Transcript
2 When memorizing academic disciplines (biology, Russian, geometry, geography, etc.), mnemonics provides a very deep understanding of the material, since memorization methods prescribe to create in the imagination vivid figurative illustrations for concepts and definitions. Mnemonics known to us: Colors of the rainbow Every hunter wants to know where the pheasant is sitting - the colors of the rainbow (red, orange, yellow, green, blue, blue, violet) Russian language. Already married I can't stand a mnemophrase for memorizing adverbs without a Gypsy chick on tiptoe: "Chick" is a mnemophrase for memorizing words with s after q Drive, hold, breathe, depend, see, hear and offend, and still twirl, watch, hate and endure exceptions second declension. Cases of the Russian language (nominative, genitive, dative, accusative, instrumental, prepositional) "Ivan (Irina) gave birth to a Girl, Brought to Drag the Pelenka." Geography Sweet Hokkaido! I will give you Honshu. For your Shikoku, I will Kushu for you to memorize the four main islands of Japan Geometry Bisector is a rat (runs around the corners and divides them in half) How memorization occurs The main "secret" of mnemonics is very simple and well known. When a person connects several visual images in his imagination, the brain records this relationship. And later, when recalling one of the images of this association, the brain reproduces all the previously connected images.
3 It is well known that the language of the brain is images. And, above all, visual images. The reliance on a visual image is very important and obligatory, since if during the reproduction of the text this visual image does not appear in the imagination, then the child does not understand this text. Traditionally, work on the development of coherent speech in children with CHD is carried out in the following areas: enrichment of vocabulary, learning to compose retelling and inventing stories, learning poems, guessing riddles. The main place in working with children is occupied by the use of mnemonic tables as didactic material. A mnemonic table is a schema that contains certain information. At the initial stage of learning to compose stories-descriptions, it is useful to use the sensor-graphic schemes of V.K. Vorobieva. For example, when looking at an apple, the children were asked the following questions: - What will help us see the apple - its shape, color, size? That's right, eyes (a card with an image of an eye is placed on the board). We looked at the apple and saw that it was red (a card representing a red color is placed), round (a card with a circle image). In the same way, the corresponding symbols of size, taste, etc. are placed on the diagram. The visual diagram acts as a plan of speech utterance. The child knows where he should start, how to continue and clarify his story, and how to end it. In the initial stages of teaching retelling, you can also use supporting pictures, conditional schemes that help children learn to draw up a retelling plan. In the later stages, you can use simple diagram drawings that the children themselves make. Mnemonic tables are especially effective when learning poems. The bottom line is that for each word or small phrase, a picture (image) is invented; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the whole poem. This technique captivates children, turns the activity into a game. The visual image preserved by the child after listening, accompanied by viewing the drawings, makes it possible to memorize the text much faster.
4 To compose a story, learn each poem, its own scheme, mnemonic table is developed and compiled, drawings are selected (preferably for each line). And so, step by step, a mnemonic table is created. The next stage of working with a mnemonic table is an emotional, expressive reproduction of the text of the poem. Then, vocabulary work is carried out on the work, a conversation according to the meaning of what has been read, and the opportunity is provided for the reproduction of the text by children based on drawings. Gradually, the memory of children is strengthened, their imaginative thinking develops, they memorize texts much better, easier and more emotional. Learning becomes a fun, emotional affair for the children, and at the same time the content of the text is tangible, visible, imaginable. After all, one of the rules for strengthening memory and speech says: "When you learn, write down, draw diagrams, devils graphics." Thus, mnemonics helps to develop: associative thinking; visual and auditory memory; visual and auditory attention; imagination; coherent speech; accelerates the process of automation and differentiation of the delivered sounds; fine motor skills of the fingers; basic mental processes memory, attention, figurative thinking; reduces training time. All work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as an initial, "starting", the most significant and effective work, since the use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it. In parallel with this work, speech games, board-printed games are needed that help children learn to classify objects, develop speech, visual perception, imaginative and logical thinking, attention, observation, interest in the world around them, and self-examination skills.
