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Understanding the processes of perception of educational material. Perception is the beginning of assimilation

Clear setting of lesson goals and objectives; consistency and accessibility of presentation; highlighting what is essential in the material; clarity of instructions regarding given types of work (exercises, visualization, TSO, etc.).

The accuracy and meaningfulness of perception is evidenced by: students highlighting the essential in the material, the absence of errors in answers; correspondence of answers to questions posed.

Organization of memory work.

Consistency and accessibility of presentation; creating settings for duration, completeness, and accuracy of memorization; asking questions; inclusion of memorized material in active intellectual processing (comparison, drawing up plans, diagrams, etc.); emotional intensity of presentation; use of clarity, TSO.

Manifestations of meaningful and mechanical, voluntary and involuntary memory are evidenced by answers in one’s own words or verbatim reproduction of the material; free handling of material or dependence on associations; highlighting essential or minor facts and details.

Organization of thinking activity.

Creation of problematic situations; clear formulation of questions; organization of operations of analysis, comparison, generalization; creating an atmosphere of free discussion, encouraging students to independently pose questions and draw independent conclusions, and use various types of creative work.

The following manifestations testify to independence, heuristics, generalization and flexibility of thinking: the presence of students’ own judgments, conclusions, assessments, their own approach to a topic, a question: the ease of grasping the general in individual facts; approaching the same material from different angles; Students independently pose questions to the teacher and friends.

Observation of a subject teacher's lesson

Appendix 2

Analysis of the psychological subsystem of teacher-student interaction in the classroom (according to B.S. Tetenkin)

Teacher ___________________

Item ___________________

Class _____________________

Date ______________________

Analyzing (full name of student intern)

