Manual labor correctional school 8 types. Labor education in a correctional school

Like mass school, a special school is called upon to pay great attention to psychologically preparing students for work.

It should be noted, however, that along with common tasks facing the mass and special schools, the auxiliary school still has its own specific tasks.

One of these tasks is the correction of shortcomings in the general mental development of a mentally retarded schoolchild. This task is closely connected with another, no less important task—to ensure the conscious and firm assimilation by students of the information, skills, and abilities imparted in labor lessons.

In the process of labor training, students form the correct attitude to the information provided by the teacher and the skills developed. By carrying out the necessary processes of measuring and weighing at labor lessons, determining in the course of work the shape, size, volume, color and other qualities of the material with which he operates, the mentally retarded student is convinced that the knowledge and information communicated by the teacher are important for him. practical value.

Mentally retarded schoolchildren, as you know, study is given with great difficulty. He often has to experience failures, to make sure that he is not always able to correctly complete the task of the teacher. All this forms his attitude to teaching as an activity that is little accessible to him. It should also be borne in mind that the importance of teaching, its benefits and significance for society can only be fully understood from the standpoint of the future, from the point of view of the role that it will play in the social and labor activities of the student after school. Such awareness is given to a mentally retarded student with great difficulty, even with very good staging. educational work at school .

Quite different results are obtained when learning is combined with labor. The results of labor can be felt directly. (The work itself and the resulting product - crafts, toys, products - arouse the student's keen interest and encourage him to active and purposeful activity.

In a special school of the 8th type, various types of labor activity are used when working with children. Labor activity can proceed in the process learning activities in class, and extracurricular activities.

Labor activity can be divided into four main types: self-service, household work, work to care for plants and animals, manual labor. The division is conditional, since there are no clear boundaries between them. For example, when making his bed, the child, on the one hand, is engaged in self-service, and on the other hand, he helps to put things in order in the house; caring for animals, especially in rural areas, the child participates in housework.

Special attention given to such types as manual labor and socially useful labor.

Thus, much attention was paid to manual labor in the first auxiliary schools in St. Petersburg and Moscow, organized by E. K. Gracheva and M. P. Postovskaya. girls to housekeeping, and boys to handicrafts.

Manual labor develops design skills and plays an important role in the mental and aesthetic education of the child, the development of his creative and technical abilities.

Manual labor is the most important type of labor in a special school of the 8th type. Manual labor is aimed at teaching children how to work with various materials. In addition, manual labor has a corrective effect on mental development. junior schoolchildren. So, for example, special attention in manual labor lessons is given to instilling in mentally retarded students the habit of thinking over a task and not immediately proceeding with its execution. In this regard, it is difficult to overestimate the importance of appliqué work, during which it is necessary to first determine the place for gluing individual parts of the appliqué, as well as follow the sequence of their gluing. In the process of such classes, students develop organizational skills, the ability to act according to a pre-planned plan.

Application works are used to develop spatial representation, since mentally retarded students experience significant difficulties in the correct arrangement of parts relative to each other, as well as in the independent use of the corresponding words: above, in the middle, around, above the right, left, etc. applications from geometric shapes carried out intersubject communications with math lessons.

Even more importance is attached to socially useful work. It should be noted that in order to increase the interest and activity of mentally retarded schoolchildren in the learning process, it is necessary that they realize the importance and usefulness of what they do, understand that the results of their activities have a certain practical and social significance. Such awareness is facilitated by the combination of education with socially useful work.

Mentally retarded schoolchildren, to a greater extent than normal ones, need to be taught how to put into practice the knowledge acquired at school. The knowledge and information communicated at school turn into a dead weight for a mentally retarded student, unless he is specifically taught to use them in the process of performing socially useful activities.

The best teachers at the time of the domestic auxiliary school and at the present stage in order to approach educational process to the life and opportunities of mentally retarded schoolchildren, they try to connect it with socially useful work. This will increase students' interest in learning material, encourages them to better assimilate it and to active independent activity.

Of considerable interest in this regard is the experience of past years, for example, the auxiliary boarding school in Gorky. Giving great importance the work of students in the school garden and in the educational and experimental area, the teacher S. T. Shanina connects the material passed in the lessons of natural science with this work.

