Labor lesson in a correctional school, type 8. Tasks and organization of manual labor lessons in the lower grades of a special (correctional) school of the VIII type

A phorism “The origins of children’s creative abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought. In other words: the more skill in a 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 everyday and professional activities. Manual labor must be used to correct deficiencies in cognitive activity, primarily observation, imagination, speech, and spatial orientation. The teacher’s attention is aimed at developing in students the ability to purposefully and systematically observe, imagine an image of a future product, based on the characteristics of the material, orient themselves on a limited plane (sheet of paper, table surface) and in the surrounding space. Manual labor classes in the lower grades are aimed at solving general and special problems and preparing students for vocational training.

Table of the relationship between the performance of practical work in manual labor lessons at the elementary level and professional labor profiles in high school. Working with paper and cardboard Cleaning rooms Working with fabric Working with wire Working with plastic materials Cartoning and bookbinding Maintenance work Sewing work Plumbing Plastering and painting

1.1. Corrective and developmental tasks of labor training

Labor training of students with intellectual problems is the main link in the general system of educational and correctional work in a special (correctional) school of the VIII type. This is due to the enormous importance of labor training in the social adaptation of schoolchildren with intellectual disabilities. The ability to work independently in production conditions and to be a member of a work team is one of the determining conditions for the successful social adaptation of people with intellectual disabilities.

Labor training in a special (correctional) school of the VIII type aims to prepare manual workers who are capable of independently and professionally performing simple types of work in production enterprises. In this regard, the main tasks of labor trained and I in a special (correctional) school of the VIII type are:

§ formation of knowledge, skills and abilities necessary to master a certain labor specialty;

§ correction of deficiencies in psychophysical development in the process of educational and work activities;

§ formation of the need to work and positive motivation for work.

The difficulty of labor training in a special school is associated with the lack of general labor skills and abilities in children, such as task orientation, work planning, monitoring and evaluation of their own activities, as well as the inability to perform a labor task when working conditions change. This reduces the independence of mentally retarded schoolchildren, which is especially obvious in the lower grades. Students with intellectual disabilities often start work without a preliminary analysis of the product, do not plan the progress of its production, cannot determine the sequence of actions, or choose the most effective ways to complete the task. As a result, their actions turn out to be inadequate to the goal facing them. They experience great difficulty in completing a task and cannot determine what tools they will need. Independently, without special training, schoolchildren with intellectual disabilities cannot be guided in their activities by visual instructions: samples, drawings, drawings, technological maps. Almost all students in a special (correctional) school of the VIII type have, to one degree or another, impaired coordination of hand movements, which has a negative impact on the performance of practical actions, as well as on control and regulation (accuracy, strength, rhythm, tempo, etc.) during the formation motor labor skills. Motor work skills are automated slowly in these children, making it difficult to use them in new conditions. And the more the task is changed, the more difficult it is for mentally retarded students to use the formed motor skill. This indicates insufficient development of the intellectual components of work activity and motor impairment.

03/27/2014 Paksyanova E.K.

LABOR EDUCATION AT SCHOOLVIIIVIDA

One of the tasks of correctional schools is the labor education of students, which at the present stage should be an integral system for the formation of the personality of a mentally retarded child. Through work, a child’s worldview, moral qualities, and motives for behavior are formed, cognitive activity is corrected, and will and character are nurtured.

The VIII type school should psychologically and practically prepare students for conscious, active work for the benefit of the individual and society. Therefore, the specific tasks of labor education in a Type VIII school go beyond the scope of labor training alone, which is carried out in the process of vocational training.

The tasks of labor education are to form in schoolchildren an understanding of the need for every person to participate in work, and to develop on this basis social motives for work. Along with this, it is necessary to teach children labor skills and abilities, instilling in them a work culture, the ability to plan and take into account work, organize their work process, and treat the workplace, tools, and materials carefully and with care.

Simultaneously with the implementation of these tasks in the work process, it is necessary to pay serious attention to the development of children with disabilities' interest in knowledge, in technology, in the profession that they are mastering.

When solving the problems of labor education, we must not forget that labor has a great correctional value for a student of a Type VIII school.

