Аналіз психологічних передумов організації повторення в початковому навчанні
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Дата
2015
Назва журналу
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Видавець
Анотація
У статті обґрунтовано важливість повторення як засобу, що забезпечує міцне засвоєння і збереження знань, умінь і навичок; розкрито психологічні передумови організації повторення в початковому навчанні. Зазначено, що пам’ять є психологічною основою міцності знань. Обґрунтовано, що саме процеси пам’яті мають безпосереднє відношення до швидкого і міцного засвоєння навчального матеріалу. Визначено роль мнемічних прийомів, спрямованих на запам’ятовування інформації, описано операції, які властиві мнемічним діям.
The importance of revising as a means of providing thorough learning and preserving knowledge and skills is grounded; the main studies on the problem mentioned above are analyzed; psychological conditions of organizing revising in primary education are revealed in the article. Memory as the result and the condition of mental processing of new educational material on the basis of the analysis of the memory psychology literature is characterized in the article; the structure and content of the psychological processes providing memorizing, preserving the learned material, reproducing and forgetting are considered in detail as well. Revising is not limited to one function, as it is a complicated psychological process that includes perceiving, thinking, memory, which is associated with pupils’ feelings, will, interests and capacities. The factors promoting rapid and lasting memorizing of the information on the basis of research analysis are presented in the article. Taking into account that memorizing is realized through special mnemonic activities, the article deals with the role of mnemonic techniques aimed at: remembering the educational material, increasing the memorizing and reproducing speed; improving the accuracy of memorizing and reproducing; providing memorizing and preserving effectiveness, the probability of the correct memorizing and reproducing. The analysis of the data of the research experimental stage leads to the conclusion about the necessity to support active pupils’ thinking activities with the help of selecting specific exercises and tasks activating different kinds of memories – involuntary and voluntary. Under such conditions an effective basis for the effective using of revising during the educational process is created. The analysis of the psychological foundations of revising gives reason to emphasize the necessity of considering the peculiarities of development of cognitive processes in the organization of repetition. The perspective direction of the research is defined in the article which involves creating the model of supporting the functions of revising the learned material during various stages of gaining the knowledge by primary pupils taking into account the processes that are at the core of the revising mechanism.
The importance of revising as a means of providing thorough learning and preserving knowledge and skills is grounded; the main studies on the problem mentioned above are analyzed; psychological conditions of organizing revising in primary education are revealed in the article. Memory as the result and the condition of mental processing of new educational material on the basis of the analysis of the memory psychology literature is characterized in the article; the structure and content of the psychological processes providing memorizing, preserving the learned material, reproducing and forgetting are considered in detail as well. Revising is not limited to one function, as it is a complicated psychological process that includes perceiving, thinking, memory, which is associated with pupils’ feelings, will, interests and capacities. The factors promoting rapid and lasting memorizing of the information on the basis of research analysis are presented in the article. Taking into account that memorizing is realized through special mnemonic activities, the article deals with the role of mnemonic techniques aimed at: remembering the educational material, increasing the memorizing and reproducing speed; improving the accuracy of memorizing and reproducing; providing memorizing and preserving effectiveness, the probability of the correct memorizing and reproducing. The analysis of the data of the research experimental stage leads to the conclusion about the necessity to support active pupils’ thinking activities with the help of selecting specific exercises and tasks activating different kinds of memories – involuntary and voluntary. Under such conditions an effective basis for the effective using of revising during the educational process is created. The analysis of the psychological foundations of revising gives reason to emphasize the necessity of considering the peculiarities of development of cognitive processes in the organization of repetition. The perspective direction of the research is defined in the article which involves creating the model of supporting the functions of revising the learned material during various stages of gaining the knowledge by primary pupils taking into account the processes that are at the core of the revising mechanism.
Опис
Ключові слова
повторення, пам’ять, запам’ятовування, відтворення, забування, ремінісценція, мнемічні прийоми, засвоєння навчального матеріалу, початкове навчання, revising, memory, memorizing, reproducing, forgetting, reminiscence, mnemonic techniques, learning the educational material, primary education
Бібліографічний опис
Вашуленко, О. В. Аналіз психологічних передумов організації повторення в початковому навчанні [Текст] / О. В. Вашуленко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 2 (46). – С. 198–210.