The site administration has its own opinion, but you can’t argue against the program!
The teachers have already gotten involved.
The article is intended for parents who are not ready for new terms.
For a quick look.
If you need more in-depth information, buy Ilyukhina’s manual for this program (I think the book is green).
To better understand the writing of letters (or confuse the brain), their algorithms use the notation “rocking chair”, “secret”, “stick”, “knot”.
The rise from the middle of the line upward is usually called the “secret” (during the return movement, this line is basically “covered” from above and becomes invisible, that is, draw along the same line twice). This element is written in almost all letters in which it is necessary to indicate the parallelism of elements or parts thereof.
The “stick” element is used in cases where in writing the bottom of a letter it is necessary to linger on the line by the width of the letter.
Turning in place so that the curve remains is usually called a “rocking chair.”
Writing "knot" indicates execution circular motion in place counterclockwise.
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Middle (—), one third from top or bottom(x), clearance from below, "hut"(.), clearance from above, "nest"(v).
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Element-by-element notation of the letter Ж.
1. We place the handle 1/3 from the top in the working line, go “bump” to the right, turn the handle, go down along the inclined line.
2. To the above stage 1 we add an element called “stick”. We write out the “stick”.
3. Along the “stick” we go up to the right and, not reaching 1/3, we write out the “secret”.
4. According to the “secret” - a downward sloping line.
5. We go up the slope 1/3 from the bottom, again we go along the hook to the right up.
6. With 1/3 we “break the secret”.
7. According to the “secret” - downward inclined, “rocking chair”, hook to the middle.
8. Repeated showing by the teacher of a continuous recording of the entire letter z according to an abbreviated algorithm with commentary: “tubercle”, slanted down, “stick”, hooked up to 1/3, “secret”, according to the “secret” - slanted, “rocker”, hook up to middle.
Teaching writing using the method of Ilyukhina V.A.
Preliminary discussion.
Terrible handwriting is a problem for many children finishing 1st grade. The problem is that children must master one of the most difficult skills in 4-7 months. For comparison: in Soviet schools they taught this for 4 years.
A distinctive feature of these copybooks is that they not only competently develop calligraphic writing skills, but also make it possible to correct handwriting different stages and in different age groups.
The basis of writing technique is fine motor skills, the development of which occurs in the preschool period. In the first grade, they only very quickly repeat the basic techniques - outlining, shading, drawing borders, etc. and move on to practicing writing letter elements. It may seem that “hooks” are not very important, but without mastering the writing of elements, a child will not be able to write letters correctly. Next, move on to writing capitals and lowercase letters and their connections. For schoolchildren there is a system of clear standards - algorithms for writing letters. These algorithms must be well understood by students, i.e. turned into a writing skill. Unfortunately, many teachers do not pay enough attention to practicing writing the elements of letters, and Homework It comes down not to the quality of writing, but to how to quickly cope with a given number of lines.
Now let's look at what modern copybooks are and the features of their use in elementary school. "Proscription" is workbook, designed to perform work in a literacy lesson. “Copybook” is inextricably linked with the “ABC” (or “Primer”), they are studied in parallel: part of the lesson is devoted to the ABC, the other part of the same lesson is devoted to the Copybook.
Most of the copybooks are of the same type; they can be called classic. Use the recipes that were given to you at school. For some copybooks, there are CDs containing videos of step-by-step writing of letters. When teaching at home, you will find it useful to develop lessons for the teacher, which you will have to purchase.
Methodology teaching writing V.A. Ilyukhina
The original technique is used in the recipes of V.A. Ilyukhina. Initially, her Recipes were included in the “Harmony” set, then in the “Planet of Knowledge” and “School of Russia”, but they did not form a single whole with any ABC.
This technique is also called “letter with a secret.” It reflects the accuracy of landmarks, a clear understanding of the trajectory of movement when writing letters, and knowledge of the psychological and physiological characteristics of younger schoolchildren. What are the features of this technique?