5 When teaching children to compose stories, descriptions, retellings, guessing riddles, memorizing poetry, I use the schemes of T.A. Tkachenko, E.A. Barsukova, L.V. Omelchenko, which I take as a basis. Children show positive dynamics in the development of coherent speech, mastering the correct pronunciation of sounds, and accelerating the timing of the automation of sounds. The volume of visual and verbal memory increases, the distribution and stability of attention improves, mental activity is activated, interest in classes increases, and, accordingly, their effectiveness increases. KD Ushinsky wrote: "Teach a child some five words unknown to him, he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly." List of used and recommended literature, Internet resources: 1. Automation of sounds using mnemonic tracks. M., Scientific-methodical journal "Logopedist", LLC "TC SPHERE", 2009, 5 2. Bolshova, T.V. Learning from a fairy tale. The development of thinking of preschoolers with the help of mnemonics. SPb., Vakhrushev, A.A., Kochemasova, E.E., Akimova, Yu.A. Hello world! Moscow Balass, Volkovskaya, T.N., Yusupova G.Kh. Psychological assistance to preschoolers with general speech underdevelopment. M., Omelchenko L.V. The use of mnemonic techniques in the development of coherent speech / Speech therapist S. Tkachenko T.A. Using schemes in compiling descriptive stories / Preschool education С azbukalogopeda 8. logopedy.ru 9. Site "Chatterbox", section Mnemonics PRESENTATION
SEMINAR FOR EDUCATORS USING MEME TECHNIQUES IN WORK WITH PRESCHOOL CHILDREN GBOU "school" 281 Preschool department 1 Teacher-speech therapist: Reshetnik O. V. 1 The value of coherent speech in life
Consultation for parents "Using mnemonics in the development of children's speech" "Teach your child some five unknown words, he will suffer for a long time and in vain, but connect twenty such words
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION OF THE COMBINED KINDERGARTEN 9 "KOLOBOK" Consultation Topic: "Using the techniques of mnemonics in the work of a speech therapist with preschoolers
The use of mnemonics in learning poems with children Navmyatullina R.D., Ph.D. Many children have speech development problems such as poor diction, insufficient vocabulary, inability
Municipal preschool educational institution "Kindergarten 23" Workshop for educators "Using mnemonics when memorizing poems with preschool children" Prepared
Consultation for parents: "Mnemonics as a means of developing children's coherent speech" If the child is silent, show him the picture and he will speak. K.D. Ushinsky Mnemonics translated from Greek art
Municipal budgetary preschool educational institution kindergarten "Rodnichok" The topic of self-education "The use of mnemonics for memorizing poems with preschoolers" 2015. 1 My pedagogical
"The use of mnemonic techniques in the development of coherent speech of preschoolers" "Teach your child some words unknown to him, he will suffer for a long time and in vain, but associate twenty such words with pictures,
"Development of cognitive and speech activity of preschool children with general speech underdevelopment by means of visual modeling" Author-compiler: Anastasia Sergeevna Kobzeva, children's educator
The use of "mnemonics" in enriching the speech of preschool children. One of these unconventional techniques is mnemonics (mnemonics) - the art of memorization, the system of "internal writing",
"Mnemonics in the development of coherent speech in children with TNR" Currently, the problem of speech development is becoming especially urgent. Lack of communication between parents and their children, ignorance of speech difficulties
MODERN PEDAGOGICAL TECHNOLOGIES Divisenko Lyubov Aleksandrovna teacher speech therapist MBDOU "D / S KV 62" Naryan-Mar, Nenets Autonomous Okrug FORMATION OF CONNECTED SPEECH OF SENIOR PRESCHOOLERS WITH ONR MEDIA
"Didactic game as a means of speech development in older preschool children" Prepared by: teacher Elena Albertovna Sidorova, Kindergarten 31, Primorsky district, St. Petersburg Purpose:
Speech of the teacher-speech therapist Elena Leonidovna Timofeeva at the RMO of speech therapists with the topic: "Using the method of mnemonics in the formation of the correct pronunciation of sounds in older preschoolers with
The use of modeling technology in the classroom Formation for the development of coherent speech in early preschool speech through age. visual modeling Prepared by the educator: Gaevskaya I.V.