As V.V. Voronkova points out, in order to prepare schoolchildren for work in conditions of mass production, it is not enough to form only motor labor skills. An equally important task is the development of their general labor skills (the processes of task orientation, planning, self-control).

From these positions, a new branch of vocational training for students of auxiliary schools developed - agricultural labor (E. A. Kovaleva, O. D. Kudryashova, Ya. A. Yakushev, E. Ya. Yakusheva).

On the basis of studies on the availability of certain types of work in vegetable growing, horticulture and animal husbandry to mentally retarded schoolchildren, agricultural work programs have been developed.

At present, the auxiliary school is provided with programs for 5 types of labor in urban conditions (carpentry, metalwork, cardboard-binding, sewing, shoemaking) and special programs for schools with an agricultural profile of education or those located in rural areas (agricultural labor, carpentry and plastering). -painting). The programs developed by S. L. Mirsky on service work and E. A. Kovaleva on floriculture and ornamental gardening are promising both for rural schools and urban schools. Based on local conditions, in a number of schools, training is provided for those types of work for which students can be employed (knitting, knitting, floriculture, net knitting, cooking, fish processing, etc.).

All the ongoing research and rich practice of the auxiliary school help to solve many problems of preparing mentally retarded students for life in society and work in conditions of general production, that is, their social and labor adaptation.

Thus, in a special school of the 8th type, various types of labor activity are used when working with children. Labor activity can proceed in the process of educational activities in the classroom, and in extracurricular activities. Such types of labor activity are used as: self-service, household work, labor for caring for plants and animals, manual labor.

Sections: Correctional Pedagogy

Like a mass school, a special (correctional) school is called upon to pay great attention to psychologically preparing students for work. However, it should be noted that along with the general tasks facing the mass and special (correctional) schools, the correctional school also has its own specific tasks.

One of these tasks is the correction of shortcomings in the general mental development of a mentally retarded schoolchild. This task is closely related to another, no less important task - to ensure the conscious and lasting assimilation by students of the knowledge, skills and abilities communicated in the process of work.

In the process of labor training, students form the correct attitude to the information provided by the teacher and the skills developed. Researcher Voronkova V.V. (1994) writes that by performing the necessary processes of measurement, weighing at labor lessons, determining in the course of work the shape, size, volume, color and other qualities of the material with which he operates, the mentally retarded student is convinced that the knowledge communicated by the teacher and information is of great practical importance to him.

Mentally retarded schoolchildren, as you know, study is given with great difficulty. He often has to experience failures, to make sure that he is not always able to correctly complete the task of the teacher. All this forms his attitude to teaching as an activity that is little accessible to him. It should also be borne in mind that the importance of teaching, its benefits and significance for society can only be fully understood from the standpoint of the future, from the point of view of the role that it will play in the social and labor activities of the student after school. Psychologist Zankov L.V. (1953) notes that such awareness is given to a mentally retarded student with great difficulty, even with a very good organization of educational work at school.

Quite different results are obtained when learning is combined with labor. The results of labor can be felt directly. The work itself and the resulting product - crafts, toys, products - arouse a keen interest in the student and encourage him to active and purposeful activity.

In a special (correctional) school of the VIII type, various types of labor activity are used when working with children. Labor activity can proceed in the process of educational activities in the classroom, and in extracurricular activities.

Labor activity can be divided into four main types: self-service, household work, work to care for plants and animals, manual labor. The division is conditional, since there are no clear boundaries between them. For example, making his bed, the child, on the one hand, is engaged in self-service, and on the other, helps to clean up the house; caring for animals, especially in rural areas, the child participates in housework. Particular attention is paid to such types as manual labor and socially useful labor.

Manual labor develops design skills and plays an important role in the mental and aesthetic education of the child, the development of his creative and technical abilities. Manual labor is the most important type of labor in a special (correctional) school of the VIII type. Manual labor is aimed at teaching children how to work with various materials. In addition, manual labor has a corrective effect on the mental development of younger students. So, for example, special attention in the lessons of manual labor is paid to educating mentally retarded students in the habit of thinking over the task, not immediately proceeding to its execution. In this regard, it is difficult to overestimate the importance of appliqué work, during which it is necessary to first determine the place for gluing individual parts of the appliqué, as well as follow the sequence of their gluing. In the process of such classes, students develop organizational skills, the ability to act according to a pre-planned plan.

