Choosing the right teaching methods is one of the main problems in pedagogical science. This is especially true of the methodology of teaching literacy in elementary school, with the help of which the teacher equips children with the fundamentals of science, ensures the proper development of personality, forms the worldview, and develops various cognitive abilities. The choice of the teaching methodology decides a lot; it depends on its effectiveness whether the learning process will be interesting and joyful or whether it will turn into a hard, burdensome work.
Student and teacher
The methodology of literacy in elementary school should bring fruitful, effective results. A teacher is a mediator between the knowledge and consciousness of the student. The main task is to convey this knowledge to the child, using effective methods, organizing methods, certain ways, and methods for providing educational material.
In many ways, teaching methods depend on the biological, physiological characteristics of the growing organism. When submitting training materials, age and biological stages of development must be taken into account, performance, physical health, fatigue, and the level of creative abilities depend on them. All this a teacher must consider when working with children.
The main problem in education is how to develop in children an interest in new knowledge, training, how to instill in them a need for self-development, for independent search. These problems affect the needs of the motivational sphere of the child. Often, primary school students are not yet able to learn "for themselves." They can try for praise, for gifts, for parents. Each of these motives ultimately has an end. That is why the teacher must form a motivation for learning, where the cognitive process will serve as the basis. To solve these problems, various techniques are being developed.
History of various methods
The history of literacy methods in elementary school is rooted in the distant past, it is instructive and complex. The most outstanding teachers in their time were L. N. Tolstoy, K. D. Ushinsky, V. P. Vakhterov. Literature was a burning topic for them. The ability to read, write (elementary diploma) is the key to universal education. For a long time, illiteracy was an obstacle to the path of the people to the light of knowledge.
Until the end of the 18th century, dogmatic teaching methods dominated school practice when the letter-adverbial method was used (az, beeches, vedi). He relied on the mechanical memorization of letters, naming them, syllables and further words. If we analyze the effectiveness of this method, we can say that he relied only on memorization. The sounding speech, sounds were not taken into account, the continuous reading of syllables was not required.
For children's perception, the texts were very difficult. They all carried complex religious content. Teaching writing came off reading.
The need for mass education has led teachers to search for a new teaching method - easier, faster, more economical. The literal term has been replaced by a sound method that focuses on the student’s analytical and synthetic ability.
Sound Method Benefits
As already mentioned, the letter-subjunctive method is a pronounced literal synthetic method: the letters are memorized, combined into syllables, and then into words. Multiple controversy between primers in the 19th century led to the emergence of sound teaching methods. They have a number of advantages over letter-conjunctive techniques.
Nowadays, the sound method of literacy in primary school is fundamental. Literary reading wherein became much more interesting. Analytical work is carried out in the lessons, and thought processes develop. At the same time, both reading and writing began to be taught simultaneously. Reading texts are easier to digest, as they are fascinating, informative in nature.
In Europe, the analytical-synthetic sound method in the 19th century was developed by A. Disterweg, V. Grezer, Vogel. In Russia, it was introduced by KD Ushinsky for the first time, at the end of the 19th century the famous literary writers Tikhomirov, Vakhterov, Flerov continued it, and already in the 20th century Yankovskaya and Redozubov continued it.
Soviet primers became a significant step in education. Teaching methods have become more advanced, they allowed to quickly master reading skills. In a relatively short time (three months) it became possible to learn to read. At the same time, immediately the literacy teaching method allowed learning to write, gaining knowledge of grammar and spelling. Nowadays, more than thirty different primers and alphabet have been developed for elementary school children.
Literacy Methods in Goretsky Elementary School
The modern methodology of V. G. Goretsky and A. F. Shanko is calculated for three and a half months of classes. The system implies a different sequence in the study of sounds and letters than alphabetical. Goretsky in the methodology of teaching literacy in elementary school arranged sounds and letters based on the frequency of their use. First, the most used in speech are studied, then less commonly used and, in conclusion, less common sounds. This allows you to accelerate the development processes and speech techniques. This opens up the possibility for the teacher to simultaneously conduct a purposeful development of speech, analyze the semantic content of texts, and perform various exercises to consolidate the knowledge gained.
The starting point in Goretsky’s technique is the analysis of the sound of the delivered speech. Children isolate sentences from the text, break them down into words, words into syllables, while emphasizing percussion, establish the sequence, number and nature of sounds, their relationship with each other in the word.
Analyzing the effectiveness of this method, it is worth saying that teachers appreciated Goretsky’s textbook. All his positions have scientifically substantiated evidence; practice proves the high effectiveness of teaching by this technique.