Consultation for teachers on the topic: "Non-traditional methods of speech development in preschool children" Information prepared by: teacher-speech therapist A.А. Nurlubaeva Dear colleagues! I want to present you with material
The use of mnemonic tables in the cognitive speech development of children. Prepared by: educator Veselova N.V. 2016. The use of mnemonic tables in the cognitive speech development of a preschooler. Mnemonics (or
MNE TECHNOLOGY AS A RECEPTION OF CONNECTED SPEECH TEACHING. KD Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures,
PROJECT Using the method of mnemonics in the development of speech of a senior preschooler Author: teacher speech therapist MBDOU DSKV 1 Zaruba Svetlana Vladimirovna The concept of mnemonics K.D. Ushinsky wrote: “Teach a child how
Master class for teachers “Mnemonics as a means of developing coherent speech of preschoolers. Knowledge of the native language is not only the ability to correctly construct sentences, but also the ability to tell, describe
MKDOU d / s 484, Novosibirsk Teacher-speech therapist of the first qualification category Bologova Svetlana Sergeevna Article on the topic: "The use of mnemonic techniques in the development of coherent speech of preschoolers" In activity
Mastering speech as a means of communication and culture Enrichment of an active vocabulary Development of coherent, grammatically correct dialogic and monologue speech Development of speech creativity Development of sound
Explanatory note Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information and the development of speech, it is a set of rules and techniques that facilitate
"The use of mnemonic techniques in the development of coherent speech in preschool children." Currently, the problem of speech development is becoming especially relevant. The main and distinctive feature of the modern
Consultation for educators "Methodological recommendations for the formation of coherent speech of preschoolers." Prepared by: speech therapist Weber N.V. “Teach your child some five unknown words - he
The development of coherent speech of preschoolers with the help of mnemonic tables TEACHER-LOGOPEDER KUKUSHKINA GALINA NIKOLAEVNA Speech problems of preschool children: Monosyllabic speech consisting only of simple sentences. failure to
Municipal budgetary preschool educational institution "Kindergarten 4" Guseva Svetlana Vladimirovna Master class for teachers Topic: "The use of mnemonics in working with children"
Chukalkina N.V. The use of visual modeling techniques in the development of coherent speech in children with general speech underdevelopment // Academy of Pedagogical Ideas "Novation". 2015.07 (December). ART 64 email 0.4 p.p.
KOU PA "Petropavlovsk special (correctional) general education boarding school VIII type" Use of mnemonic techniques in speech therapy work with primary school students (Master class) Developed:
The use of mnemonics in cognitive-speech activity Cognitive-speech development helps to expand children's cognitive interest in the natural world and social environment, development
Vyaznikova Ekaterina Aleksandrovna educator of the MBDOU "D / S 73", Cherepovets, Vologda Region USE OF MEME TECHNOLOGY IN THE DEVELOPMENT OF CHILDREN'S SPEECH Annotation: the article presents the experience of the development of coherent speech
The use of mnemonics in the classroom for the development of speech at a preschool educational institution Ivanova E.V. educator of the highest qualification category MADOU d / s 57, Kaliningrad There are many problems: Monosyllabic, consisting
Modern educational technology of mnemonics in preschool educational institutions The potential of modern educational technology of mnemonics in the educational process of preschool educational institutions (on the example of early and young age).
"Mnemonics is one of the effective methods and techniques in the speech development of children" Educator of the senior group of the 1st category Karpenko OM Speech problems in preschool children: Monosyllabic, consisting only
Municipal budgetary preschool educational institution kindergarten "Little Red Riding Hood" Self-education work plan for the 2017-2018 academic year of the teacher of the middle group "Yolochka" Topic "Use
Svetlana Aleksandrovna Kryukova Educator of the TsRR-d / s 98, Magnitogorsk Natalya Vladimirovna Velina Educator of the TsRR-d / s 98, Magnitogorsk USING THE METHOD OF MEME TECHNOLOGY IN THE WORK OF THE TEACHER
State Budgetary General Educational Institution Gymnasium 70, Petrogradsky District, St. Petersburg Consultation on the topic: "Non-traditional methods of speech development in preschool children"
Explanatory note Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information and the development of speech, it is a set of rules and techniques that facilitate
State budgetary educational institution kindergarten 51 with priority implementation of the artistic and aesthetic development of children in the Kolpinsky district of saint petersburg Consultation for parents
Municipal budgetary preschool educational institution, speech development center, kindergarten "Tanyusha" Self-education plan for the teacher of the middle group "Bells" Plotnikova N.V. for 2017-2018
Using mnemonic technology in the educational process of a preschool educational institution Presentation for parents Speech problems of preschool children: Monosyllabic speech consisting only of simple sentences. failure to