Ilyukhina attaches great importance to teaching writing speaking writing letters. As a result of the habit of speaking, the children’s work not only became neat and tidy, but their literacy increased, attention when writing sharply increased, and a successful outcome brought the joy of learning.
Changed letter style. The most difficult things for children to write are those elements of letters where there is an “oval”. If possible, the author tried to replace it with a straight line, leaving ovals mainly only in the upper part of the letter.
“The skeleton ” in teaching writing, the author took the letter “i”. Everything else was born on its basis.
In addition, Ilyukhina divided the writing of letters intoindividual elements: "secret"; broke the “secret”; hook; loop; bottom double connection; stick, etc.
Review of available materials
1. Theoretical foundations
1.1. A letter with a secret. Methods of teaching writing to primary schoolchildren.
Familiarization with this technique, it is this material that search engines provide a link to when requesting “Ilyukhina’s copybook.” Can be viewed diagonally. The text contains references to “First writing lessons in preparation for school.” 15 pages. Doc format.
1.2. A letter with a secret. From experience in developing students’ calligraphic skills.The proposed manual contains theoretical basis, author's methodology, interesting pedagogical techniques and observations. Currently, hundreds of teachers, teaching children to write, use V.A.’s method. Ilyukhina.
It is the theoretical foundations that are important for teachers who begin to work using this methodology.
2. Preschool preparation
2.1. First writing lessons in preparation for school: primary education
The book is structured in the form of activities for parents with older children preschool age. It includes tasks that develop attention, memory, fine motor skills, and graphic skills. The author’s unique methodology, described in detail in the book in the form of a dialogue with a child, will teach basic writing skills not only to reading, but also to non-reading children. The playful nature of many tasks makes classes attractive for children and more effective. The manual can be used to correct the handwriting of younger schoolchildren.
The manual is addressed to parents and teachers preschool institutions and teachers primary classes. The tasks are given in the book itself, so no additional training manuals are required.
Ilyukhina V.A. M.: AST: Astrel, 2010. 50 pages. PDF format, scanning quality is good. 32 MB.
2.2. Magic lines.The workbook is intendedfor training preschoolers 5-6 years oldto literacy learning. The system of graphic and creative tasks was developed by an honored teacher Russian Federation V. A. Ilyukhina. Children learn to draw in squares, do shading, and make patterns.
Part 1 - 47 pp., ill. 27 MB.
Part 2 - 48 pp., ill. 27 MB.
It is advisable to print the required pages on a color printer, but you can use a monochrome printer.
3. Working with copybooks
Half of the book is devoted to the theory of teaching using Ilyukhina’s method, but this is actually the secret of success. The other half contains guidelines to the lessons that are presented briefly. I recommend this manual to professional teachers who plan to teach calligraphy to many children.
3.2. Recipes "Planet of Knowledge"
Notebooks for the student to use for studying. The meaning of the presented tasks can only be understood from the methodological recommendations.
Notebook No. 1 - 47 p. 4 MB.
Notebook No. 2 - 63 pp. 5 MB.
Notebook No. 3 - 63 pp. 5 MB.
Notebook No. 4 - 47 p. 4 MB.
It is advisable to print the required pages on a color printer, but you can use a monochrome printer
3.3. Copybooks “School of Russia” 2015
4 notebooks. The page numbering does not coincide with manual 3.1, but they are certified according to the Federal State Educational Standard.
3.4. Writing letters.The presentation is made in two versions - generalized and letter-by-letter. In the generalized version, the writing of letters is shown element by element, but there is no possibility of selecting a letter - only sequentially from A to Z. In the letter-by-letter version, we select the desired letter, but there is no possibility of dividing the writing of letters into elements.
3.5. Leaflet alphabet Letter with a secret
Summary table of letter writing. doc format, 1 MB.
Afterword
There are standard recipes for most school programs. I have compiled a lesson selection of materials based on the textbooks of V.G. Goretsky. and etc. " School of Russia".
Recipes by Shklyarova T.V.Designed mainly for children who cannot withstand the required slope and spacing between letters.