_________________________________________________________________

Observation map

Basic indicators	Grade
A. Emotional background of the lesson Do the following influence the creation of a favorable psychological climate in a lesson?
1. design and equipment of the office?
2. sanitary and hygienic conditions of the premises?
3. teacher's appearance?
4. the appearance of the students?
5. Equipment for this lesson?
B. Installation Is the teacher successful?
1. Stimulate student activity through setting goals?
2. Arouse in students appropriate emotions towards the subject of study?
3. Organize the activities of students in accordance with the objectives of the lesson?
B. Modeling communication in the classroom
1. Does the model of upcoming communication correspond to the content of the lesson?
2. Has the communication model changed in accordance with the changed conditions for organizing the lesson?
D. Organization of direct communication in the classroom Did the teacher succeed in:
1. In the stage of visual communication, identify the factors of the psychological barrier?
2. Minimize the psychological barrier with students?
3. Select an appropriate way to eliminate the psychological barrier between the teacher and students?
D. Communication management Did the teacher succeed in:
1. Find an individual approach to each student in the communication system?
2. Correct the activities of students?
3. Change your activities in accordance with the changes in the activities of students?
E. Analysis of the teacher’s communication system
1. Was the teacher able to analyze the implemented communication system step by step?
G. Analyzer activity management
1. How rationally does the activity of individual student analyzers switch through the alternation of methods and techniques used by the teacher?
2. Is the overall load on the activity of students’ analyzers rational throughout the lesson?
H. Managing student perceptions
1. Does the teacher communicate with students based on the characteristics of their predominant perception (auditory, visual, kinesthetic)?
2. Does the external activity of students in the lesson correspond to the characteristics of their perception?
I. Managing Views
1. Does the teacher rely on the experience of past and present activities with students when forming samples of the objects and phenomena being studied?
2. Does the teacher proceed from simple to complex when forming ideas?
K. Control of imagination
1. Does the teacher manage to stimulate the activity of the reproductive (reproducing) imagination?
2. Does the teacher strive to transfer the students’ reproductive imagination to a creative level?
3. How appropriate is the teacher’s activities to develop the creative imagination of students?
L. Memory management
1. Does the teacher activate students’ memory activities, taking into account all its components: imprinting-storing-reproducing (recognition)?
2. Does the teacher know the techniques of mnemology?
3. Are the forms of activating the memory of students he uses adequate to their age characteristics?
M. Speech control
1. Do the teacher’s culture and style of speech correspond to the objectives of the lesson and the age characteristics of the students?
2. How skillfully does the teacher carry out activities to develop students’ speech culture?
3. Does the teacher’s speech correspond to the system of gradual assimilation of students’ mental actions?
N. Managing students’ mental activity
1. Does the teacher rely on the age characteristics of students when activating their thought processes?
2. Are the methods and techniques of activating students’ thinking specific to the subject of study?
3. Are interdisciplinary connections made by the teacher appropriate?
4. Is the teacher able to stimulate students' collective thinking while taking into account their individuality?
O. Managing the teacher's attention. How rational is the teacher?
1. distributes his attention in class?
2. Stimulates learning activities for all students in the class?
3. Shifts his attention to specific groups of students as well as individual students?
P. Managing students' attention
1. How successful is the teacher in focusing students’ attention on the subject of study?
2. Is the students’ attention switching from one object to another in a timely manner?
3. Are the methods of switching students’ attention rational?
R. Management of teacher’s volitional processes
1. Does the teacher’s volitional activity contribute to the creation of a favorable psychological climate for the lesson?
2. How are such strong-willed qualities of a teacher as self-control, restraint, and exactingness manifested in combination with ethical standards?
C. Control of students’ volitional processes
1. Does the volitional activity of students contribute to solving lesson problems?
2. Do such volitional qualities of students as discipline, restraint, etc. manifest themselves in appropriate lesson situations?
T. Managing students' temperament. How stimulating is the teacher?
1. Cognitive activity of students in different activity zones?
2. Interaction with students who exhibit temperamental characteristics in the lesson?
U. The role of pedagogical assessment in stimulating the development of students' personal qualities. In what degree:
1. Was the teacher able to evaluate all the students?
2. Is teacher evaluation partial? (Evaluation of partial activities).
3. Do grades stimulate students’ cognitive activity?
4. Does the teacher have an arsenal of partial assessments?
5. Does each student in the class feel like an equal member of a productive team?
F. Psychological climate of the lesson
1. Did the teacher manage to create a balance in the mental states of the participants in the learning process during the lesson?
2. Did the psychological climate of the lesson correspond to the nature of the activity performed?
3. Was the teacher’s activity of a nature aimed at enhancing the adequately stimulating activity of students?

Based on the results of a five-point assessment of each indicator from A to F, the average score of the group is derived and a nomogram is compiled. Conclusions are drawn and, accordingly, a program of psychological and pedagogical correction is drawn up with the psychologist.

The graph shows scores on the ordinate axis, and indicators on the abscissa axis (from A to F).

Appendix 3

Scheme for designing a psychological diary of observations of student behavior.

Lesson topic

Student behavior

Possible reasons for the student’s actions

the diary must be filled out in a timely manner, after each lesson, in order to more fully and clearly note all the necessary points;

in the “Student Behavior” column, the observer records all observed actions, emotional manifestations, and statements of the student;

in the column “Possible reasons for the student’s actions,” the student indicates the most likely, in his opinion, reasons for the student’s observed behavior; in order for the results to be more objective, students need to apply all their knowledge in leading psychological disciplines, as well as take into account all the factors influencing the child’s behavior;

To obtain objective data, the trainee must attend at least 10 lessons.

Perception is a holistic reflection of objects and phenomena of the objective world with their direct impact at the moment on the senses. Perception makes it possible to create an integral picture of reality, in contrast to sensations that reflect individual qualities of reality.

Perception is subjective, since people perceive the same information differently, depending on interests, needs, abilities, etc. The dependence of perception on past experience, on the general content of a person’s mental activity and his individual characteristics is called apperception.

