lessons, their physical and artistic and expressive properties;
- training in working with tools and devices used in the processing of a particular ornamental material;
- training in accessible techniques and methods for processing ornamental materials;
- correction of deficiencies in mental and speech activity, which is expressed in the formation of general labor skills: navigate the task (analyze the object, working conditions); plan the progress of work on the product (establish a logical sequence for the manufacture of the product, determine the methods of work and the tools necessary for their implementation); control their work (determine the correctness of actions and results, evaluate the quality of the finished product);
- increase in cognitive activity (development of visual, auditory perception, observation, imagination, speech, spatial orientation and spatial representations);
- compensation for underdevelopment of the emotional-volitional sphere (the formation of an adequate response to failures, independent overcoming of difficulties, accepting the help of a teacher, etc.);
- correction of underdevelopment of motor functions (development of smoothness and coordination of hand movements, visual-motor coordination, differentiation of finger movements, regulation of muscle effort, etc.)
- maximum use of intellectual, physical and emotional capabilities in the work to correct deficiencies in the development of schoolchildren;
- the relationship of labor activity with other types of activity (game, mathematics, drawing, speech development);
- repeated repetition and consolidation of the acquired knowledge, skills and abilities on educational material of different content;
- slow learning;
- presentation of educational material in small portions;
- the most detailed form of complex concepts, mental and practical actions;
- anticipation of the study of new material by propaedeutics;
- leadership over the actions of schoolchildren up to the joint implementation of their teacher and student;
- selection and systematization of practical tasks of different content, which have common features and similar techniques for processing ornamental materials;
- selection of handicraft materials available for work.
The objects of labor are selected taking into account their attractiveness, accessibility, social benefit and the expansion of the child's social experience.
The determining requirements in the content of education for us are the educational and educational significance of schoolchildren's work, its socially useful nature, the quality of knowledge, skills, and skills of schoolchildren and its corrective orientation.
Each labor lesson has its own characteristics, at the same time, at each lesson, students gradually get acquainted with the organization of labor, learn to navigate the task, plan work, make markings, perform processing techniques for ornamental materials, sum up. Students get acquainted with all stages of the lesson already in the first year of study. They gain some experience in the proper handling of tools and fixtures for work, gain initial skills in processing various materials. Children with developmental disabilities need a longer repetition and consolidation of knowledge, skills and abilities acquired during the previous year. In this regard, with each year of training, the complexity of practical tasks in each type of labor should not increase greatly. But at the same time, at the end of the year of study, a level of development of students is envisaged that will make it possible to make higher demands on them next year.
The lessons are based on the principles of the relationship between work practice and other activities (playing, solving mathematical problems, drawing, speech development). The effectiveness of the labor process depends on the rational organization of labor, which implies orderliness of actions and self-discipline of students. Therefore, the formation of their skills and abilities of a labor culture, the proper organization of work is of great importance. Often the teacher's inattention to these issues reduces the cognitive and educational results of labor training lessons.
The following materials and tools can be recommended for the list of typical equipment for manual labor lessons in grades 1-4:
A set of craft materials for work for the school year:
- Sets of colored paper (2 sets of paper of different weights).
- A set of colored cardboard (1 set).
- Sheets of white thick drawing paper.
- Glue: glue stick, PVA glue, starch paste.
- A set of multi-colored plasticine - 12 colors (3 boxes).
- Threads - "iris" of different colors (red, green, pink, blue, brown, black, white - 1 ball of each color for the whole class).
- Natural material: oak, willow, elm leaves, fluffy grass, peas, linden seeds (lionfish), fir cones, feathers.
- Metal constructor (1 set), etc.
- A set of tools for work for the academic year:
- Scissors.
- Stack for plasticine.
- The needle is large (length 8 cm).
- Paper float (toothbrush with cut bristles or a large button with a blunt edge).
- Ballpoint pen.
- Markers of different colors.
- Flat brush for glue (bristle) No. 10 with a wooden handle and a pointed end.
- Board lining for work with plasticine.
- Rags for wiping hands or paper napkins.
- Garbage boxes.
- Jars for glue.
The approximate nature of assessments suggests that when using them, one should take into account the goals of monitoring progress, the individual characteristics of students, the content and nature of work.
Evaluation of oral responses
Rating "5"
fully mastered the educational material;
knows how to express it in his own words;
independently confirms the answer with specific examples;
correctly and thoroughly answers additional questions of the teacher.