Nekin's copybooks . Its main idea is to trace text according to a template and copy it onto a template sheet.
Recipes by O.V. Uzorova and E.A. Nefedova. Advantages of copybooks:
1) everything is very clear, understandable and accessible to the child;
2) presentation of material from simple to complex, incrementally. As the child trains his hand, the tasks become more difficult;
3) the material is presented systematically, and not anyhow;
In online communities these copybooks are praised.
Copybooks for left-handers. For them there are Copybooks and Notebooks with oblique rulers. The notebook is an ordinary notebook with an oblique ruler, only tilted to the left. In addition to slanting to the left, the pattern of writing the hook/symbol/letter is located on the right. This is very convenient for a left-handed child, because when he writes, he covers the entire left side with his left hand.
The material is supplied on a CD costing 300 rubles plus postage. I can upload it to some cloud service. You can contact me by e-mail[email protected] or
Letter with a “secret” (according to Ilyukhina’s method)
A letter with a “secret” (according to Ilyukhina’s method) Several basic elements of letters. Each step of the letter writing algorithm is started by a mouse click. Author of the work: Marabaeva L.A., primary school teacher, GOU Secondary School No. 1207, Moscow
Each step of the letter writing algorithm is started by a mouse click. Author of the work: Marabaeva L.A., primary school teacher, GOU Secondary School No. 1207, Moscow Algorithm for writing a capital letter A: put the pen on the lower third of the working line; put a rocker, go far to the right up (hook to the lower third of the additional line); secret to the top third of the extra line; secretly a downward sloping line; go up to the left, write out a loop (fish) in the middle of the working line. Algorithm for writing a lowercase letter a: Place the pen on the upper third of the working line;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
we go up to the left, linger on the line - write out the cap; we go down the slope;
perform a rocking chair; we rise along the hook to the middle of the line; we connect the two parts with a secret, the secret goes to the top line; secretly slanted down; rocking chair;
hook to the middle of the line.Each step of the letter writing algorithm is started by a mouse click. Author of the work: Marabaeva L.A., primary school teacher, GOU Secondary School No. 1207, Moscow
ABSTRACTOn the topic of:
Methods of teaching writing to primary schoolchildren by Ilyukhina V.A.
By discipline…
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1.
: Methods of teaching writing4
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Content1.3.
Introduction7
Methods of teaching writing to junior schoolchildren V.A. Ilyukhina……….
1.2. Information aspect of the “Letter with a Secret” technique…………………..5… …………………………………………………………………….11
Formation of graphic skills in first-graders……………………..…
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By discipline
1.4. Writing algorithm……………………………………………………………..9
Methods of teaching writing to junior schoolchildren according to V.A. Ilyukhina is a unique pedagogical find.This technique is also called “letter with a secret.” It reflects the accuracy of landmarks, a clear understanding of the trajectory of movement when writing letters, and knowledge of the psychological and physiological characteristics of younger schoolchildren.
Original techniqueused in Andrianova’s Primer and Ilyukhina’s copybooks - UMK “Planet of Knowledge”.
Writing and speech. At large quantities elements of letters and their compounds (and there are 300 of them), children, as a rule, not only in the first, but also in the second and third grades cannot clearly pronounce the spelling of the letters they have studied.
What is the secret of this method of teaching writing?
The most difficult things for children to write are those elements of letters where there is an “oval”. If possible, the author tried to replace it with a straight line, leaving ovals mainly only in the upper part of the letter. The writing of each letter is accompanied by pronunciation.
The children’s work not only became neat and tidy, but their literacy improved, attention when writing sharply increased, and a successful outcome brought the joy of learning.
In addition, V.A. Ilyukhina divided the writing of letters into separate elements: they broke the “secret”; hook; loop; bottom double connection; stick, etc.
Let's find out what kind of teaching activity V.A. is engaged in. Ilyukhin?
Let's study the main ideas of teaching writing using the method of Vera Alekseevna Ilyukhina.