The main properties of perception are:

Integrity- internal organic relationship of parts and the whole in the image. This property manifests itself in two aspects: a) the unification of different elements as a whole; b) independence of the formed whole from the quality of its constituent elements.

Objectivity - the object is perceived by us as a separate physical body isolated in space and time.

Generality- assignment of each image to a certain class of objects.

Constancy - relative constancy of image perception. Our perception, within certain limits, preserves the parameters of their size, shape and color, regardless of the conditions of perception.

Meaningfulness - connection with understanding the essence of objects and phenomena through the thinking process.

Selectivity- preferential selection of some objects over others in the process of perception.

Perception is divided into the following types:

perception of objects and phenomena of the surrounding world;

person's perception by person;

time perception;

movement perception;

perception of space;

perception of the type of activity.

Perceptions time, movements And space- these are complex forms of perceptions that have numerous characteristics: long - short-term, large - small, high - low, distant - close, fast - slow. Perception activities divided into types: artistic, technical,

musical, etc. There are perceptions externally directed(perception of objects and phenomena of the external world), and internally directed(perception of one’s own thoughts and feelings).

According to the time of occurrence of perception, there are relevant And irrelevant.

Perception may be erroneous (illusory). An illusion is a distorted perception of a truly existing reality. Illusions are detected in the activities of various analyzers.

Perception can not only be erroneous, but also ineffective.

Perception is a process, the sharpness of which can be developed by working on yourself and performing a series of special exercises. The development of perception is of great importance for educational activities. Developed perception helps to absorb a larger amount of information with less energy expenditure.

Perception is an active process that can be controlled. The teacher can control perception through an introductory speech and appropriate instructions. You can also use the interpretation of individual facts And phenomena, highlighting leading information points, clarifying the semantic meaning of terms, clarification of individual provisions. All this allows us to increase the meaningfulness of perception.

The meaningfulness of perception always manifests itself in unity with the integrity of perception. The integrity of perception is achieved by generalizing knowledge about the individual properties and qualities of an object, about its structural features. When organizing perception, certain aspects, properties of the perceived object are highlighted, And on their basis, a holistic representation corresponding to the learning task will be created. As perception improves And becomes more and more conscious, purposeful, differentiated and analytical, it passes into its new quality - observation. However, such a change does not occur immediately or on its own. The teacher needs to develop in children the ability not just to look, but to peer, not just to listen, but to listen attentively, the ability to compare and compare.

In his work, the teacher needs to take into account a number of factors that allow him to manage the perception process.

1. Perception depends on the past experience of the subject (this phenomenon is called apperception). The richer a person’s experience, the more knowledge he has, the more he will see in the subject.

3. as a whole, without highlighting the sound of each instrument. Only by setting the goal to highlight the sound of an instrument can this be done.

5. Emotions can change the content of perception.

6. A person’s beliefs, worldview, interests, etc. influence perception.

The main properties of perception are:

Objectivity - the object is perceived by us as a separate physical body isolated in space and time.

Generality- assignment of each image to a certain class of objects.

Constancy - relative constancy of image perception. Our perception, within certain limits, preserves the parameters of their size, shape and color, regardless of the conditions of perception.

Meaningfulness - connection with understanding the essence of objects and phenomena through the thinking process.

Selectivity- preferential selection of some objects over others in the process of perception.

Perception is divided into the following types:

perception of objects and phenomena of the surrounding world;

person's perception by person;

time perception;

movement perception;

perception of space;

perception of the type of activity.

musical, etc. There are perceptions externally directed(perception of objects and phenomena of the external world), and internally directed(perception of one’s own thoughts and feelings).

According to the time of occurrence of perception, there are relevant And irrelevant.

Perception may be erroneous (illusory). An illusion is a distorted perception of a truly existing reality. Illusions are detected in the activities of various analyzers.

Perception can not only be erroneous, but also ineffective.

In his work, the teacher needs to take into account a number of factors that allow him to manage the perception process.