Application works are used to develop spatial representation, since mentally retarded students experience significant difficulties in the correct arrangement of parts relative to each other, as well as in the independent use of the corresponding words: above, in the middle, around, above, right, left, etc. In the manufacture applications from geometric shapes are carried out interdisciplinary connections with mathematics lessons.

Even more importance is attached to socially useful work. It should be noted that in order to increase the interest and activity of mentally retarded schoolchildren in the learning process, it is necessary that they realize the importance and usefulness of what they do, understand that the results of their activities have a certain practical and social significance. As Voronkova V.V. (1994), such awareness is facilitated by the combination of learning with socially useful work.

Mentally retarded schoolchildren, to a greater extent than normal ones, need to be taught how to put into practice the knowledge acquired at school. The knowledge and information communicated at school turn into a dead weight for a mentally retarded student, unless he is specifically taught to use them in the process of performing socially useful activities.

The best teachers at the time of the national correctional school and at the present stage, in order to bring the educational process closer to the life and possibilities of mentally retarded schoolchildren, try to connect it with socially useful work. This helps to increase students' interest in educational material, encourages them to better assimilate it and to active independent activity.

As the researcher Voronkova V.V. (1994) to prepare schoolchildren for work in conditions of mass production, it is not enough to form only motor labor skills. An equally important task is the development of their general labor skills (the processes of task orientation, planning, self-control).

From these positions, a new branch of vocational training for students of special (correctional) schools developed - agricultural labor. On the basis of studies on the availability of certain types of work in vegetable growing, horticulture and animal husbandry to mentally retarded schoolchildren, agricultural work programs have been developed.

Currently, the correctional school is provided with programs for six types of labor in urban conditions (carpentry, plumbing, cardboard-binding, sewing, shoemaking, service) and special programs for schools with an agricultural profile of education or those located in rural areas (agricultural labor, carpentry and carpentry). and plastering and painting). The programs developed by Mirsky S.L. are promising. (1994) on service labor and Kovaleva E.A. (1986) on floriculture and ornamental horticulture for both rural and urban schools. Based on local conditions, in a number of schools, training is provided for those types of work for which students can be employed (sewing, knitting, floriculture, carpentry, cooking, shoe making, etc.).

Researcher Dyachkov A.I. (1965) indicates that in the system of pedagogical measures of influence on the psyche of a mentally retarded student, labor is one of the essential funds correction of mental deficiencies in abnormal children. A third of the study time is devoted to labor training in special (correctional) schools. However, this circumstance does not exclude the expediency of organizing labor classes outside of class time.

Extracurricular work is one of the forms of work with mentally retarded schoolchildren, which greatly contributes to the education positive qualities children's personalities. It is known that mentally retarded children poorly use labor skills and abilities in a new situation for them. Extracurricular activities contribute to the application of knowledge and skills acquired during training in practical activities outside of school.

The content of extracurricular activities should help to solve the main tasks that face labor training in a special (correctional) school: labor training must be socially significant, i.e. it should practically prepare students for inclusion in the productive labor of society; labor training should be used to correct the psychophysical deficiencies of mentally retarded children; labor activity should contribute to the formation of the moral qualities of the child's personality. Extra-curricular labor activities are a natural addition to those types of work that are performed under the labor training program.

Primary school students at labor lessons work with paper and cardboard, textile materials, are engaged in modeling, work with wood. Senior students are mainly engaged in one of the types of labor - sewing, carpentry, plumbing, cardboard-binding, etc., including self-service work.

In extracurricular activities, students deal with the same materials and tools as in labor lessons. However, the nature of occupations and types of products differ significantly. Supervisors of extracurricular activities need to know well what children study at labor lessons, what types of work they perform. This will help them plan their work taking into account program requirements, age characteristics, the level of general education knowledge and labor skills.

Naturally, in extracurricular activities, one should not duplicate the types of labor activity that students study under the program of labor training. The types of labor activity must be selected in such a way that the knowledge, skills and abilities acquired in labor lessons and in the lessons of the general education cycle can be improved and consolidated in extracurricular activities.