Let's make a list methodological literature for working with primary school students, for those who have chosen this technique for themselves.
This material will be useful to any primary school teacher and preschool education workers, as well as teachers involved in tutoring children in pre-school preparation and with students who have problems with calligraphic handwriting.
Methods of teaching writing to junior schoolchildren V.A. Ilyukhina
1.1.Pedagogical activity of V.A. Ilyukhina
“By giving, you gain”
“Time is short for those who do nothing.”
Vera Alekseevna Ilyukhina
Who is V.A. Ilyukhina, what path did you take to become an innovative teacher, whose method of teaching “writing with a secret” is studied by young teachers, experienced teachers draw inspiration from, and find answers to the questions of forming calligraphic handwriting?
Ilyukhina Vera Alekseevna – graduate of the faculty of primary school teachers in 1974, director of the Education Center No. 2006 in Moscow, candidate of pedagogical sciences, honored teacher of Russia. Excellence in public education, laureate of the Grand Prix award New school", winner of the competition "Teacher of the Year - 1996", laureate of the Moscow Mayor's Prize in the field of education - 2004, has the title "Veteran of Labor".
Vera Alekseevna was a member of the Expert Council of the Ministry of Education of the Russian Federation and a lecturer at the Moscow Institute of Open Education for more than 15 years. Author of the “Letter with a Secret” method of teaching writing and correcting handwriting. V.A. Ilyukhina has about 150 publications, including about 40 teaching aids in school calligraphy.
Today, School No. 2006, headed by V.A. Ilyukhina, is a school of enthusiasts, professional teachers, creative people.
Reflecting on his professional path, V.A. Ilyukhina recalls: “I was born on September 1, and I see this as a sign of fate. On my birthday, a new one begins in the country academic year. My first teacher was my mother, Nadezhda Pavlovna Osetrova, a primary school teacher. It was she who taught me how important it is to have an example before my eyes, how important it is to work not for show, but from the heart, according to vocation...”
39 years pedagogical activity dedicated to the school, of which 28 years as a primary school teacher, 13 years as a deputy director, 12 years as a school director.
Vera Alekseevna is still open for pedagogical cooperation and communication, as the school website has the following details:e- mailand contact phone number. Presentations, videos, descriptions of the methodology and didactic material are available on the websites.
Thus, V.A. Ilyukhina, confirms her pedagogical credo:
“By giving, you gain”!
Information aspect of the “Letter with a Secret” technique
In her teaching methodology for junior schoolchildren, Vera Alekseevna Ilyukhina, first of all, introduces primary school teachers to the information aspect of “letters with a secret.”
Letter is a means of expressing a person’s thoughts using specially created conventional signs. The main purpose of writing is to transmit speech over a distance and consolidate it over time.
For this purpose, special descriptive signs are created that convey the elements of speech - words, syllables, sounds. Specially created sign writing systems provide the opportunity for people to communicate and allow them to receive information
Handwriting – a stable manner of writing, a system of habitual movements recorded in the manuscript, the formation of which is based on writing and motor skills.
It involves a person’s sustainable and individual performance of the necessary actions.
Handwriting depends on individual characteristics person and his mental state. You can quite accurately determine by handwriting who wrote a particular document, but it is unlawful to determine a person’s character by handwriting. Handwriting is only indirect evidence of a person’s individual psychological characteristics.
Originality of handwritingdetermined by the following characteristics:
The specific shape of individual letters, more precisely, their roundness or pointedness,
Stretched or compressed writing, constant or uneven distance between letters,
In detachable or continuous writing,
Writing without slant, with slant to the right, left, oscillating slant,
Rhythmic repetition of elements or their arrhythmia,
By pressure, large or small letter,
A horizontal arrangement of words that is level or fluctuates up and down.
What can influencehandwriting formation?
Physiological development and preparedness of the muscles of the hand (especially the small muscles of the hand) and organs of vision at the time of learning to write,
Time to start learning to write,
The attitude of the teacher himself to the handwriting and the methods he uses when teaching,
The student’s own attitude to the quality of his writing and his success in mastering reading and spelling skills,
Development of a child's sense of rhythm,
Quality of tools, etc.