3. as a whole, without highlighting the sound of each instrument. Only by setting the goal to highlight the sound of an instrument can this be done.

5. Emotions can change the content of perception.

6. A person’s beliefs, worldview, interests, etc. influence perception.

Perception of new educational material in the classroom

A. I. Elkina. "Ways and means of achieving solid knowledge in primary school"
Publishing house "Uchpedgiz", M., 1956

The book is given with some abbreviations

Preparing students for perception creates favorable conditions for the successful completion of the process of students’ initial perception of new knowledge.
Perception is a deep and meaningful process that requires tension in the mental strength of schoolchildren, their desire to gain knowledge, as well as the desire and ability to learn.
In order for the knowledge acquired by students to be conscious and lasting, perception must be active. Organizing the child’s internal mental activity - comprehension of educational material, comparison, memorization - this means organizing active perception.
Clear perception is not the result of internal effort itself, but requires the active activity of the perceiver.
In psychology, perception is considered as “... the mental process of reflecting objects or phenomena of reality that are currently acting on our senses.”
As a result of perception, an image of an object or phenomenon appears. Perception is not reduced to a simple sum of sensations; it is a deeper, more complex form of reflection of reality, which presupposes a certain understanding and comprehension of the image of perception. Perception, like other human mental processes, does not occur in isolation, but is closely connected with a person’s range of knowledge, with his thinking, with his feelings.
The child’s perception develops in the process of his practical activity, gradually acquires a purposeful character and becomes more and more stable and manageable.
By the beginning of school age, under conditions of proper upbringing, perception reaches a relatively high stage of development. Further development of perception occurs in children primarily in connection with learning, so the teacher must constantly take care of the development in students of the ability to observe phenomena, identify the main features, make generalizations and conclusions.
From all that has been said, it follows that there is a need for proper organization of schoolchildren’s educational activities. The question of the organization of perception in school is related to the choice of method of communicating new material. When deciding on the method of communicating new knowledge, the teacher proceeds from the content of the educational material, the students’ experience and knowledge on the issue being studied, and necessarily takes into account the age characteristics of their students.
In the lower grades, the method of visual learning is used especially often, since students do not yet have the necessary range of ideas about the surrounding reality.
The use of visual aids makes it possible to interest children, focus their attention when explaining and facilitates students’ understanding of new educational material if the teacher correctly understands the purpose of visual aids and uses it correctly during the lesson. The clarity of students’ perception largely depends on the methods of demonstrating visual aids.
There are often cases when the use of visualization does not give the expected results. This happens because the teacher does not provide the necessary conditions for children to observe.
So, before reading M. Prishvin’s story “Guys and Ducklings,” one teacher showed the children a stuffed teal duck, which is mentioned in the text. She organized an observation of the appearance of this bird, inviting children to examine the color of the plumage of individual parts of the duck’s body. The teacher’s task in this case was to create a correct idea of the bird unfamiliar to the children. That is why the teacher did not limit herself to demonstrating the manual in front of the whole class, but carried it through the rows for a more detailed review. It seemed that by using visuals in this way, students would get clear ideas.
However, the check showed that when examining independently, the students captured various signs, and the teacher did not check or clarify the children’s ideas during the lesson. The knowledge turned out to be insufficiently accurate. Tanya Ch. describes the duck this way: “Its neck is mottled, its belly is gray, and there are white spots on its wings.” The girl carefully examined the stuffed bird and caught the coloring features of individual parts of its body. Student Ira N. describes the color of the plumage differently: “The head and abdomen are gray, the neck is white, the back and wings are gray.”
Why is there such a difference in children's answers? First of all, the children’s observations took place in different conditions: some students had the opportunity to linger on the appearance of the duck, others fixed their attention on one part that was in front of them at the time of the display, and did not have time to consider the object as a whole. “They showed it poorly, I couldn’t see the back at all,” one student noted with regret in a conversation after the lesson. But Kolya O., who was very interested in the bird and rose from his seat several times to get a better look at the duck, describes it most fully and accurately: “The duck is gray, its neck is mottled, its wings have white spots. There is a greenish stripe running down the middle of the wings.” The children's answers allow us to conclude that the clarity of perception in this case depended on the conditions under which each student's observations were placed. In the case when students had the opportunity to carefully examine the demonstrated object, they received fairly clear and correct ideas about it, and these ideas will remain with them for a long time. If these conditions were absent, the students' knowledge turned out to be inaccurate and even erroneous.
When using visual aids, it is important to teach children to identify the most significant features of objects and phenomena, and for this it is necessary to guide their observations.
In the experience of advanced teachers, one can see such an organization of work with visual material, in which the students themselves, under the guidance of the teacher, extract knowledge from observations, and the teacher clarifies and supplements them with the necessary information.
Depending on the nature of the educational material and the task of the lesson, students’ perception of new educational material occurs in different ways.