It must be borne in mind that the instability of the cognitive interests of mentally retarded children, rapid fatigue from monotonous activities require at a certain moment a change in the types of labor. Therefore, the content of extracurricular activities should include several different types of labor activity. It is also necessary to take into account the sensory experience of children and introduce elements of visual activity, game moments, as well as observations in nature into the content of education. In addition to the fact that extra-curricular activities are closely related to labor training lessons and general education subjects, they also have connections with other types and forms of children's amateur activities. These include, for example, puppet and shadow theatres. And this involves making crafts from wood, metal, paper, papier-mâché, making decorations, sewing costumes, etc.

The most common form of extracurricular activities for work are various circles. In special (correctional) schools, these are circles of technical modeling for metal and wood, cutting and sewing, knitting, "Skillful Hands", etc. They, as a rule, are created on the basis of existing educational workshops. In these circles for work for a long time, relatively small groups of students who have shown interest and a penchant for a particular type of work are united. In most cases, these are the students who are successfully engaged in labor training lessons.

The only drawback of this form of work is that those students who most urgently need this work, those who do not succeed in labor lessons, and, feeling insecure in their abilities, do not dare to accept participation in this work. The leaders of the circles should show maximum attention to such children, patiently and persistently involve them in classes.

Significantly larger groups of students take part in extracurricular activities under the guidance of educators in boarding schools. This form of work allows you to organize classes with all the students in the class. Knowing well the composition of the students, their individual characteristics, an experienced teacher skillfully organizes this work, selecting such types of work that can be accessible and interesting to all students in his class.

A large place in extracurricular activities for labor is occupied by social useful work students. In many schools, teams have been organized to repair the school building, furniture, mend clothes and shoes, maintain the subsidiary farm, etc. This form of work, in addition to purely practical benefits, has an extremely important educational value.

Of great importance for labor training and education of students of special (correctional) schools are such forms of extracurricular work as excursions to enterprises, agricultural organizations, talks about labor, watching films about the production and work of adults, since these meetings and conversations significantly expand students' understanding. about the nature of various professions, about the specifics of production and arouse interest in work. It is desirable to carry out such work as often as possible in schools located far from cities and large industrial centers. Using the whole variety of forms of educational work on labor training, employees of special (correctional) schools will be able to more successfully solve the tasks they face of preparing students for participation in the productive labor of society, correcting the psychophysical deficiencies of a mentally retarded child, and educating positive personality traits in children.

Extra-curricular labor activities are designed to contribute to a deeper and more lasting formation of labor skills and abilities, to foster a culture of work. At the same time, it is important that it is extracurricular activities that are most specifically associated with practical socially useful activities, and this provides a wide opportunity for educating the moral qualities of mentally retarded children.

A significant place in the socially useful work of schoolchildren outside school hours is occupied by the maintenance of school property, the preservation of books and textbooks, the improvement of the territory of the boarding school, the care of trees, shrubs, and flower beds. Researcher Machikhina V.F. (1978) writes that the task of educators and teachers is to instill in children a love for this work, a sense of responsibility for its implementation.

It is desirable to conduct extracurricular labor classes in a labor training office or, as mentioned above, in a room specially designated for these classes - a working room. For some types of work, classes can also be organized in a regular classroom, where there are tables with horizontal covers. In order to attract more students to classes, it is recommended to periodically organize exhibitions of their work, to allow children to do part of the work for themselves, and this will attract the attention of parents to extracurricular activities. Defectologist Smirnova A.N. (1965) notes that parents of students can provide significant assistance to the educator in organizational and material terms - to help acquire necessary materials and tools, and individual cases take part in the course itself.

The specific features of the psyche of schoolchildren with mental retardation lead to the need to take these features into account when teaching and educating them in a special (correctional) school of the VIII type. First of all, this concerns the use of various types of labor activity for correctional purposes. With the proper use of various types of labor activity in a special (correctional) school of the VIII type, correction of the development of mentally retarded students will make it possible to effectively approach their upbringing and education.

The correct attitude to work of a mentally retarded schoolchild can be brought up only by systematically organizing his own labor activity. In the process of self-service work, the performance of socially useful deeds at school and outside of school, students are brought up in practice responsibility for the work performed, frugality, and the ability to work in a team. As a result, schoolchildren practically develop in their work such qualities that express a proper attitude towards work. All the ongoing research and the rich practice of the work of a special (correctional) school help to solve many issues of preparing mentally retarded students for life in society and work in conditions of general production, i.e. their social and labor adaptation.