Teaching primary writing is one of the complex processes in primary school.
Stages of developing graphic skills
At the first stage, the student’s task is to learn to sit correctly and hold a pen and notebook.
On the second - write essential elements letters, or more accurately master the writing algorithm.
On the third - write letters.
On the fourth - write whole words.
It is very important for mastering graphic skills.sanitary and hygienic aspect of the student’s activity
Disadvantages that are often encountered in practice when children enter school:
they sit huddled at their desks, their legs crossed, their chests leaning on the desk,
they write literally “with their nose”,
the left shoulder is pushed forward and sticks out at an angle, the left hand is tucked under the armpit right hand or props up his head,
the elbow of the right hand either hangs sharply down or goes too far to the right upward from the edge of the table, or is pressed tightly against the body,
when writing, the head tilts strongly towards the left or right shoulder,
the whole figure of the child expresses tension and effort.
As a result of such a position, students experience excessive fatigue, which is expressed in motor restlessness, frequent changes in body position, and agitation.
Systematic violation of sanitary and hygienic rules causes serious damage to health and normal development schoolchild's body.
Thus, before you start learning to write, you need to understand how to properly sit at a desk when writing, and what the role of writing is in a person’s life, to form a conscious attitude towards writing letters, words, sentences, texts.
Formation of graphic skills in a first grader
It is important to consider that developing graphic skills in a first-grader is a process. conscious . The child must understand what should be obtained as a result of the action and at its individual stages.
Students' activities are organized by the teacher.
At the first stages of learning, actions are performed in a slow rhythm: when moving from one operation to another, there is a delay necessary for understanding the subsequent action.
When managing learning, you need to give studentsfull set of landmarksto perform the action correctly.
For this purpose it is necessary:
Analyzesample, i.e. highlight all the elements of the letter, their location on the rulers of the notebook, the direction and sequence of movements, the distribution of effort when drawing lines.
Analyzematerial and tools: it is assumed that the notebook must have an appropriate layout - a mandatory working line with highlighted upper and lower rulers and an oblique line.
Analyzethe method of performing the action and the conditions for its execution:
sitting on a chair, position of the body, position of the legs, distance from the eyes to the notebook, position of the hands on the table relative to the body, position of the hand on the table, position of the left hand, position of the notebook on the table, position of the shoulders, position of the head relative to the body, absence of increased tension in the arms and the body, the correct distribution of pressure on the pen and the pen on the notebook, the position of the pen in the hand and the direction of its upper end to the shoulder, the location of the letters in the notebook relative to the body. Each of these rules not only helps to develop graphic skills, but also affects the student’s health.
When developing the correct graphic skill, the action is carried out focusing on the selected features in three successively changing forms: material, speech, mental.
Material forminvolves drawing up a task plan that provides an understanding of the action algorithm (examining a graphical drawing of a letter, highlighting elements together with the teacher, finding similar elements in letters already studied, determining the sequence of movements, etc.)
Speech form– with independent pronunciation. The task is performed with the contents of the next operation first spoken out loud, i.e. writing a letter is carried out under the condition that all small elements of the letter are spoken orally in a given sequence. The verbal expression of the action must be precise, i.e. the student must be able to describe the algorithm for writing the letter he has learned.
Gradually, the speech instructions become more abbreviated. The teacher or child reminds himself of the key writing milestones, he can move on to writing the letter, imagining the wholethe course of action “in the mind.”
It should be noted that as the number of letters studied increases, the need for extensive step-by-step development disappears, and all three forms merge, i.e. the student begins to think extremely briefly
Analysis of calligraphic errors.
Calligraphic errors include
The spacing between letters in words is not observed, words are spaced unevenly on the line
Letters are written too wide or too narrow,
There is a multidirectional tilt or excessive tilt to the right or left,
The position of the letters relative to the lines of the line is not respected, i.e. no linearity when writing,
Doesn't hold up required height letters,
The writing is revealed to be broken and pretentious,
There is an angularity, “climbing” of the letter,
The coherence of letters when writing is not maintained,
There is complete illegibility, a “porridge”.
