Question

СИТУАЦИЯ 1. Ученик систематически готовил заданное в школе, а на уроках часто получал двойки. Он не раз заявлял, что ему трудно запоминать. Добросовестно, но механически заучив дома определения, он так воспроизводил его на уроке: «Первое слово забыл … на «с» … как-то … как-то на «с» называется … Сочетания слов и отдельные … предложения … слова ...» и т. д. Сам мальчик так помнил способ заучивания им этого определения «Не понимал, но заучивал, читал несколько раз и про себя повторял». Проанализируйте ситуацию. Какой вид запоминания учебного материала использовал ученик? Является ли он типичным для младших школьников? В чем причина его использования учениками начальной школы? Может ли привычка запоминать именно таким образом стать непосредственной причиной неуспеваемости учеников? СИТУАЦИЯ 2. Первоклассница делится с мамой своими бедами: «Мне в садике было лучше, чем сейчас. Я стараюсь, а учительница дает мне все синие кружочки. Моя подружка получает желтые и красные кружочки и надо мной смеется. Разве это хорошая подружка? Мам, не нравится мне в школе...» Чем можно объяснить потерю интереса к учению у девочки? Какие ошибки допускает педагог?

Answer 1

Ситуация 1

•он использовал способ заучивания, не самый эффективный
•да, но надо научиться и другим способам запоминания
•да
Б
Ситуация 2
•ошибки педагога, которые позже приводят к потере мотивации к учебе
•ставит плохие отметки (кружочки)

Answer 2

Situation 1: Memorization Techniques Used by a Student

The student in this situation systematically prepared the assigned material at home but often received low grades in class. He expressed difficulty in memorizing the material. He would mechanically memorize definitions at home and reproduce them in a fragmented manner during class. The student himself described his memorization technique as "not understanding but memorizing, reading several times, and repeating to himself."

The memorization technique used by the student can be described as rote memorization or mechanical memorization. This technique involves memorizing information through repetition without necessarily understanding the meaning or context of the material. The student relied on repetition and recitation to remember the definitions but struggled to recall them accurately during class.

This type of memorization technique is not uncommon among younger students, especially in the early years of schooling. Younger students may have limited cognitive abilities and may not yet have developed effective learning strategies. Rote memorization is often used as a default strategy when students are not yet equipped with more advanced learning skills.

The reason for the use of this memorization technique by elementary school students can be attributed to several factors: 1. Limited cognitive abilities: Younger students may not have fully developed cognitive skills, such as critical thinking and abstract reasoning, which are necessary for deeper understanding and meaningful learning. 2. Lack of effective learning strategies: Students at this age may not have been exposed to or taught more effective learning strategies, such as concept mapping, summarizing, or mnemonic techniques. 3. Emphasis on memorization in the curriculum: Some educational systems or curricula may place a strong emphasis on rote memorization, requiring students to memorize large amounts of information without necessarily understanding the underlying concepts.

However, it is important to note that relying solely on rote memorization can have limitations and may not lead to deep understanding or long-term retention of the material. It is essential for educators to help students develop a range of learning strategies that promote understanding, critical thinking, and application of knowledge.

The habit of memorizing in this manner can potentially contribute to academic underachievement. Rote memorization alone may not foster a deep understanding of the material, and students may struggle to apply their knowledge in different contexts or problem-solving situations. It is crucial for educators to encourage a more comprehensive approach to learning that includes understanding, critical thinking, and application of knowledge.

Situation 2: Loss of Interest in Learning by a First Grader

The first-grade student in this situation expresses dissatisfaction with school, comparing it unfavorably to her previous experience in kindergarten. She mentions that she tries her best, but her teacher gives her all blue marks while her friend receives yellow and red marks and laughs at her. The student questions whether her friend is a good friend and expresses a lack of interest in school.

The loss of interest in learning by the student can be attributed to several factors: 1. Negative reinforcement: The student's perception that her efforts are not recognized or rewarded appropriately may lead to a loss of motivation and interest in learning. The consistent receipt of blue marks, which may be seen as negative feedback, can discourage the student and make her question her abilities. 2. Social comparison: The student's comparison of her performance to that of her friend, who receives different colored marks, may contribute to feelings of inadequacy and a decrease in motivation. The laughter from her friend may further reinforce negative emotions and a sense of being inferior. 3. Lack of a supportive learning environment: The student's dissatisfaction with her teacher's approach suggests a lack of support and understanding. The teacher's failure to address the student's concerns or provide appropriate feedback may contribute to the loss of interest in learning.

The pedagogical mistakes made by the teacher in this situation include: 1. Inadequate feedback: The teacher's consistent use of blue marks without providing constructive feedback or recognition for the student's efforts may hinder the student's motivation and engagement. Effective feedback should be specific, timely, and provide guidance for improvement. 2. Failure to address social dynamics: The teacher should be aware of the social dynamics within the classroom and take steps to create a positive and inclusive learning environment. Allowing a student to be ridiculed or laughed at by peers can have a detrimental effect on their motivation and well-being. 3. Lack of individualized support: The teacher should recognize and address the student's concerns and provide appropriate support. Understanding the student's unique needs and providing personalized guidance can help foster a positive learning experience.

To address the loss of interest in learning, it is important for educators to: 1. Provide positive reinforcement: Recognize and reward students' efforts and achievements to motivate and encourage their continued engagement in learning. 2. Promote a supportive classroom environment: Foster a positive and inclusive learning environment where students feel safe, respected, and supported by both the teacher and their peers. 3. Individualize instruction: Recognize and address the unique needs and learning styles of students to provide appropriate support and guidance. 4. Encourage active engagement: Incorporate interactive and hands-on learning activities that promote student engagement, critical thinking, and problem-solving skills.

By addressing these factors and implementing effective teaching strategies, educators can help rekindle students' interest in learning and create a positive and engaging learning environment.