For example, in the process of labor, students’ fuzzy ideas and concepts about the world around them are concretized and corrected, and their sensory experience is enriched. In work, the student gets acquainted with the properties of materials and tools, compares them, establishes the relationships that exist between them, plans the work, creates in his imagination the future subject of work, and all this contributes to the development of thinking. The logic and sequence of production operations are of great importance here. Receiving verbal instructions when performing work operations helps students better understand oral speech, and detailed reports on the work done help actively develop the student’s speech.

Using the knowledge gained in the lessons in the process of work, students clarify it and understand it more deeply. Thus, work in a Type VIII school acts as a means of helping a mentally retarded child become conscious of learning. Participation in physical labor also has a positive effect on the general physical development of a auxiliary school student.

And finally, students of the VIII type school require a lot of attention when correcting the shortcomings of their emotional-volitional sphere. Negativism, lack of self-confidence, easy excitability of some and inhibition of others should be taken into account when organizing the work activities of children.

Often in a auxiliary school one can observe how a student who was constrained and indecisive in class behaves completely differently in labor classes, becoming active and cheerful. During labor lessons, it is necessary to take into account the individual characteristics of children.

For example, with weakened, unstable attention, it helps to perform work tasks that require concentration (embroidery). The individualist should be more often involved in performing collective tasks so that he realizes the strength of the collective; an insecure student needs to make the task easier at first, then he can be confident in his abilities, etc.

Psychological preparation for work

Already from the first years of education, the school must psychologically prepare the child to participate in socially useful work. This psychological training is aimed at developing the moral, intellectual, emotional and volitional qualities of a person necessary for creative work. In the process of its formation, positive motives for work, determination and interest in mastering a certain profession, combined with practical training, help to form a positive attitude towards work.

It is known that for any job you need to have a whole range of skills. First, the student is shown samples of work, methods of performing it, and he, imitating the teacher, masters an automated action - the skill of performing one or another operation, which is necessary in mastering any profession. It is very important to develop in a child the desire to bring something new to his work, to show creativity and independence.

Based on a combination of theoretical knowledge and practical skills, correct ideas about nature and society are formed, an attitude towards life is formed, and the future path of life is determined.

Practical activities of students should be combined with systematic explanatory work: with conversations and stories about work, with excursions to production. All this helps create a positive attitude towards work among students. It is better to build these stories on material from the lives of people whom students know and meet.

The stories of teachers and educators, observations of students, and most importantly, the direct participation of children in work convince them that everyday creative work is a decisive condition for a decent life.

Based on the above, we can conclude that psychological training is not individual events, but an integral system of working with students, aimed at making them aware of the work of the people around them and their own work experience, and creating a sustainable interest in work activity.

Practical preparation for work

Practical preparation for work is the formation of work skills in schoolchildren, their accumulation of work experience in mastering one of the blue-collar professions.

The main feature of students in Type VIII schools is their difficulty in mastering abstract concepts, the poverty of concrete ideas and concepts about the surrounding reality, the poverty of vocabulary, and insufficient coordination of movements. Practical activities of students in the manufacture of various products give the teacher ample opportunities to acquaint children in an experimental, visual way with the properties of materials and the simplest tools for processing them. In labor classes, children gain experience of working in a team and, in connection with this, experience of obeying certain rules.

Labor lessons develop independence, initiative and perseverance in solving work problems, and a sense of responsibility for the assigned work. This feeling especially increases when children see that the things they have made are really needed. Children also show special thrift for things made with their own hands.

The use of tools, proper use of materials, careful and careful handling of work clothes help to develop discipline, thrift and accuracy, and develop work culture skills. Repeated day after day, labor operations contribute to the development of patience, perseverance and self-control skills.

It is often relatively easy to create a desire to work in children. But this desire is not always stable, and developing among our schoolchildren the habit of everyday participation in work is quite a difficult task. This is explained by the fact that the desire to work in many children develops faster than the ability to work. Weakness of muscles, insufficient development of small muscles, imperfect coordination of movements, instability of interests and attention, as well as insufficient mastery of work skills lead to the fact that children get tired quickly and are not always willing to take on work. Therefore, the correct dosage of work tasks is of particular importance.