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“Using the peculiarities of perception of educational material as a factor in improving the quality of education among schoolchildren of the first stage of education».

Kashpur Sofya Evgenievna

The problem of individualization of learning, one of the central psychological and pedagogical problems, lies not in resolving the issue of the need for individualization as such, but in the absence of specific ways to implement it. The level of professionalism of a teacher is largely determined by how he implements in practice the principle of an individual approach to each child. To successfully teach, the teacher must understand the main characteristics of students - their ability to perceive, remember, process and use material. The search for ways and means of learning should take into account those changes in the mental activity of students that are caused by pedagogical influence.

All children are different and perceive the world around them differently. One child listens to sounds with interest, another needs to touch everything with his hands, and the third spends a long time looking at new drawings, not ordinary objects. For the first (auditory) it is important what he hears, for the second (kinesthetic) what he feels, for the third (visual) the main thing is visual information. These features affect not only the child’s behavior, but also his perception of educational material. Of course, a child perceives the world with all five senses, however, when faced with new information, he often resorts to one model of perception that is most convenient for him, which is called the dominant or leading modality of perception. It is the auditory, visual and kinesthetic modalities of perception that have the greatest impact on the child’s learning process.

The remaining sensory modalities - smell and taste - are rarely used ways of obtaining information about the world.

Until now, the question of the nature of the leading modality remains open. Is there a natural predisposition underlying this phenomenon? Or is this a consequence of the characteristics of upbringing and the dominant ways of mastering the world around us in early childhood?

Domestic and foreign studies confirm that

the fact is that learning is effective when it is conducted based on the leading modality of the child’s perception. If the method of presenting information chosen by the teacher coincides with the child’s leading modality, he copes well with the material and remembers it well. If the teacher switches from leading

modality to another, the child is forced to translate information into his own modality, which requires a temporary disconnection from reality - at this moment the student does not hear the teacher. As a result, a series of gaps appear in the information received.

Students with a kinesthetic type of learning have the most difficulty. Classrooms are not designed for the amount of physical activity and noise levels they require. But these children simply cannot physically remain calm. They don't have the patience to sit with pen and paper, which is the main pastime of the classroom.

The situation for students of the auditory type is somewhat better, but they also do not receive the amount of sounds they need, except perhaps in the lower grades, where teaching is predominantly auditory in nature.

Visual learners find themselves in a difficult situation in classes where the teacher is an auditory learner and presents most of the material verbally, relying on oral comprehension. Children of the visual type most often cannot develop their listening skills in lessons that meet the accepted requirements. And, as a rule, they do not succeed in such lessons, unless they use some kind of cheat sheet, exercise text, etc. in advance.

In preschool age, the kinesthetic modality of perception predominates. That is why, when teaching preschoolers, it is important to use applied material, learning through doing with one’s own hands, in movement and physical activity.

sensory modality of the child.