Rating "4"
basically mastered the educational material;
makes minor mistakes in his presentation in his own words;
supports the answer with concrete examples;
answers the teacher's questions correctly.
Grade "3"
did not master a significant part of the educational material;
makes significant errors in his presentation in his own words;
finds it difficult to confirm the answer with specific examples;
poorly answers additional questions.
Grade "2"
almost did not master the educational material;
cannot express it in his own words;
cannot support the answer with concrete examples;
does not answer most of the teacher's additional questions.
Rating "1"
Rating "1" is cancelled. This is due to the fact that the unit as an assessment is practically not used in primary school and the assessment "1" can be equated to the assessment "2".
Evaluation of the implementation of practical work
Rating "5"
carefully planned work and rationally organized workplace;
the methods of labor were carried out correctly, the work was done independently and creatively;
the product is manufactured in accordance with established requirements;
Rating "4"
minor shortcomings in work planning and workplace organization;
in general, the methods of work are performed correctly;
the work was done independently;
the norm of time is fulfilled or underfulfilled by 10-15%;
the product is manufactured with minor deviations;
safety regulations were fully complied with.
Grade "3"
there are shortcomings in labor planning and workplace organization;
certain methods of labor were performed incorrectly;
independence in work was low;
the norm of time is underfulfilled by 15-20%;
the product was manufactured in violation of certain requirements;
safety regulations were not fully observed.
Grade "2"
there are significant shortcomings in labor planning and workplace organization;
many methods of labor were incorrectly performed;
there was almost no independence in work;
the norm of time is underfulfilled by 20-30%;
the product was manufactured with significant violations of the requirements;
many safety regulations were not followed.
Rating "1"
Rating "1" is cancelled. This is due to the fact that the unit as a mark in elementary school is practically not used and the mark "1" can be equated to the mark "2".
The teacher must remember all the difficulties and achievements of each child and carefully select tasks and organize his work in order to teach what is of true value to him. In this difficult pedagogical work, we are faced with a number of difficulties: with the imperfection of the methodological organization of lessons on manual labor in the lower grades; with the lack of printing didactic materials, rational lesson planning, targeted selection of objects of work that correspond to the capabilities of mentally retarded children, and many others. As a result, the effectiveness of manual labor lessons is significantly reduced and the possibilities of corrective influence on these children are limited.
Methodological assistance in organizing and conducting manual labor lessons in grades 1-4 of a special (correctional) school of the VIII type, as well as extracurricular activities of students, is provided by an educational and methodological kit (TMK):
- the curriculum of N. N. Pavlova "Labor training", published in the collection of programs for preparatory and grades 1-4 of correctional educational institutions of the VIII type (edited by V. V. Voronkova) and recommended by the Ministry of Education and Science of the Russian Federation;
- textbook - workshop "Manual labor", methodological recommendations for organizing and conducting labor training lessons intended for teachers, educators and parents .;
- demonstration (subject and combined) technological maps.
For each of the students, the type of activity in which it is easier to achieve good results is selected. Which creates a situation of success as a result.
The results of the work can be seen at school exhibitions, regional competitions, and the regional fair.
As part of extracurricular activities, a labor holiday is held annually by all primary school teachers and teachers of labor education, where the best craftsmen of the year are identified.
Bibliography:
1. L.A. Kuznetsov methodological guide to the textbook "Manual labor" for special (correctional) educational institutions of the VIII type. St. Petersburg, 2008.
2. Programs of preparatory and grades 1-4 of correctional educational institutions of the VIII type. M., 2008.
Abstract of a labor training lesson in the 3rd grade of a correctional boarding school VIII kind.
Teacher: Busygina Zhanna Mikhailovna
Subject: "Making a greeting card for May 9"
Target: teach children how to make a greeting card by May 9
Tasks:
Repeat the rules for safe work with scissors and glue; teach children to plan their work; think over the composition of the application; teach beautiful color combinations; economical use of materials;
Correction of visual perception based on a specially selected exercise;
Cultivate accuracy, love for work; responsibility for the quality of work performed; respect for elders, interest in the past of their country.
Materials and tools:
Colored paper, colored cardboard, scissors, glue, scrap box, templates
Equipment:
Product sample, blackboard, instruction card, technological card, Victory Day presentation.