Being overwhelmed by a task can lead to overexertion and lead to a negative attitude towards work in general. On the contrary, the correct dosage of tasks and a reasonable division of labor make the work attractive and create a desire to work. This is also helped by competition for the best quality of work and appropriate incentive measures. At the same time, the greatest educational effect is achieved if the students themselves are involved in assessing the results of their work. Under the guidance of the teacher, the children determine who did the best? Who's more beautiful? Why? This teaches children to be more critical of the quality of their work and the work of their comrades.

Every student should take part in various types of socially useful work. This gives him the opportunity to master a large number of skills useful in practical life, and develop the habit of devoting part of his time to public affairs.

What is also valuable about socially useful work is that it is aimed at developing the initiative of schoolchildren. This feature of socially useful work is of great importance in working with students in auxiliary schools who suffer from a passive attitude towards life.

However, the educational significance of socially useful activities depends not only on the choice of the object of labor, the distribution of tasks among students and the recording of their work. It also depends on a conscious approach to the work performed and a positive, emotional attitude towards it. It is therefore important to maintain a cheerful rhythm of work all the time and not allow your mood to decline.

Success brings the greatest excitement; it brings satisfaction from social activities, is the key to a positive attitude towards work and a stimulus for the development of social activity.

In socially useful work there should always be a place for children's invention and creativity. The development of ingenuity, resourcefulness, and ingenuity is facilitated by competition for the best organization of performing useful tasks, for the best quality of work, etc. Competition keeps people motivated and encourages everyone to live by common interests.

Productive work

In a Type VIII school, productive work is of great importance for the education of students. Mastering labor skills in a school workshop prepares students to participate in production work and to master a certain profession.

Productive work develops a sense of duty, a sense of responsibility for the results of one’s work before the production team; schoolchildren develop a belief in the need for work for society as a way to satisfy the material needs of each person.

When choosing types and objects of labor, their social and educational value, feasibility for students, and the practical possibility of future employment are taken into account.

Productive work creates favorable conditions for the development of observation, the ability to generalize, and makes students’ speech richer, since in the process of work there is always a need to communicate with people, a need to analyze their actions and actions.

Thus, each type of work has a specific significance for the formation of the personality of students in auxiliary schools, therefore only a variety of work activities can solve the problems of their psychological and practical readiness for life, for socially useful work.

Properly organized work often helps to overcome the negative aspects of the mental activity of schoolchildren. For this purpose, it is advisable to give active, easily excited children work that would instill in them restraint and help develop inhibition.

Children who are sedentary need work that requires activity and initiative. Absent-minded students should be assigned tasks that require concentration and attention.

Each new task should improve the student’s preparation and instill in him a work culture. It is necessary to learn how to rationally organize your work, keep your workplace in order, treat tools with care, use materials sparingly, and value time. The work must be completed to the end, only in this case will it have educational value. Success evokes positive emotions, work energy, and the desire for new things. But everything in work requires effort. The greater the effort, the greater the success. If the teacher finishes everything for the student, he will not feel the joy of success or pride in his work.

Labor is the main source of material and spiritual wealth of society, the main criterion of a person’s social prestige, his sacred duty, the foundation of personal development. Properly carried out labor education, the direct participation of schoolchildren in socially useful, productive work, is a real factor in civic maturation, the moral and intellectual formation of the individual, and his physical development.

Organizing a manual labor lesson in a correctional school VIII kind.

One of the important theoretical and practical tasks of correctional pedagogy is to maximize the socialization of children with intellectual disabilities in independent life, identifying and developing intact personal qualities and existing abilities.

An important role in the correctional pedagogical system belongs to labor training and education.

Manual labor lessons in primary school are the first stage in the system of vocational and labor training for students in a special (correctional) schoolVIIIkind. The task of this stage is to study the individual labor capabilities of schoolchildren and develop their readiness for vocational training. For the most effective implementation of these tasks when conducting labor lessons, it is necessary to create conditions for cooperation between teacher and student, take into account the interests of students and their needs as much as possible, create a situation of success for students, pride in connection with the work done. During manual labor lessons, students make products of accessible complexity and conceptual purpose. In the process of their production, mentally retarded schoolchildren master general labor skills (GBA), knowledge about materials and methods of their processing, and correction of their intellectual and physical disabilities is carried out. Educational tasks are being implemented.

