Бастауыш сынып оқушыларын
тәрбиелеудегі жеке тәсіл.
Талғатқызы
Шынар
Жоғары қазақ – түрік
гуманитарлық технологиялық колледжі, Қазақстан,
Алматы.
e-mail:
talgatkyzyshinka@gmail.com
Аңдатпа. Бастауыш сынып оқушыларының
танымдық белсенділігін тәрбиелеу мәселесін шешу көбінесе оқушыларға
жеке көзқарасты жүзеге асыруға байланысты. Мақалада бастауыш сынып
оқушыларын тәрбиелеудегі жеке көзқарас проблемасының теориялық
аспектілері талданады; бастауыш мектеп жасындағы жеке жас
ерекшеліктері қарастырылады; кіші оқушылармен тәрбие жұмысын
ұйымдастырудағы жеке тәсіл көрсеткіштері ашылады. Мақалада кіші
мектеп оқушыларын қоршаған әлем сабақтарында экологиялық
тәрбиелеудегі жеке тәсілдің көрнекі жүзеге асырылуы
көрсетілген.
Тірек
сөздер:жеке көзқарас, жеке
типологиялық ерекшеліктер, жас ерекшеліктері, тәрбие жұмысы, кіші
студент, жеке тұлғаның даралығы мен
бірегейлігі.
Индивидуальный подход в
воспитании младших школьников
Талгаткызы
Шынар
Высший казахско-турецкий
гумантарно-технологический колледж, Казахстан, г.
Алматы
e-mail:
talgatkyzyshinka@gmail.com
Абстракт: Решение задачи воспитания
познавательной активности младших школьников во многом зависит от
реализации индивидуального подхода к учащимся. В статье
анализируются теоретические аспекты проблемы индивидуального
подхода в воспитании младших школьников; рассматриваются
индивидуальные возрастные особенности младшего школьного возраста;
раскрываются показатели индивидуального подхода в организации
воспитательной работы с младшими школьниками. В статье показана
наглядная реализация индивидуального подхода в экологическом
воспитании младших школьников на уроках окружающего
мира.
Ключевые
слова: индивидуальный подход,
индивидуально-типологические особенности, возрастные особенности,
воспитательная работа, младший школьник, индивидуальность и
неповторимость личности.
Individual approach in the
education of younger students
Talgatkyzy
Shynar
Higher Kazakh-Turkish
Humanitarian and Technological College, Kazakhstan,
Almaty
e-mail: :
talgatkyzyshinka@gmail.com
Abstract: The solution of the problem of
educating the cognitive activity of younger schoolchildren largely
depends on the implementation of an individual approach to
students. The article analyzes the theoretical aspects of the
problem of an individual approach in the education of younger
schoolchildren; examines the individual age characteristics of
primary school age; reveals the indicators of an individual
approach in the organization of educational work with younger
schoolchildren. The article shows the visual implementation of an
individual approach in the environmental education of younger
schoolchildren in the lessons of the surrounding world.The solution
of the problem of educating the cognitive activity of younger
schoolchildren largely depends on the implementation of an
individual approach to students. The article analyzes the
theoretical aspects of the problem of an individual approach in the
education of younger schoolchildren; examines the individual age
characteristics of primary
Keywords: individual approach,
individual typological features, age characteristics, educational
work, junior high school student, individuality and uniqueness of
personality.
An individual approach is the
first main principle of educating younger schoolchildren. It
consists in taking into account the individual characteristics of
students in the course of teaching activities. That is, the
educational process should be built taking into account the
characteristics of character, temperament, cognitive abilities,
needs, interests and inclinations). Knowledge of the individual
characteristics of students will allow the teacher to determine the
scope and content of the pedagogical event, the pace of its
implementation, which will ensure rational and effective use by
students of their capabilities and
abilities.
The younger school age has
great opportunities for carrying out educational activities with
them and the formation of moral, spiritual, moral and other
qualities in children that are of the greatest value within the
framework of educational work. A teacher, knowing the individual
age characteristics of a given age, can rely on their credulity,
suggestibility, compliance, obedience, aptitude for imitation, the
authority of the teacher in their eyes. This will make the
educational process with younger students more
effective.
The need for an individual
approach in education is due to the fact that: 1) schoolchildren
have various properties and qualities that influence the course of
the educational process and the child himself; 2) creates
prerequisites for the development of special abilities and
interests of children; 3) causes positive emotions and motivation
for educational activities in
schoolchildren.
Therefore, the purpose of an
individual hike is to preserve the individuality of each child, to
educate a unique personality.
When organizing educational
work , the teacher should take into account the following
indicators:
-
mental abilities, the nature
of the development of mental operations and mental processes
(flexibility, speed of mind);
-
the presence or absence of
their own attitude to the material being
studied);
-
academic performance, level of
knowledge;
-
the level of volitional
development
In connection with the need to
organize the educational process of younger schoolchildren on the
basis of an individual approach, we will give the following
recommendations:
1) the teacher and the class
teacher need to study and know well the individual characteristics
of their students: abilities, level of knowledge, level of
cognitive activity, temperament,
interests.