Thus, in a special (correctional) school of the VIII type, when working with children, various types of labor activities are used, which can occur in the process of educational activities in labor lessons and in extracurricular activities (such types of labor activities are used as: self-service, household work , labor for the care of plants and animals, manual labor, socially useful labor).

Bibliography

1. Kovaleva E.A. Tasks of teaching students of auxiliary schools to agricultural work in connection with the transition to new programs // Defectology. - 1986. - No. 4. - P.36.
2. Machikhina V.F. Extra-curricular educational in an auxiliary boarding school. Ed. V.P. Provotorova. - M.: "Enlightenment", 1978. - 125 p.
3. Mirsky S.L. Labor training of students and graduates of auxiliary schools in the new economic conditions // Defectology. - 1994. - No. 4. - S. 23.
4. Smirnova A.N. Correctional and educational work of a teacher of an auxiliary school. - M.: Ed. "Enlightenment", 1965. - 140 p.
5. Education and upbringing of children in a special school: A guide for teaching. and stud. defectologist. f-tov ped. in-tov / Ed. V.V. Voronkova - M.: School - Press, 1994. - 416 p.
6. Fundamentals of training and education of abnormal children / Ed. prof. A.I. Dyachkov. - M.: Ed. "Enlightenment", 1965. - 343 p.
7. On the pedagogical study of students of auxiliary schools / Ed. corresponding member APN RSFSR L.V. Zankov. - M.: Ed. APN RSFSR, 1953. - 147 p.

1. Organizing time.

2. Introductory conversation.

3. Orientation in the task.

4. Work planning.

5. Practical work.

6. Report on the work done.

7. Evaluation of the quality of the work performed.

8. Summing up the lesson.

1. Organizing time. This is the shortest part of the lesson. At this stage, the teacher checks the readiness of students and monitors the correct arrangement of materials and tools on the desks. The teacher reminds the students that the tools are placed on the right, as they are taken in the right hand during work, and materials and tools are placed on the left, because it is more convenient to take them with the left hand. The board on which the working operations are performed is in front of the student, glue, a brush, a trash box are in the middle of the top of the table. The teacher checks the order at the workplace with the help of foremen. During the lesson, it is necessary to remind students that tools and materials should always be placed in the designated place.

2. Introductory conversation. The main purpose of the introductory conversation is to mobilize the attention of students, to interest them in the upcoming work, to arouse in them a lively, emotional attitude to the manufacture of the product.

The formation of a positive attitude towards the upcoming work is of great importance, as interested students work more independently, more accurately, they show more activity and initiative in their work. In addition, interest in classes reduces fatigue, has a significant impact on the formation of practical skills, provides more effective corrective work at subsequent stages.

The interest of students at the beginning of the lesson is achieved by various means. First of all, the teacher informs the topic of the lesson, talks about the content of the upcoming work, introduces the children to the object of work. The teacher needs to show the aesthetic beauty of the product proposed for manufacturing, its practical value, usefulness for children. In accordance with the topic of the lesson, toys, paintings, illustrations from books, magazines and other visual material are shown, excerpts from fairy tales, poems are read, riddles are made. In the lower grades, the teacher arouses interest in work, using elements of the game and entertainment.

In the process of introductory conversation, cognitive information is also repeated. If the teacher intends to introduce students to new technical information, then the moment of providing cognitive information can be singled out as a separate stage of the lesson. Curriculum the amount of cognitive material that must be mastered by students over a period of three years of labor training is determined. This is information about the properties, application and purpose of paper, cardboard, textile material, plasticine, natural material, as well as information about the tools and how to use them safely. Cognitive information can be reported in the form of a short story with a mandatory demonstration of visual material (collections of threads, fabrics, paper, product samples, etc.). You can conduct small laboratory work, during which students learn about the properties of materials, or organize a didactic game.

3. Task orientation. This stage of the lesson precedes the practical activities of students, since most mentally
retarded children without the help of a teacher cannot independently, all
externally examine the sample of the product. Children's ability to navigate
the task greatly contributes to the successful independent production of crafts. Orientation in the task involves the analysis of a sample, a natural object, a toy, a drawing.
As a result, students should have a clear image of the manufactured item.

When conducting corrective work with students in the lower grades of a special school in labor lessons, the teacher has to pay great attention to developing their ability to perform work according to the model. Despite the fact that the sample is in front of them, the students do not correlate individual operations and the work as a whole with it, making gross errors and inaccuracies that would not exist when comparing the operations performed with the structural features of the sample. For the successful implementation of labor activity, the child must understand the task and imagine the result of labor. Orientation in the task includes an analysis of the object and the conditions necessary for its manufacture.