Russian language training
In the Russian language lesson , the method of teaching literacy in elementary school the main task is the formation of the correct spelling. Each student should possess the ability to substantively, stylistically accurately, expressively, intonationally correctly express their own thoughts in writing. Spelling in the methodology of literacy in elementary school is also one of the first places. At the elementary school, basic knowledge is collected, which students must master, from them the foundations of knowledge of the Russian language are formed.
Younger students study the sound composition of a word, characterize consonants and vowels, explain the role of unstressed and stressed vowels, the hardness and softness of consonants. Learn the basics of morphology for the correct use of words. All these fundamentals are provided by the elementary education methodology.
The main sections of the technique
The main sections of the initial training methodology are as follows:
- Literacy training . Here are the main methods of teaching reading and writing, the results of the tremendous successes of which began to show themselves in the days of the USSR.
- Reading technique . In primary school, the main task in teaching reading is to teach the child to fluently consciously read, to prepare him for the transition to the middle classes.
- Grammar in literacy in elementary school, as well as spelling, play a significant role. The goal is to teach children elementary writing, as well as give their first spelling skills.
- Speech development . This section in elementary school is very diverse. Children begin to analyze their speech, synthesize, draw conclusions. They are placed in conditions when you need to think about your speech, correctly express your own thoughts. At this stage, there is an assimilation of the fact that written speech differs from oral in its forms: lexical, morphological and syntactic. In children, the foundations of coherent, correct speech should be laid.
Concept of methods
What methodology of literacy in elementary school should be taken as a basis to achieve maximum effect in teaching children? To answer this question, you need to familiarize yourself with what methods are.
The method is an ordered joint activity of the teacher and students, which is aimed at achieving the goals.
Didactic methods - a set of ways, ways to solve educational problems. With regard to the teacher, it speaks about teaching methods, to the student - about his attitude to learning. In the joint activity of the student and teacher, techniques are highlighted that are part of the basic literacy methodology in elementary school.
Reception - the structural part of the method, element, one-time action, one step for its implementation. Each technique is a separate action.
The objective and subjective part
In teaching methods, there are objective, teacher-dependent, and subjective, non-teacher-dependent parts. So, for example, a story is a teaching method that is performed by all teachers; the common thing in it is an objective characteristic. But each performance from the mouth of the teacher has its own characteristics, the teacher himself brings them into his story. In any field of methods, the individual skill of the teacher, the highest form of pedagogical art, plays a large role.
The main functions in any method are motivational training, educational, developing, organizational. With their help, teachers solve issues related to motivation, affect the educational process as a whole. Thus, any teaching method is a way to achieve your goals.
Classification of literacy teaching methods in primary school
The teacher always tries to choose the most successful method to achieve his pedagogical goals. To alleviate the problem of choosing a method, they are compared in terms of their effectiveness, evaluated and combined into specific groups. Contributes to this classification, streamlining methods.
The first classifications to evaluate the effectiveness of the method described part of the visible process - what actions the teacher and students perform in the lesson. These actions allowed us to characterize the basic methodology of literacy in elementary school. It soon turned out that this was not enough to analyze and evaluate the work of the educational process. For comparison, they began to look for new points for classifying methods; they should reflect all aspects of the process. All methods began to be classified into separate systems.
By sources of knowledge
Classification by source of knowledge (E. I. Petrovsky, E. Ya. Golant, N. M. Verzilin). The sources of knowledge that are based on practice, word, visualization are considered as the basis in the distinguished methods. Cultural progress has added a book here, most recently video and computer systems. This classification combines five main methods:
- visual;
- practical;
- work with a book;
- verbal;
- video method.
Each method can perform in a wide variety of modifications (modifications).
By appointment
Methods are classified according to their purpose (B. P. Esipov, M. D. Danilov), according to the main didactic purpose for which they are used. For example, "Methods of literacy in elementary school (punctuation)." The common features in this classification are the successive stages of the learning processes that contribute to:
- knowledge acquisition;
- the formation of skills;
- application of knowledge;
- creative activity;
- consolidation;
- testing knowledge, skills.
The nature of cognitive activity
Classification by the nature (type) of educational activity (I. Ya. Lerner, MN Skatkin). The level of independence achieved by students in the proposed work scheme is assessed. The following methods are highlighted here:
- informational and receptive;
- reproductive;
- heuristic (search);
- problematic presentation;
- research.
If the teacher’s activity leads only to memorization of the material, to its unconscious reproduction (even correct), here we can talk about low mental activity (reproductive method). In research, vigorous activity, when knowledge is obtained as a result of cognitive work, a heuristic or research method takes place.