The success of labor training largely depends on the motives that guide students, therefore the formation of OTUN should be combined with pedagogical activities aimed at developing the personality of students, developing in them the right attitude to work, and rational work methods. Therefore, it is very important not only to teach children to perform certain labor operations, but also to teach them intellectual actions - this is the ability to navigate a task, plan their activities, and exercise control (self-control).

In this regard, the choice of methods, techniques, forms, teaching aids, types of products must correspond to their age and individual characteristics, contribute to the correction of their existing psychophysical deficiencies, take into account the needs of schoolchildren, contribute to the formation, development and implementation of positive motives in educational and work activities. The products that children make in class should be useful, beautiful, evoke a desire to have such things at home, to make them on their own, and should instill in mentally retarded schoolchildren a desire to engage in various types of work.

Basic methods of teaching primary schoolchildren.

A teaching method is a set of teacher activities aimed at students mastering a system of knowledge, skills and abilities.

In labor training, both universal methods are used, which are used in teaching all disciplines, and specific ones, which are characteristic only of labor lessons:

Verbal methods (verbal transmission and auditory perception of educational information).

Visual methods (visual perception).

Practical methods (presentation of educational information through practical work actions and tactile kinetic perception).

In my lessons I use verbal methods, visual methods, practical methods

Basic forms of organizing labor training.

Labor training at SKOSHVIIItype is organized in various forms, these are training sessions, excursions, socially useful work (OPT), club work.

In the lower grades, the main form of education is manual labor lessons and excursions. An excursion is a special form of lesson (lesson) associated with observations of the surrounding reality, objects and phenomena (excursion to nature, to school workshops).

However, it is also necessary to note extracurricular activities. Extracurricular activities are of great educational importance. It promotes the development of positive interests and spiritual needs of schoolchildren, helps to reveal the creative abilities of students, fosters a work culture, and forms a stable positive motive for work.

Formation of general labor skills during manual labor lessons in junior grades.

One of the main objectives of teaching in the junior grades of SKOSH isVIIItype is the formation of general labor skills and abilities. These skills include task orientation, work planning, and self-control. Mastering all this for mentally retarded schoolchildren is very difficult, but developing these skills is of paramount importance for the effective implementation of their work activities and successful learning. Therefore, in labor education lessons in the lower grades, it is necessary to carry out targeted work to develop these skills. An important condition for this is the help and guiding action of the teacher.

The structure of labor lessons in primary school.

The structure of a lesson should be understood as the relationship between the elements of the lesson in their specific sequence and the relationship with each other. It can be different and depend on the content of the educational material, the didactic goals of the lesson, the age characteristics of the student, and the specifics of the class team.

Labor training in the lower grades is mainly carried out in the form of lessons and excursions. Here you need to think about how long each stage of the lesson will take, and most of the lesson should be devoted to practical work.

I use the following lesson structure

Organizing time

Introductory conversation and topic message.

Task orientation.

Work planning.

Practical work.

Report on the work done.

Assessing the quality of work performed.

Summing up the lesson.

When conducting an excursion I use the following lesson structure:

Preparatory stage.

Introductory conversation.

Inventory preparation (boxes, folders, etc.)

Conducting an excursion.

Closing conversation.

Task orientation.

To develop students’ ability to navigate a task, I use the following techniques:

Analysis of a product sample (its shape, size, material from which it is made).

Creation of a clear and complete sample of the product (these are samples, natural objects, dummies, toys).

Necessary tools for work (I’ll clarify what we need).

Preliminary planning of work on the product.

Establishing a sequence of actions (drawing up a work plan point by point. This helps children learn the need to plan their work and adhere to the plan in practical activities.

Self-control

Self-control is difficult for children. Mentally retarded children often do not see mistakes and find it difficult to analyze, but gradually this skill is formed. Children learn to see their mistakes.

In my work teaching manual labor in elementary grades, the objectives of each lesson are the formation of OTUN and motor techniques. Each lesson develops a positive attitude to work, accuracy, perseverance, and the ability to work in a team.

Methods used in labor lessons.

Zhidkina T.S. “Methodology for teaching manual labor in the junior grades of a correctional schoolVIIIkind"

Dulnev G.M. “Basic requirements of labor training in a auxiliary school”

Pinsky B.N. "Psychological characteristics of primary school students."