From work experience The use of mnemonics in the development of memory in preschool children. Yu.S. Rozhkova educator of the I category of MDOU kindergarten 5 "Firefly" Memory is the basis of mental life, the basis of our
Yenina Ekaterina Sergeevna educator Municipal autonomous preschool educational institution of the city of Murmansk kindergarten of combined type 93 Murmansk city, Murmansk region PEDAGOGICAL
KGBDOU "Berezovsky kindergarten" "Using mnemonic tables when learning poems with preschool children" Completed by: Sharafutdinova.Z.A educator of the highest category. Using mnemonic tables
Workshop-workshop "MODERN APPROACHES TO ORGANIZATION OF SPEECH DEVELOPMENT OF PRESCHOOLERS IN ACCORDANCE WITH THE REQUIREMENTS OF FGOS DO" Lesson 2 "Modern methods and techniques of teaching speech development of preschoolers"
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN "BOLSHEKULIKOVSKY" PLAN FOR SELF-EDUCATION "Mnemonics in the development of speech in preschool children" Implementation period: 2 years Educator:
AA Khabarova, educator of the first qualification category Mnemonics - translated from Greek - "the art of memorization." This is a system of methods and techniques that ensure successful memorization, preservation
WHAT IS MNE TECHNOLOGY? The words "mnemonics" and "mnemonics" mean the same memorization technique. They come from the Greek "mnemonikon" - the art of memorization. It is believed that this word was invented by
MADOU "Kindergarten 1" Snowdrop "Krasnokamensk The use of mnemonics in the development of coherent speech of preschoolers Teacher-psychologist Trubacheva O.E. Relevance Currently, the problem of the development of a coherent
Pedagogical workshop topic: "The use of mnemonics when memorizing poems" Gileva Rafiga Shamilievna educator of the 1st category Purpose: Familiarization of teachers with the system of methods and techniques that provide
Municipal preschool educational institution kindergarten 42 "Rodnichok" of the Yaroslavl municipal district Consultation for educators on the topic: "The use of mnemonics in the development of children's speech"
Consultation for parents on the topic “I heard - I forgot. I saw - I remembered. "Mnemonics". Did understand. ”(Chinese wisdom) The number of children with speech disorders tends to increase. Speech disorders
Guzovskaya Yulia Yurievna speech therapist teacher of the first category D / S "Druzhnaya Semeyka" SP GBOU OOSH 21 Novokuibyshevsk, Samara Region USE OF MEME TECHNIQUES AS A MEANS OF DEVELOPING THE SOUND SIDE
Municipal budgetary preschool educational institution kindergarten "Little Red Riding Hood" Topic "Mnemonics is an effective means of developing coherent speech of preschoolers" Full name of teacher Gulnara Munirovna pedagoguechilimova
The use of mnemonic tables when learning poems with children of the older group with OHP Project made by: L. Ivashchenko, teacher MBU 49 "Merry notes" (building 2) Togliatti, 2016 Relevance Relevance
Municipal budgetary preschool educational institution of the municipal formation of the city of Krasnodar "Kindergarten of the combined type 34" Methodical development "The use of mnemonics in the study
STATE BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN 23 PETRODVORTSOVY DISTRICT OF ST. PETERSBURG Using the techniques of the technology "Mnemotechnics" in the speech development of preschool children
State educational institution of the Omsk region "Petropavlovsk special (correctional) general education boarding school of the VIII type" Use of mnemonic techniques in speech therapy work
Branch 2 "Luchik" of the Municipal budgetary preschool educational institution of kindergarten 124 of the city of Penza "Gnomik" "The use of mnemonics in the development of speech of preschoolers" Educator: Yashina O.A.
The use of mnemonics in speech therapy classes with preschoolers. " Maslikova Elena Anatolyevna Teacher-speech therapist, Moscow State Budgetary Educational Institution School 950 To teach the pupil correct, beautiful speech, to teach fun and
It is so important to bring up a personality in a child. To be able to sow knowledge, goodness. Make you think, reflect and believe, After all, the educator of another is not given Good speech is an important condition for the development of a child's personality. But speech
Features of modern forms, methods of work in a preschool educational institution for the development of speech of preschoolers The urgency of the problem of speech development. Mastering the native language is one of the important acquisitions of a child in preschool
Purpose: increasing the pedagogical competence of parents in the development of children's speech. Tasks: 1. To acquaint parents with the techniques of mnemonics, memorizing poems, proverbs, sayings and telling
Formation of coherent speech by means of visual Formation of modeling of coherent speech by means of visual modeling Teachers of speech therapists MB DOE "D / s 74": Konyaeva SG, Maryina A.Yu. Features of speech
Ministry of Education and Science of the Russian Federation FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "SARATOV NATIONAL RESEARCH STATE UNIVERSITY
Municipal government preschool educational institution Vengerovsky kindergarten 4 Speech at the pedagogical council on the topic "USE OF TRADITIONAL AND UNCONVENTIONAL METHODS OF WORK WITH PUPILS
Workshop for teachers. Tvorchk group. Educator: Chuchuneva E.Yu. "Modeling of coherent speech in children with the use of mnemonics" Listen and you will learn, Look and you will understand, Do it and you will learn.