1. Kinesthetic children. Processing and storing information is based on sensations. The main type of memory is muscle. They learn about the world around them in a tactile way, i.e. by touch or movement. This method of obtaining information requires highly developed motor skills and the activity of large muscles - shoulders, arms, legs, feet, etc.

In preschool age, kinesthetic learners prefer active games involving jumping, climbing, running, and love moving toys on wheels. These children are most successful in completing test tasks when their intuition helps them choose the correct answer.

The direction of view is down.

Features of attention: A kinesthetic person generally has difficulty concentrating and is easily distracted.

Memorization Features: remember the general impression, remember better while moving.

Support strategy: when working with kinesthetic children, physical activity should come first, i.e. creating conditions for children to move freely around the office and engage in tactile activities. During classes, it is not recommended to force them to sit motionless for a long time; You should definitely give them the opportunity for motor discharge (bring a book, equipment, write something on the board; at home - go to another room, etc.); Memorizing material is easier for them while moving. Preferred assignments by type

“model-constructor”, involving the assembly and disassembly of the parts that make up the device.

2. Children are auditory learners They perceive and remember information well by ear. They love to sing, recite poems, ask a lot of questions, and speak correctly and well. They show an early interest in reading, read aloud willingly, and easily remember the teacher’s instructions. They enjoy coming up with various stories and acting them out. As a result, auditory learners perform well in speech development and literacy classes. They usually use the rest between classes to talk and make noise, especially if they had to “keep their mouth shut” during the previous class.

Viewing direction – along the middle

lines.

Features attention:easily distracted by sounds.

Memorization Features: They easily remember what they hear.

Support strategy: when training auditory learners, the emphasis is on the perception of information by ear (paying special attention to intonation, melody, voice timbre, etc.). To quickly acquire the necessary skills, invite your child to comment on what he is doing.

3. Children are visual learners process and store information in the form of visual images, “pictures”. Their attention is naturally drawn to the visible features of familiar objects, and they quickly grasp and remember characteristics such as movement, color, shape and size. They love to look at pictures - they are more interested in looking at illustrations for a fairy tale than listening to the fairy tale itself. In kindergarten, they willingly play with blocks, put together pictures - puzzles, sculpt, and cut out. Possessing developed visual-tactile coordination, they easily cope with tasks that require developed fine-motor functions and interaction between the eyes and hands. Visual learners are successful in classes related to nonverbal communication: mathematics, word recognition, learning to write.

The direction of gaze is mainly upward when (communicating).

Features of attention: stable, noise practically does not interfere with visuals.

Memorization Features: they remember what they saw, they remember pictures.

Support strategy: when training visual learners, special attention

It is necessary to focus on the development of language skills, communication skills and general physical coordination. It is recommended to use color illustrations in classes,

ready-made diagrams and a board to reinforce new material with visual images.

Thus, taking into account the sensory-perceptual characteristics of children will allow the teacher to avoid many difficulties in learning and will help to lay a more solid knowledge base.

Literature.

1. Bradway, L. Child from 7 to 14 years old: How to teach your child to learn / L. Bradway, B. Albers Hill; lane from English – M.: UNWES,

1997. – 256 p.

2. Grinder, M. NLP in pedagogy: correction of the school conveyor / M. Grinder, L. Lloyd; lane from English – M.: Int for general humanities. Issled., 2001. – 307 p.

3. Sirotyuk, A.L. Neuropsychological and psychophysiological support of training / A.L. Sirotyuk. – M.: TC Sfera, 2003. –

288 p.

4. Yasyukova, L.A. Methods for determining readiness for school: Forecast and prevention of learning problems in elementary school L.A. Yasyukova. – St. Petersburg. : IMATON, 2006. – 204 p.

Irina Dmitrievna Sotnikova is a psychologist at the Borisoglebsk Center for Extracurricular Activities, a candidate for the Department of Practical Psychology at Voronezh State Pedagogical University.

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