When analyzing a sample, follow the sequence:

1) determine the object and its purpose;

2) list the main details of the object and determine their number;

3) consider the spatial arrangement of parts;

4) determine the size, shape, color, material and method of connecting parts.

Sample analysis can be carried out by repeating actions after the teacher; on his leading questions; with the partial help of a teacher, independently. The production of each subsequent object involves the involvement of past experience in the work. When orienting in the task, this is expressed in establishing the similarity of the demonstrated sample with previously manufactured objects in shape, material, and size.

4. Work planning. In order for children to be able to independently complete tasks, it is necessary to teach them to plan their work. This involves the assimilation by schoolchildren of the sequence
the manufacture of products, the method of performing a particular operation, the definition of tools and devices necessary
while executing it.

Working according to the plan is a sign of meaningful and independent completion of the task.

Teaching children about planning should be carried out in such a sequence that would help them realize the need to adhere to the drawn up step-by-step work plan. It is advisable at the beginning of training to use a technique in which the teacher explains the implementation of each operation, alternating the demonstration of techniques with verbal instructions. In the future, students should be required to determine the nearest operation based on the subject-operational map on the questions of the teacher. The teacher shows the first operation himself or asks the students where it is better to start work. After the children (with the help of the teacher) complete the indicated stage, they are asked to name the next stage of work (“What will you do next?”). A small time interval between the word and the action will help to consolidate what was said in the memory of children, to create a connection between the speech and practical components of labor activity.

At the next steps, students learn to draw up a whole work plan on the questions of the teacher. It must be emphasized that leading questions should be aimed at clarifying operations and the main points of activity. In some cases, some points of the plan are analyzed in more detail. For example, marking a rectangular part along a ruler causes difficulties for children. So that when making the next object, students follow the sequence of this technique, the teacher asks to tell in what order the markup should be done, with what tools. The plan is repeated by the students or written on the board.

Gradually, students are brought to an independent determination of the order of work on products.

Great help in teaching children planning, the teacher will have the use of subject and graphic maps that are drawn up on a product from any material. This manual provides examples of subject maps made of paper. Cards can be used already in the first class.

In the lessons of manual labor, a subject map is mainly used, reflecting the main operations. In a certain sequence, samples of one product are attached to it in varying degrees of readiness.

Mentally retarded students will not be able to use visual aids if they are not taught to do so. Therefore, the teacher at the right time in the lesson should draw the attention of the children to the map, seeking an accurate and complete answer to the question. For example, when asking a student to name the next operation, the teacher asks them to find the required sample on the map and then answer.

As a visual aid when drawing up a plan for teacher questions, you can also use cards with records of individual points of the plan. The student instead of the answer hangs on the board desired card plan. This technique can be used in the independent preparation of a work plan on the product.

5. Practical work. Most of the time of the labor lesson is devoted to doing crafts. In general, students manage to produce one piece of software per lesson.

Thoughtful organization and conduct of the previous stages of the lesson greatly contribute to the successful completion of the task.

Pupils of the 1st grade perform the product according to the instructions of the teacher, showing the methods of work. In grades II-III, the teacher gradually reduces assistance and leads the students to more independent work. He makes sure that when performing the task, the students adhere to the plan and correctly perform the appropriate work methods, comply with sanitary and hygienic requirements and safety regulations, using stabbing and cutting tools.

After explaining the task and the corresponding instructions for starting work, students begin to perform products. However, the process of work activity of schoolchildren is led by the teacher: he constantly draws the attention of children to the sample, to the subject map, and offers to compare his product with the sample, encourages, activates and stimulates the activity of students.

Implementing an individual approach, the teacher asks leading questions, gives advice and recommendations, monitors the correct implementation of the product manufacturing sequence.

6. Progress report. A verbal report helps students better understand and remember the procedure, makes it easier for them to draw up a work plan for a similar product, and contributes to the development of children's speech. The order of making some crafts may change in the course of practical activities.

In the future, a verbal report will help the student to realize the path he has chosen to complete the task.