GBDOU kindergarten 26 of the compensating type of the Krasnoselsky district of St. Petersburg Topic: The use of modern gaming technologies in the intellectual development of children Compiled by: educator Disnenko
Petukhova E.M. Ozersk THE USE OF MEME TECHNOLOGY IN SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN "Mnemonics" is a system of methods and techniques that ensure effective memorization, preservation and reproduction
, speech therapist teacher, Naro-Fominsk, Moscow region.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech.
The purpose of teaching mnemonics is the development of memory, thinking, imagination, attention, namely mental processes, because they are closely related to the full development of speech.
Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at:
- development of basic mental processes - memory, attention, figurative thinking and speech;
- transcoding information, i.e. transformations from abstract symbols into images;
- development of fine motor skills of hands with partial or full graphic reproduction.
Today - figurative speech rich in synonyms, additions and descriptions in preschool children is a very rare phenomenon. There are many problems in the speech of children.
Monosyllabic speech, consisting only of simple sentences. Failure to grammatically construct a common sentence.
Poor speech. Insufficient vocabulary.
The use of non-literary words and expressions.
Poor dialogical speech: inability to correctly and easily formulate a question, build a short or detailed answer.
Failure to construct a monologue: for example, a narrative or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for their statements and conclusions.
Lack of speech culture skills: inability to use intonation, adjust voice volume and speech rate, etc.
Therefore, pedagogical influence in the development of speech of preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the life around them.
Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them.
Consider the factors that facilitate the process of becoming coherent speech.
One of these factors, according to S.L. Rubinstein, A.M. Leushina, L.V. Elkonin, and others - visibility. Examination of objects, pictures helps children to name objects, their characteristic features, actions performed with them.
The second auxiliary factor is creating a statement plan, the importance of which was repeatedly pointed out by the famous psychologist L. S. Vygotsky. He noted the importance of sequential placement in the preliminary scheme of all specific elements of the utterance.
Taking the opinion of great teachers as a basis, seeing the effectiveness of visual material, using ready-made schemes of teachers, but changing and improving them in my own way, I use mnemonic tables in my work to teach children to speak coherently.
Mnemonics in preschool pedagogy are called differently: Valentina Konstantinovna Vorobieva calls this technique touch-graphic schemes, Tkachenko Tatiana Aleksandrovna - subject-schematic models, Glukhov V.P. - blocks-squares, Bolsheva T.V. - collage, Efimenkova L. N - storytelling scheme.
A mnemonic table is a schema that contains certain information. Like any work, it is built from simple to complex. Starting with the simplest mnemonic squares, we sequentially move on to mnemonic tracks, and later to mnemonic tables. What can be displayed in the mnemonic table? Almost everything can be depicted in the mnemonic table - i.e. a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions, i.e. you can draw what you see fit. But to portray in such a way that what is drawn is understandable to children.
Mnemonic tables-schemes serve as didactic material in my work on the development of coherent speech in children. I use them for:
Enrichment of vocabulary;
When teaching storytelling;
When retelling fiction;
When guessing and guessing riddles;
When memorizing poetry;
Work in the classroom on mnemonic tables consists of three stages.
Stage 1: Consideration of the table and analysis of what is shown on it.
Stage 2: Recoding of information is carried out, i.e. conversion from abstract symbols to images.
Stage 3: After transcoding, a fairy tale or story is retelling on a given topic. In younger groups, with the help of a teacher, in older groups, children should be able to do it independently.
For children of younger and middle preschool age, it is necessary to give color mnemonic tables, because individual images remain in the memory of children: the chicken is yellow, the mouse is gray, the herringbone is green.
In addition to the communicative function, the planning function of speech is developing, i.e. the child learns to consistently and logically build his actions, talk about it.
It should be emphasized that all work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as an initial, “launching”, the most significant and effective work, since the use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it.
Used Books:
- L.N. Efimenkova “Formation of speech among preschoolers”, 1985;
- T. Tkachenko - magazine "Preschool education" No. 10, 1990;
- V.P. Glukhov “On the formation of coherent descriptive speech in older preschoolers with OHP”, Defectology, 1990;
It is no secret for speech therapists that in most children with general speech underdevelopment, along with disorders of all components of the language system, there is insufficient stability of attention, limited possibilities for its distribution; reduced verbal memory, memory productivity suffers. They forget complex instructions, elements and sequence of tasks. In some children, low recall activity is combined with limited opportunities for the development of cognitive activity.
In modern psychology, it is generally accepted that mental processes are closely interconnected: if there were no memory, there would be no representation and imagination. Comprehension of information contributes to its memorization. Attention is included in cognitive processes, increasing their efficiency: sensations become more distinct, perception is more accurate, memory and thinking improve. Thinking and speaking are closely related. The concept exists thanks to the word. The speech design of the thought centers it and clarifies it. Thinking and speech affect the course of sensations, perception, memory and other processes.
