Організація самостійної діяльності школярів із порушеннями інтелекту на уроках суспільствознавчого змісту
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Дата
2021
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлено особливості організації самостійної навчально-пізнавальної діяльності школярів із порушеннями інтелектуального розвитку на уроках суспільствознавчого змісту, зазначені способи проведення самостійної роботи з учнями цієї категорії на уроках «Історія України» та «Основи правознавства», указано умови ефективної самостійної діяльності таких школярів і доступні для них види самостійної роботи, наголошено на врахуванні вчителем психофізичних особливостей учнів під час розробки самостійних завдань із тем суспільствознавчого змісту.
The article highlights peculiarities of organizing independent learning and cognitive activities of schoolchildren with intellectual disabilities at social studies lessons. The aim of the article is to highlight effective ways of organizing independent work at the lessons “History of Ukraine” and “Fundamentals of Law” in special schools and inclusive classes. To solve the tasks the theoretical methods were used – study and analysis of scientific and methodological literature, curricula, manuals, textbooks for students with intellectual disabilities and empirical methods – modeling of independent activities of students of this category at social studies lessons, study and generalization of pedagogical experience, observations, surveys, etc. Emphasis is placed on the leading activity of the teacher in the organization of independent learning and cognitive activities of students with intellectual disabilities, who develops tasks, organizes, motivates, manages, corrects and evaluates independent activity of children. The importance of developing differentiated tasks, their variability for children with different levels of intellectual development, state of development of memory, thinking, imagination, attention, motivation, pace of work and so on is emphasized. The most effective methods of independent work at social studies lessons are described, which include inductive and deductive (by the logic of independent work), reproductive (by the nature of cognitive activity), verbal, practical and visual methods (by the source of transmission and perception of information). The article describes the stages of independent work. The most important, according to the authors, are setting a task, giving instructions on its implementation, showing ways to perform work, independent performance of tasks by children and analysis of independent work. The activity of the teacher during the independent work of children, options for his help to students with low cognitive abilities are highlighted. The subject skills of students of this category, didactic tasks of children’s independent activity at social studies lessons and types of independent work are described. The methodological requirements for carrying out independent work at lessons of social studies orientation are specified. It is proved that observance of these requirements will increase efficiency of organizing independent activity of schoolchildren with intellectual disabilities.
The article highlights peculiarities of organizing independent learning and cognitive activities of schoolchildren with intellectual disabilities at social studies lessons. The aim of the article is to highlight effective ways of organizing independent work at the lessons “History of Ukraine” and “Fundamentals of Law” in special schools and inclusive classes. To solve the tasks the theoretical methods were used – study and analysis of scientific and methodological literature, curricula, manuals, textbooks for students with intellectual disabilities and empirical methods – modeling of independent activities of students of this category at social studies lessons, study and generalization of pedagogical experience, observations, surveys, etc. Emphasis is placed on the leading activity of the teacher in the organization of independent learning and cognitive activities of students with intellectual disabilities, who develops tasks, organizes, motivates, manages, corrects and evaluates independent activity of children. The importance of developing differentiated tasks, their variability for children with different levels of intellectual development, state of development of memory, thinking, imagination, attention, motivation, pace of work and so on is emphasized. The most effective methods of independent work at social studies lessons are described, which include inductive and deductive (by the logic of independent work), reproductive (by the nature of cognitive activity), verbal, practical and visual methods (by the source of transmission and perception of information). The article describes the stages of independent work. The most important, according to the authors, are setting a task, giving instructions on its implementation, showing ways to perform work, independent performance of tasks by children and analysis of independent work. The activity of the teacher during the independent work of children, options for his help to students with low cognitive abilities are highlighted. The subject skills of students of this category, didactic tasks of children’s independent activity at social studies lessons and types of independent work are described. The methodological requirements for carrying out independent work at lessons of social studies orientation are specified. It is proved that observance of these requirements will increase efficiency of organizing independent activity of schoolchildren with intellectual disabilities.
Опис
Ключові слова
учні з порушеннями інтелектуального розвитку, самостійна робота, навчальні предмети суспільствознавчого змісту, students with intellectual disabilities, independent work, social studies subjects
Бібліографічний опис
Косенко, Ю. М. Організація самостійної діяльності школярів із порушеннями інтелекту на уроках суспільствознавчого змісту [Текст] / Ю. М. Косенко, Т. М. Дегтяренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 3 (107). – С. 48–57. – DOI: 10.24139/2312-5993/2021.03/048-057.