Teaching a verbal report on practical work should start from the first grade. At the first stages of learning at the end of the work, the teacher asks the children questions about what they did in the lesson and from what material. Gradually, the teacher leads the students to write a more detailed report, requiring a mention of each operation. Questions might be: “What did you do in class? From what materials? How did you get started? What operation was performed next? etc. In the future, students report partly with the help of the teacher and independently. The teacher makes sure that the report corresponds to the order of the actions performed. In the stories of children, the actions, materials and order of work should be correctly named.

7. Evaluation of the quality of the work performed. Mentally retarded students evaluate the results of their work quite inadequately. Often, the assessment given by the teacher causes a negative reaction in them. In this regard, a very important task arises - to cultivate the right attitude towards the quality of the finished product. This correction should start from the first lesson.

The teacher asks to answer whether the student likes or dislikes his work, how it was done, without requiring explanation, evaluation. In the future, children should be asked to evaluate the quality of the craft, indicate its advantages and disadvantages, and try to explain the reasons for the shortcomings. The standard in the assessment is most often the sample. Students compare their product with a sample, the teacher helps them to objectively consider their crafts.

The guys need to be involved in discussing the quality of not only their own products, but also the work of their comrades. The mark for the work is set by the teacher, taking into account the correctness of the manufacture of crafts, the accuracy of execution, the degree of effort applied. It must be remembered that the assessment of work should be approached individually, taking into account the intellectual and labor capabilities of each individual student.

8. Summing up the lesson. As a rule, this is the final part of the lesson, when the teacher notes the work of the whole class, singles out well-worked children, pays attention to the order in the workplace and cleanliness in the classroom, together with the students selects the best products for the exhibition, determines the prospects for further activities.

It must be emphasized that the proposed structure of the lesson is not the only possible one. The variability of lessons depends on their tasks, the period of study. Separate stages of the lesson can be replaced, rearranged in accordance with the didactic goals and content of the lesson. The system of questions, exercises, selection of visual aids should be subordinated to the tasks of this lesson.

An approximate list of questions for oral control / self-control of the assimilation of lecture material:

1. What is the structure of the labor lesson in special schools?

2. What role does the introductory conversation play in the lesson?

3. What is the importance of the participation of children themselves in the analysis of a product sample?

4. What techniques are used in teaching schoolchildren to plan future work?

5. What is the role of the teacher in organizing the practical work of students in the classroom?

6. Why is it necessary to conduct a verbal report of students on the work done?

7. What role does the correct assessment of the quality of the finished product play?

Lecture 7. The role of the teacher in the organization of correctional and educational work at the lessons of labor training.

Plan:

1. Function of the teacher.

2. Professional and personal qualities of an oligophrenopedagogue teacher.

A phor and z m “Origins creativity and gifts of children at their fingertips. From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. In other words: the more skill in the child's palm, the smarter the child. Sukhomlinsky V.A.

The main task of teaching manual labor is the formation of applied skills and abilities necessary in household and professional activity. Manual labor must be used to correct the shortcomings of cognitive activity, primarily observation, imagination, speech, and spatial orientation. The teacher's attention is aimed at educating students' ability to purposefully and systematically observe, represent the image of the future product, based on the characteristics of the material, navigate on a limited plane (sheet of paper, table surface) and in the surrounding space. Manual labor in the lower grades is aimed at solving common and special tasks to prepare students for vocational training.

Table of the relationship between the implementation of practical work in the lessons of manual labor in the primary level and vocational labor profiles in high school. Paper and Cardboard Handling Housekeeping Fabric Handling Wire Handling Plastic Handling Cardboard Binding Maintenance Work Sewing Plumbing Plastering and Painting

Abstract of a labor training lesson in the 3rd grade of a correctional boarding school VIII kind.

Teacher: Busygina Zhanna Mikhailovna

Topic: "Making a greeting card for May 9"

Target: teach children how to make a greeting card by May 9

Tasks:

Repeat the rules for safe work with scissors and glue; teach children to plan their work; think over the composition of the application; teach beautiful color combinations; economical use of materials;

Correction of visual perception based on a specially selected exercise;

Cultivate accuracy, love for work; responsibility for the quality of work performed; respect for elders, interest in the past of their country.

Materials and tools:

Colored paper, colored cardboard, scissors, glue, scrap box, templates

Equipment:

Product sample, blackboard, instruction card, technological card, Victory Day presentation.