Associated with consciousness as a whole, a person's speech is included in certain relationships with all mental processes. A person, in order to communicate correctly, must have developed all cognitive processes, namely: sensation, perception, representation, imagination, thinking, memory, attention, observation, intellect.
Forming speech skills in children with OHP, in my work I use methods and techniques that stimulate the development of all mental processes. One of these methods is mnemonics.
Mnemonics (translated from Greek - "the art of memorization"). This is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of learning with its use is the development of memory (of various types: auditory, visual, motor, tactile), thinking, attention, imagination, speech.
Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information.
Initially, mnemonics emerged as an integral part of rhetoric (oratory) and was intended to memorize long speeches.
Modern mnemonics is a powerful training of attention and thinking. It's just great brain gymnastics.
One of the methods of mnemonics is the method of associative links. The essence of the method lies in the fact that with its help disparate and unrelated material is combined into a single artificially created associative picture by means of mentally formed images. In the future, one has only to reproduce any image, as involuntarily and easily all the other images, combined into an associative connection, are recalled.
The association method is very effective when automating sound. From my own practice, I know how difficult it is to motivate a child to repeatedly pronounce the same words. First, I practice the pronunciation of words in pairs. I show the child two pictures with an automated sound and invite them to remember them. To do this, the child must combine them into a single associative picture, that is, make up a sentence with these words. It is important to note that the child himself must come up with an association, only in this case he will be able to reproduce the image, and the connection can be ridiculous. For example, a child can combine the pictures "guitar" and "cow" with the sentence "The cow is playing the guitar", which in turn will cause positive emotions in the child, and such an absurdity will be better remembered. When the child remembers all the pairs of pictures in this way, I show one picture of each pair, and the child must remember the second. The number of pairs of pictures offered depends on the developmental level of the child. At the initial stage, there may be 3-4 of them, gradually increasing to 10-15 pairs.
Next, you can teach your child to memorize a chain of words. For example, when automating sound [R], you can suggest the following words: picture, rainbow, carrot, cow, market, accordion. To do this, the pictures are laid out in a row, and the child must name the pictures in order and combine them sequentially into a story. As a rule, the result is funny tales, which the child then easily recalls, calling the pictures in the same sequence. For example: in the picture there is a rainbow, and under the rainbow there is a carrot. A cow came, picked the carrots and went to the market to sell. And with this money I bought an accordion.
This method can be used not only to memorize pictures, but also offer children to memorize words, focusing on the auditory analyzer.
The development of tactile memory is facilitated by exercises with "tactile tablets". This is a set of boards with different surface roughness. The purpose of such classes is the development of imagination, fantasy; development of speech, the ability to express in words your sensations from touch.
The speech therapist puts several boards in the bag. The child takes one plank by touch and comes up with an association to it. It can be a kitten (a plank with fur) or a ladder (a plank with a ribbed surface). Laying out the boards in order, the child connects the images sequentially into a single whole, i.e. into the story. Then the speech therapist puts the boards back into the bag. The child, recalling the story, must get the tablets in the same sequence as the first time.
Didactic material plays an important role in mastering the techniques of mnemonics. Here, a special place is occupied by the use of mnemonic tables. A mnemonic table is a schema that contains certain information. Mastering the techniques of working with mnemonic tables significantly reduces the training time.
Mnemonic tables are used for memorizing texts, teaching retelling, composing a descriptive story, getting to know seasonal phenomena, etc.
Mnemonic tables are especially effective when learning poems. The bottom line is this: a picture is invented for each word or small phrase.
Mnemonic table "Pants for a bear"
Masha to our baby
Sewed new pants
Sewed a fur coat, sewed a scarf
For the baby bear
Thus, the entire poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the whole poem. At the initial stage, the adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.
Collages are used to practice the plot method of memorization. A collage is a sheet of cardboard (thick paper or flannelegraph) on which various pictures, letters, geometric shapes, numbers are glued or superimposed. The seeming mess of pictures is the essence of the collage. This manual helps to develop the photographic memory of the child; expand vocabulary, imaginative perception, develop oral speech, the ability to speak coherently, tell.
Collages in the form of "Merry Glades" are effectively used when performing articulatory gymnastics. The child is invited to go to the "Veselaya Polyanka" and perform all articulation exercises.