Pinsky V.N. “Psychological requirements for the activities of students in a auxiliary school”

Kuznetsova L.A., Simukova Y.S. "Manual labor in 4th grade"

Mirsky S.L., Pavlovap N.P.,

Maller A.R., Tsikoto G.V. “Education and education of children with severe intellectual disabilities”

Konysheva N.M. "Skillful hands"

Nikolaev A.M. “The content of application work in the correctional and developmental education of mentally retarded primary school students”

Antipov V.I.” Extracurricular labor classes at a auxiliary school"

Gulyants E.K., Bazin N.Ya. “What can be made from natural materials”

Graborov A.N. "Manual labor in a auxiliary school"

Pavlova N.P. “New labor program in auxiliary schools”

Fedko B.M. “The correctional and developmental significance of working with paper and cardboard in manual labor lessons in the lower grades of a auxiliary school”

Maller A.R. “Social and labor adaptation of severely mentally retarded children”

Maller A.R., Tsikoto G.V. “Education, education and labor training of children with profound intellectual disabilities”

Like a mainstream school, a special school is designed to pay great attention to psychologically preparing students for work.

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

One of these tasks is the correction of deficiencies in the general mental development of a mentally retarded schoolchild. This task is in close connection with another, no less important task - to ensure that students consciously and firmly assimilate the information, skills and abilities imparted during labor classes.

In the process of labor training, students develop the correct attitude towards the information provided by the teacher and the skills they develop. By carrying out the necessary processes of measurement and weighing during labor lessons, determining in the process of work the shape, size, volume, color and other qualities of the material with which he operates, a mentally retarded schoolchild becomes convinced that the knowledge and information communicated by the teacher have important practical significance for him .

As is known, learning is difficult for a mentally retarded schoolchild. He often has to experience failures and become convinced that he is not always able to correctly complete the teacher’s assignment. All this forms his attitude towards learning as an activity that is inaccessible to him. It should also be borne in mind that the importance of learning, its benefits and significance for society can be fully realized only from the perspective of the future, from the point of view of the role that it will play in the student’s social and labor activity after graduation. Such awareness is given to a mentally retarded student with great difficulty, even with very good educational work at school.

Completely 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 keen interest in the student and encourage him to be active and purposeful.

In a special school of type 8, various types of work activities are used when working with children. Labor activity can take place 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 caring for plants and animals, and manual labor. This division is conditional, since there are no clear boundaries between them. For example, by making his bed, a child, on the one hand, engages in self-care, and on the other hand, helps to restore order in the house; When 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.

Thus, much attention was paid to manual labor in the first auxiliary schools of St. Petersburg and Moscow, organized by E. K. Gracheva and M. P. Postovskaya. Describing the features of the auxiliary school program, M. P. Postovskaya notes, in particular, that “it (the program) provides for training girls to housekeeping, and boys to artisanal manual labor."

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

Manual labor is the most important type of labor in a special school of type 8. Manual labor is aimed at teaching children to work with various materials. In addition, manual labor has a corrective effect on the mental development of younger schoolchildren. For example, special attention in manual labor lessons is paid to instilling in mentally retarded students the habit of thinking about a task and not immediately starting to complete it. In this regard, it is difficult to overestimate the importance of application work, during which it is necessary to first determine the location of gluing individual parts of the application, as well as observe the sequence of their gluing. In the process of such classes, students develop organization skills and the ability to act according to a pre-drawn plan.

Application work is used to develop spatial understanding, 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. During production Applications of geometric shapes provide 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. Such awareness is facilitated by combining learning with socially useful work.

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

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

Of significant interest in this regard is the experience of past years, for example, the auxiliary boarding school in Gorky. Attaching great importance to the work of students in the school garden and at the educational experimental site, teacher S. T. Shanina connects the material covered in science lessons with this work.

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

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

Based on research on the availability of certain types of work in vegetable growing, horticulture and animal husbandry for mentally retarded schoolchildren, agricultural labor programs have been developed.

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

All the research carried out and the rich practice of the auxiliary school help solve many issues 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 type 8, various types of work activities are used when working with children. Labor activity can take place in the process of educational activities in the classroom and in extracurricular activities. The following types of labor activities are used: self-service, household work, work caring for plants and animals, manual labor.