Lesson type : learning new material

Methods and techniques : verbal, visual, practical.

Lesson plan:

Organizational moment (emotionally positive attitude),

Checking the workplace

Knowledge update

Statement of the topic and purpose of the lesson

Posting new material

Repetition of the safety rule

Explanation of the course of practical work

Fizminutka

Practical work

Exhibition of works

Lesson summary

Grades, homework.

1. Organizational moment.

The bell has already rung

Lesson starts

Everyone sat quietly at their desks

Everyone looked at me

So, today the guys have come to visit us, to see what we have learned.

To make the work boil

Get everything ready for business

Let's glue, craft

Everything should be ok

Oilcloth must be laid

Scissors, glue paper

Put it in place quickly.

Guys, in what mood did you come to the lesson? Choose a picture (cloud or sun) that matches your mood, show me. I'm glad you're in a good mood, good luck!

2. Checking the workplace

Let's check the readiness for the lesson. Take an oilcloth and cover the desk so as not to get it dirty with glue. On the desks in your folders you have scissors, glue, colored paper, templates. Check if everything is in place?

3. Updating knowledge

Guys, let's remember what tools and materials we use with you in labor lessons (plasticine, paper, brushes, glue, pencil, scissors, needles, threads, leaves, stack, cone, acorn)

a) (Open board) Game "Lotto"

The board shows the materials used in labor lessons, and next to it are pictures of tools. We need to find tools that match the given material.

b) The game "Find the extra"

Look at the pictures of the tools and tell me which items are superfluous?

4. Statement of the topic and purpose of the lesson.

Today in the lesson we will work with paper. What types of paper do you know? (wrapping, wallpaper, color, newspaper, printed)

Reading a poem by a teacher

May holiday-

Victory Day

The whole country celebrates.

Our grandfathers put on

Military orders.

The road calls them in the morning

To the solemn parade

And thoughtfully from the threshold

Grandmothers are watching after them.

About what holiday in question in a poem? (Victory Day holiday)

And who knows why this holiday is called Victory Day? (Because the war is over)

Presentation "Victory Day"

5.Messaging new material

Today we will make a greeting card for May 9th.

Look, this is what card we will make today at the lesson

Product Sample Analysis

What shape is the postcard?

What do you see on the postcard?

Can you guess what these flowers are called?

What color are the flowers?

Are these flowers painted or pasted on colored paper?

So this is not a drawing, but what?

What is a postcard? (colored paper application)

What tools and materials do we need to work?

I brought you a real carnation, let's see how it looks? (She has petals that fit snugly together, and the edges are jagged, stem, calyx, leaves)

6. Repetition of the rules for working with scissors and glue

Don't mess with scissors

In vain do not twist them in your hands

And holding the sharp edge

Don't tell a friend

Just finished work

Scissors need care

You must close them.

And put in place.

T.B. - When cutting paper, do not point the scissors towards yourself or a friend;

- Do not make sudden movements while working

- Keep order in the workplace

- Be careful with glue

7. Explanation of the course of practical work

What do we need to make a postcard? (cardboard, colored paper, glue, scissors)

Routing

Take a landscape sheet, fold it in half, ironing the fold - the base of the postcard is ready.

We take a petal template in the shape of a circle, circle it 3 times on red paper, cut out 3 circles, fold it in half with each other, make cuts.

Circle the cup template once on green paper, cut it out

Circle the leaflet template 2 times, but be careful, the leaves should look in opposite directions

The stem blank is on your table

We compose a composition

Gently glue

8. Physical Minute

Fly fly petal

Through the west to the east

Through the north, through the south,

Come back making a circle.

Just touch the ground

To be in my opinion led.

Let's "command" that today everything turns out neatly and beautifully.

9. Practical work

And now let's get to work, do not forget to use the instruction card, watch your posture while working.

(The task is performed to the music of the war years)

Exhibition of works

Reflection

If you are happy with your work, hang it under the smiling emoji, if not, under the sad one.

10. Summary of the lesson

What did we do in class today? For which holiday did we make postcards? Who are we making cards for?

11. Ratings. Homework

Stick the words of congratulations on your postcard and give it to veterans.

Here is the end of the lesson

We need to clean everything up on time.

You collect the scraps - put them directly in the urn

Wipe the oilcloth with a rag, then fold it and put it away.