Introducing child to the wonderful world of knowledge

We get tired, boredom will prevail. Why is the life of the school sometimes unlike the colorful, bright world, which accompanies the child in his dealings with friends and books? The school and school life needs to entertain the child, introducing him to the wonderful world of knowledge.

How can the teacher do to achieve this?

There are many different ways that would help the teacher to solve this problem. Some of these methods are visual methods of teaching.

In this regard, we have tried to consider the problem of controlling the attention of younger students by using visual methods.

We noted that teaching methods depends on the considerable success of teachers and schools in General. Teaching methods devoted to the many fundamental articles and, in particular, visual methods of learning. Despite this problem methods of training remains relevant. Also still relevant is the problem of controlling the attention of younger students, as a random note they have not yet sufficiently formed. Combining these two issues into one, we put forward the hypothesis that visual learning methods are effective in the management of attention to younger children. This hypothesis we have tried to substantiate in the work.

     Visual learning methods are those teaching methods in which learning in the learning process depends on the use of visual AIDS and technical means.

Visual teaching methods should be used in the classroom in elementary school. This rule derives from the psychological characteristics of attention of primary school children learn more on international adoption at adoption agencies blog.

These methods contribute to the development of memory, thinking, imagination. But we should not deny the role of attention. As you know, attention is a function that supports all mental processes. Without attention it is not possible to perform any conscious activity, not a thought. Therefore, it doesn’t feel good to build a learning process. Therefore, it is important to learn to control the attention of students.

In primary school a small attention span, they tend to frequent distraction. In this regard, the students need to “educate” attention.

Among visual techniques of learning distinguish observation, illustration and demonstration. Through observation it is possible to excite students ‘ interest in the life and teach to analyze natural and social phenomena, but also to teach them to focus on the Essentials, to highlight special features. Through demonstration the student’s attention is directed towards significant and no coincidence is detected, the external characteristics of the objects, phenomena, processes. Illustration especially well used when explaining new material provided for the post by International Adoption research blogger and columnist. Then, the teacher should illustrate his story on the blackboard with chalk. The picture explains the words of the teacher, and the story makes clear the content represented on the Board.

After studying the theoretical material associated with these concepts, we tried to test in practice, what is the role of visual teaching methods in the control of attention to younger children. We conducted an experiment in the classroom science in school № 467 of Moscow in classes 3A and 3b.

3 “a” class we have carried out the consolidation and the process of fixation used visual AIDS, which were shown plants of different groups. Children easily remembered the names of all the groups of cultivated plants.

3 “B” class we also conducted a consolidation, but did not use such visual AIDS, and sought to have the children independently remembered all groups of cultivated plants, without relying on the visual. This task took much more time, the children became distracted, talking among themselves, trying to find the answer to the question. With prompts teachers all groups of cultivated plants were known, however, that the 3 “B” class more powerful by level of development than the 3. In carrying out these tasks the children were excited, tired, so it became necessary to use another visual aid – a table, on which were depicted various cultivated plants, the children were asked to say to which group belongs each plant. This job has allowed us to focus children on the learning material.

By experiment, we have seen how the role of visual methods in the control of attention to younger children.

As a result of this work we have come to the following conclusions:

visual learning methods are one of the factors of controlling the attention of younger students;

– attention is a function that ensures the learning process;

– the teacher often blame the absent-mindedness of his disciples;

– has to ignite in the students a thirst for knowledge through visual learning methods and other methods.

Thus, in their practice, every teacher should strive to ensure that students were active in class. Help visual teaching methods.

3 thoughts on “Introducing child to the wonderful world of knowledge

  1. For educational teaching activities are characterized by the following difficulties and disadvantages: the teacher tended to pay more attention to the external side of conduct and discipline and not on the motives of actions; seeks to impose the ways of behavior in finished form; evaluates individual actions of the child outside the context of his overall behavior.
    Many teachers have a poor command of the organization of the educational process, does not take the initiative, do not know the age and individual peculiarities of children, activities are carried out routinely; in educational work preference is given to mass forms of work, certain episodic events to the detriment of an integrated approach.
    Teachers are often unaware of the difficulties in teaching activities. About it is safe to say, having in mind the designing of the educational process, as well as the establishment of communication in the pedagogical process. Research has shown that teachers are easier to build individual lessons and activities, than to design the whole process (to articulate goals, select content, and means of verification). In this case, teachers do not always understand the usefulness of this activity. The same applies to communication skills. Most teachers say that they almost have no difficulty in communicating with children. In practice, however, it appears that teachers do not specifically put and don’t realize the communicative goals, use monotonous means of interaction, creating a monotony of communication; often used negatively disciplining and emotional impact.

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  2. The successful resolution of complex and responsible task of education is largely dependent on the level of preparedness of the teachers, their pedagogical culture, knowledge of the laws, principles and methods of education. At the present stage in the educational work of teachers meets more difficulties than in the organization of educational activity of students. So, in pedagogical activities are widespread difficulties in the formulation and solution of pedagogical tasks, which is expressed as follows: the teacher does not know how to balance educational objectives with educational and educative, allowing the omission of educational tasks; the teacher sees each pedagogical task separately, not connected with others; sees not the delayed result of the solution of pedagogical tasks, resulting in poorly planned educational process.
    Typical difficulties in the organization of pedagogical influence, which is expressed in the following: the inability to consider the student, attempts to limit its consideration of separate mental functions; the inability to see the student as a whole person in the process of formation and development; responding teachers on individual actions of students without the desire to find the cause.
    There are often difficulties for teachers in self-monitoring and self-correction of their work, expressed the following: the lack of completeness and consistency of psychological knowledge, lack of reflection and a low criticality in relation to itself, when the teacher does not see in itself reasons. Making it difficult for him to understand the student or to influence it, is not able to link the gaps in the education and training of students with defects in their own work.

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  3. Many aspects of self-concept are the objects of interdisciplinary areas of Humanities and natural Sciences. In scientific literature there are different approaches to the study of self-concept. This is on the one hand, helps identify its various components, and with another – complicates certain specific content of this concept. It should be noted that in the psychological literature there is no single interpretation of the concept “self-concept”. Still not developed a holistic, explanatory and descriptive term that adequately reveal the socio-psychological content of the phenomenon of the self-concept in various branches of scientific knowledge. The lack of common terminology hinders the development of diverse and valid diagnostic instruments.
    After examining different points of view of scientists on the concept of “consciousness”, “consciousness”, “unconscious”, “self-concept” and “image I” it should be emphasized that there are many views and suggestions to identify the nature and dynamics of self-concept, its essential characteristics and to distinguish between the concepts associated with the phenomenon.
    The existence of self-concept as an independent system does not mean its sharp separation from other systems of the psyche. B. F. Lomov (19820 convincingly notes that “mental phenomena needed a universal relationship of phenomena in the material world, and only opens the path to cognition of governors or objective laws”.
    Therefore, in the structure of self-concept reflected the necessary relationship of mutual influence between individual psychological phenomena and between psychology with other systems, providing optimal and positive personality.

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