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Бастауыш сынып оқушыларын тәрбиелеудегі жеке тәсіл.

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Бастауыш сынып оқушыларының танымдық белсенділігін тәрбиелеу мәселесін шешу көбінесе оқушыларға жеке көзқарасты жүзеге асыруға байланысты.
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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



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