"Merry meadow" for hissing sounds
Joint production of friezes with children (in the form of a collage) helps to better remember the sounds and letters learned. For example, children depict the letter D in the form of a house and immediately stick different pictures in the name of which there is a sound [D].
Thus, the techniques of mnemonics solve problems aimed at:
- development of basic mental processes - memory, attention, thinking, as well as creative imagination;
- transcoding information, i.e. conversion from abstract symbols to images;
- development of fine motor skills of the hands.
The use of mnemonics in correctional work with children with speech disorders gives positive results. The final diagnostics showed a sufficient level of development of all cognitive processes in children.
List of literature and sites:
1. Bolsheva T.V. Learning from a fairy tale: The development of thinking of preschoolers with the help of mnemonics: a teaching aid. SPb: Childhood-Press, 2001.
2. Matyugin I.Yu., Chakoberiya E.I. School of eidetics. Development of memory, figurative thinking, imagination. - M .: Eidos, 1994.
3. Podlinyaev O. L. Effective memory. - Second edition, revised: Study guide. - Irkutsk: Publishing house of Irkutsk State Pedagogical University, 2003.
4. Repina Z.A., Buiko V.I. Speech therapy lessons. - Yekaterinburg: Publishing house "LITUR", 1999.
5.S.L. Rubinstein. Fundamentals of General Psychology. - SPb., 1998.
6. Kozarenko V.A. Textbook of mnemonics. Memorization system "Giordano" Site Mnemonikon (http://www.mnemotexnika.narod.ru) - Moscow, 2007.
7. Matyugin I.Yu. Tactile memory. - M .: Eidos, 1991.
The development of speech is becoming an increasingly urgent problem in our society. It is the most important condition for the success of a child's education in school. The development of speech is becoming an increasingly urgent problem in our society. It is the most important condition for the success of a child's education in school. Only with a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folklore, finally, an indispensable condition for writing programmatic presentations and essays is a fairly high level of development of coherent speech. Only with a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folk art, finally, an indispensable condition for writing programmatic presentations and essays is a fairly high level of development of coherent speech.
In speech therapy work with children in a type VIII correctional school, the formation of coherent speech acquires special significance due to the structure of the defect and becomes the main final goal of the entire correctional process. In speech therapy work with children in a type VIII correctional school, the formation of coherent speech acquires special significance due to the structure of the defect and becomes the main final goal of the entire correctional process. Children with disabilities experience serious difficulties in planning the plot independently, in creating a coherent context, in independently operating with lexico-grammatical categories, in the grammatical design of speech material. Children with disabilities experience serious difficulties in planning the plot independently, in creating a coherent context, in independently operating with lexico-grammatical categories, in the grammatical design of speech material. Therefore, along with the development of thinking, memory should also be developed, which are expressed through coherent speech. Therefore, along with the development of thinking, memory should also be developed, which are expressed through coherent speech.
The task of this stage is to teach children coherently and consistently, logically harmoniously and completely, accurately in the use of vocabulary and in content, correctly in grammatical design, to independently and freely present material, build utterances. The task of this stage is to teach children coherently and consistently, logically harmoniously and completely, accurately in the use of vocabulary and in content, correctly in grammatical design, to independently and freely present material, build utterances.
When learning to compose a coherent text by reference pictures and mnemonic tables, the following techniques are used: When learning to compose a coherent text by reference pictures and mnemonic tables, the following techniques are used: 1. Viewing pictures, illustrations; 2. Arranging in a logical sequence a series of plot pictures to the text; 3. Coming up with an additional and missing ("missing") picture for individual text fragments; 4. Isolation of phrases from the text for each picture; 5. Isolation and pronunciation, selective reading, memorization of individual fragments, expressive means (epithets, metaphors, comparisons, repetitions, inceptions, direct speech of heroes and characters); 6. Lexico-grammatical exercises in the text: the selection of signs and actions of objects from the text; selection of new characteristic features and actions in accordance with the content of the text; replacement of words with synonyms; word formation of related words, nouns with diminutive meaning; relative and possessive adjectives; distribution and transformation of proposals; 7. Discussion of the proposals made and selection of the most successful ones. Drawing up a coherent text.
Mnemonics - translated from Greek "the art of memorization." Memorization and recollection techniques increase the amount of memory by forming additional associations. Mnemonics - translated from Greek "the art of memorization." Memorization and recollection techniques increase the amount of memory by forming additional associations. Using mnemonic tables, i.e. schemes, in which certain information is embedded, sets as its goal: to consolidate various methods of memorization, expand vocabulary, develop imaginative perception, oral speech, the ability to speak and tell coherently among students. Using mnemonic tables, i.e. schemes, in which certain information is embedded, sets as its goal: to consolidate various methods of memorization, expand vocabulary, develop imaginative perception, oral speech, the ability to speak and tell coherently among students. In working with mnemonic tables, symbols and pictures are introduced: In working with mnemonic tables, symbols and pictures are introduced: A bright warm sun began to shine. The bright warm sun began to shine. Spring drops have begun. Merry streams ran. Merry streams ran. Children love sailing boats.