Lesson type : learning new material
Methods and techniques : verbal, visual, practical.
Lesson plan:
Organizational moment (emotionally positive attitude),
Checking the workplace
Knowledge update
Statement of the topic and purpose of the lesson
Posting new material
Repetition of the safety rule
Explanation of the course of practical work
Fizminutka
Practical work
Exhibition of works
Lesson summary
Grades, homework.
1. Organizational moment.
The bell has already rung
Lesson starts
Everyone sat quietly at their desks
Everyone looked at me
So, today the guys have come to visit us, to see what we have learned.
To make the work boil
Get everything ready for business
Let's glue, craft
Everything should be ok
Oilcloth must be laid
Scissors, glue paper
Put it in place quickly.
Guys, in what mood did you come to the lesson? Choose a picture (cloud or sun) that matches your mood, show me. I'm glad you're in a good mood, good luck!
2. Checking the workplace
Let's check the readiness for the lesson. Take an oilcloth and cover the desk so as not to get it dirty with glue. On the desks in your folders you have scissors, glue, colored paper, templates. Check if everything is in place?
3. Updating knowledge
Guys, let's remember what tools and materials we use with you in labor lessons (plasticine, paper, brushes, glue, pencil, scissors, needles, threads, leaves, stack, cone, acorn)
a) (Open board) Game "Lotto"
The board shows the materials used in labor lessons, and next to it are pictures of tools. We need to find tools that match the given material.
b) The game "Find the extra"
Look at the pictures of the tools and tell me which items are superfluous?
4. Statement of the topic and purpose of the lesson.
Today in the lesson we will work with paper. What types of paper do you know? (wrapping, wallpaper, color, newspaper, printed)
Reading a poem by a teacher
May holiday-
Victory Day
The whole country celebrates.
Our grandfathers put on
Military orders.
The road calls them in the morning
To the solemn parade
And thoughtfully from the threshold
Grandmothers are watching after them.
What holiday is the poem talking about? (Victory Day holiday)
And who knows why this holiday is called Victory Day? (Because the war is over)
Presentation "Victory Day"
5.Messaging new material
Today we will make a greeting card for May 9th.
Look, this is what card we will make today at the lesson
Product Sample Analysis
What shape is the postcard?
What do you see on the postcard?
Can you guess what these flowers are called?
What color are the flowers?
Are these flowers painted or pasted on colored paper?
So this is not a drawing, but what?
What is a postcard? (colored paper application)
What tools and materials do we need to work?
I brought you a real carnation, let's see how it looks? (She has petals that fit snugly together, and the edges are jagged, stem, calyx, leaves)
6. Repetition of the rules for working with scissors and glue
Don't mess with scissors
In vain do not twist them in your hands
And holding the sharp edge
Don't tell a friend
Just finished work
Scissors need care
You must close them.
And put in place.
T.B. - When cutting paper, do not point the scissors towards yourself or a friend;
- Do not make sudden movements while working
- Keep order in the workplace
- Be careful with glue
7. Explanation of the course of practical work
What do we need to make a postcard? (cardboard, colored paper, glue, scissors)
Routing
Take a landscape sheet, fold it in half, ironing the fold - the base of the postcard is ready.
We take a petal template in the shape of a circle, circle it 3 times on red paper, cut out 3 circles, fold it in half with each other, make cuts.
Circle the cup template once on green paper, cut it out
Circle the leaflet template 2 times, but be careful, the leaves should look in opposite directions
The stem blank is on your table
We compose a composition
Gently glue
8. Physical Minute
Fly fly petal
Through the west to the east
Through the north, through the south,
Come back making a circle.
Just touch the ground
To be in my opinion led.
Let's "command" that today everything turns out neatly and beautifully.
9. Practical work
And now let's get to work, do not forget to use the instruction card, watch your posture while working.
(The task is performed to the music of the war years)
Exhibition of works
Reflection
If you are happy with your work, hang it under the smiling emoji, if not, under the sad one.
10. Summary of the lesson
What did we do in class today? For which holiday did we make postcards? Who are we making cards for?
11. Ratings. Homework
Stick the words of congratulations on your postcard and give it to veterans.
Here is the end of the lesson
We need to clean everything up on time.
You collect the scraps - put them directly in the urn
Wipe the oilcloth with a rag, then fold it and put it away.