2) the teacher and the class
teacher should be able to diagnose the level of formation of the
individual characteristics of their
students.
3) the teacher must constantly
involve each student in activities appropriate to his age level,
which will ensure his progressive development and
upbringing.
The renewal of all spheres of
public life has clearly revealed the need to change the forms of
individual education of the younger generation. They are becoming
more democratic, there is an opportunity for a wide choice. In
conditions of flexible, variable social practice, the importance of
an individual approach to learning increases as a way for a person
to master arbitrary higher forms of individual learning, in which a
person is an active subject of social choice. There is an
increasing social need to introduce each new member of society to
the complex practice of individual learning in the pedagogical
system as early as possible.
An individual approach is
aimed primarily at strengthening positive qualities and eliminating
shortcomings. With skillful and timely intervention, an
undesirable, painful process of re-education can be avoided,
especially for those children who have had negative sides of
behavior and character fixed for a long
time.
A necessary condition for the
implementation of an individual approach is an organic combination
of a differentiated approach to each child with the upbringing and
formation of a team, a teacher can correctly direct the activities
and behavior of each child, cultivate the ability to subordinate
their personal interests to common ones. Outside of the team, such
personal qualities of children as collectivism, respect for
comrades, organization, the ability to make friends, the desire to
help each other cannot be revealed.
Individualization creates
prerequisites for the development of the interests and specific
abilities of the child; at the same time, the teacher should not
only try to take into account existing cognitive interests, but
also awaken new ones. Individualization has additional
opportunities to evoke positive emotions in children, to have a
beneficial effect on their educational motivation and attitude to
academic work. The purpose of the individual approach is to
preserve and further develop the individuality of the child, to
educate such a person who would represent a unique unique
personality. Differentiated independent work, which takes place
alone and at an individual pace, provides the widest opportunities
for an individual approach to learning. An individual approach,
therefore, consists in the fact that students are given tasks
depending on the individual characteristics of students, as well as
by grouping students within the class according to various
characteristics.
Makarenko considered the
principle of an individual approach to children very important in
solving a number of pedagogical problems, for example, in
organizing and educating a children's team, labor education of
children, in the game. He came to the conclusion that by
implementing a general program of personal education, the teacher
should make "adjustments" to it in accordance with the individual
characteristics of the child
The following principles
underlie the construction of personality-oriented
learning:
- the principle of
self-actualization. In every child there is a need to actualize
their intellectual, communicative, artistic and physical abilities.
It is important to encourage and support the desire of students to
manifest and develop their natural and socially acquired
abilities.
- the principle of
individuality. Creating conditions for the formation of the
individuality of the student and the teacher is the main task of an
educational institution. It is necessary not only to take into
account the individual characteristics of a child or an adult, but
also to promote their further development in every possible way.
Each member of the school team should be himself, find his own
image.
- the principle of
subjectivity. Individuality is inherent only to the person who
really has subjective powers and skillfully uses them in building
activities, communication and relationships. It is necessary to
help the child become a genuine subject of life in the classroom
and school, to contribute to the formation and enrichment of his
subjective experience. The intersubjective nature of interaction
should be dominant in the process of educating and educating
children.
-the principle of choice.
Without a choice, it is impossible to develop individuality and
subjectivity, self-actualization of the child's abilities. It is
pedagogically expedient that the student should live, study and be
brought up in conditions of constant choice, have subjective powers
in choosing the purpose, content, forms and methods of organizing
the educational process and life in the classroom and
school.
-the principle of creativity
and success. Individual and collective creative activity allows you
to identify and develop individual characteristics of the student
and the uniqueness of the study group. Thanks to creativity, the
child reveals his abilities, learns about the "strengths" of his
personality. Achieving success in a particular type of activity
contributes to the formation of a positive Self - concept of the
student's personality, stimulates the child to carry out further
work on self-improvement and self-building of his
"I".
-the principle of trust and
support. Such an atmosphere liberates students, promotes the
disclosure of their own potential, the development of the strengths
of their personality, and the achievement of the maximum possible
results in the activities performed in the
classroom.
References:
1. https://sibac.info/journal/student/182/245812
2.https://mobile.studbooks.net/1749928/pedagogika/individualnyy_podhod_problemy_realizatsii_nachalnoy_shkole
3.
https://nsportal.ru/nachalnaya-shkola/raznoe/2016/12/22/individualnyy-podhod-v-obuchenii-mladshih-shkolnikov
4.https://yandex.kz/search/?clid=2285101&text=%D0%BF%D0%B5%D1%80%D0%B5%D0%B2%D0%BE%D0%B4&rdrnd=486852&lr=162&redircnt=1652789581.1