Mnemonic table SPRING Spring Warm spring has come. The bright sun warms. Merry streams murmur. The first snowdrops bloomed. Green grass appeared. Sticky buds swelled on the trees. Migratory birds have returned from the south. In the spring, children love to fly paper boats.
Creative story "SPRING" Spring Warm spring has come. The radiant sun shines brightly. Merry streams murmur. Blue snowdrops bloomed. Green grass appeared. Sticky buds swelled on the trees. The pussy willow hung up fluffy earrings. The birds sing loudly and build their nests. The guys love to walk on the street and launch boats in puddles. Mother's Day is celebrated in spring. I love my mom very much. Therefore, on this day I give her a bouquet of mimosa and my drawings.
1.the object (who is it?, What is it?) - an apple 2.the attribute of an object (which one ?, which one ?, which one?) - red, round, sweet 3.the action of the object (what does it do? What will it do?) - grows, pouring, falling 4. making a proposal - A ripe apple hangs on a branch. Apple An apple grows on an apple tree. It's red and round. The apples ripen in autumn. Apple jam is made from them. I love to eat juicy apples. Drawing up a short story based on a subject picture
Much work is being done in drawing up a plan for the text (Story by KD Ushinsky "Morning Rays"). Much work is being done in drawing up a plan for the text (Story by KD Ushinsky "Morning Rays"). An effective form is a retelling according to plan with visual support or a mnemonic table. An effective form is a retelling according to plan with visual support or a mnemonic table. The technique of developing students' skills in planning their speech utterances, as well as visual modeling of the stories being composed, has proven itself well in the practice of teaching children in a type VIII correctional school. The technique of developing students' skills in planning their speech utterances, as well as visual modeling of the stories being composed, has proven itself well in the practice of teaching children in a type VIII correctional school.
Methods of using visual modeling of the stories composed by reference pictures and mnemonic tables in corrective speech therapy classes give positive results. Methods of using visual modeling of the stories composed by reference pictures and mnemonic tables in corrective speech therapy classes give positive results. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the idea of \u200b\u200bthe complex and active nature of the processes of memorization, based in a person on a number of jointly working apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide possibilities for correcting deviations in speech and mental development caused by insufficient brain activity. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the idea of \u200b\u200bthe complex and active nature of the processes of memorization, based in a person on a number of jointly working apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide possibilities for correcting deviations in speech and mental development caused by insufficient brain activity. Optimal teaching methods often surpass the role of "natural features" in their importance. Optimal teaching methods often surpass the role of "natural features" in their importance.
To increase the amount of memory, facilitate memorization and assimilation of information, a technique called "mnemonics" is used, which in translation from ancient Greek means "the art of memorization".
Mnemonics allows you to gain total control over the assimilation of the material, using only natural memory.
The history of mnemonics began as an integral part of oratory and rhetoric. This technique was used to memorize long monologues given by speakers.
Today, mnemonics are very actively used by speech therapists during classes with children.
The technique of uniting images into a common associative array is one of the fundamental in mnemonics. By finding associations, random and unrelated information is combined into a whole associative image created by means of images formed in the head. To reproduce any part of the material, you just need to build a certain image in your head and provoke a chain reaction to remember the rest of the images, combined into an associative set. Some speech therapists use mnemonic cards to work in the classroom, otherwise cheat sheets for the development of auditory, visual, speech motor and motor memory.
Association technique for audio automation is a powerful technique. Sometimes it is very difficult to motivate a child to repeatedly pronounce the same words. From the very beginning, you should work out the paired pronunciation of words, showing the child two images with an automated sound and offering to remember them. To complete the task, the child must form an associative image in his head, for this he must make sentences with these words. The child must necessarily find the association in his head on his own. An interesting detail: the most ridiculous associations are remembered much better, as they cause laughter and positive emotions.
When the child sees all the pairs of images, you need to show one picture from each two, so that he remembers the one that is not shown at the moment. The number of displayed photos depends on the child's developmental level. At the first stage of using the mnemonic technique, it is worth using up to four pairs of images, subsequently increasing to fifteen.
After that, you can start teaching your child to memorize a whole chain of words.