The above errors appear due to insufficient development of correct graphic skills.
Classification of calligraphic errors helps the teacher analyze students' writing, identify shortcomings and develop tactics for correcting handwriting.
General development schoolchildren depends on the organization of training for sufficient high level difficulties, of course, it is necessary to observe the measure of difficulty.
When learning to write, intensive mental work occurs and graphic vigilance is formed.
In order for the educational process to contribute to the comprehensive development of the student’s personality, it is necessary to ensure a high tone of his mental activity.
The writing teaching system allows you to do this -letter with open rules.
Thus, first-graders need to develop graphic skills in writing letters, connections, spacing between words...
Writing algorithm
Familiarization With With the writing algorithm, we start by analyzing the writing of the letterAnd, which is considered as the original one containing contains the basic elements and methods of their connection, repeating when writing a lot of letters.
Thus, the developed writing algorithm guides teachers to include in educational activities a more detailed analysis of the elements of letter-signs, various in the form of mental operations (analysis, synthesis, comparison of letter signs), to the use of visual-motor images studied as the basis of clear and coherent writing.
The algorithm also requires the constant orientation of children towards a more complete consciousness of all of them graphic details letters, on their formation capabilities express in words, in speech, the process of writing letters, their elements, and connections. The formation of a letter component is ensured by step-by-step development, which leads to the creation of a full-fledged image of a letter and an algorithm for writing it.
Alphabetical characters (letters) have a complex structure, they consist of individual elements, parts, sometimes very small. The more detailed we highlight these parts in a letter, the more accurately we express in a word the characteristics of each part, each element of the letter, the better we realize and understand how the letter is written as a whole and in combination with other letters.
Basic writing algorithm
Writing straight slanted lines maintaining precise intervals and their parallelism.
Dividing the inclined line and working line into 2 and 3 parts vertically in order to prepare for correct execution connections of elements of letters and letters inword.
Performing a rounding on the bottom line of the working line as a connecting element between two oppositely directed lines.
Letter a hook line to the middle of the line.
The letter of the “secret”, i.e. a straight line that continues the hook line from the middle of the line to its top ruler, connecting the end of the hookWith the top ruler of the working line (“secret” is written parallel to a straight slanted line.)
Letter down the "secret" to the bottom line of the line, i.e. writing a second slanted line (“hiding the “secret”).
Completing the writing of the second hook (second rounding and second hook line).
Before considering in detail the listed components of the algorithm, let us analyze sometechnical points.
Writing a slanted line on the working line. Please note that there is a certain interval between the inclined lines, which equal to half working line height. Also, we remind you that the lines are parallel. Parallelism of lines will be obtained only if lateral vision is included in the work, i.e., when writing each subsequent line, the student’s attention will be focused on the previous, already written line.
Gaps at the top and bottom of the letters. If you do not focus schoolchildren's attention on the gaps in the upper and lower parts of the letters, this may negatively affect the development of their handwriting.
Continuous letter. When learning to write, schoolchildren always tear off their hand. Initially this is needed to relieve tension, later - to relax, move your hand or notebook. However, students should be immediately introduced to the principle of continuously connecting letters when writing. This means that after resting, the writer again places the pen at the point where he stopped. If the teacher can achieve single connection letters, this will not only allow you to correctly form graphic skills, but will also increase your cursive writing while maintaining the quality of your work. The presence of the principle of detachment in the process of learning to write when assigning a subsequent letter negatively affects the quality of writing. And that's why. For example, let's take the letterAnd. The student pauses (interrupts) in writing when writing the first hook. Further, if he does not maintain the technique of continuous writing, i.e. does not bring the hook to the top line, he tears off the pen and moves it to top line working line to an arbitrary point. In this situation, maintain the desired spacing between elements (this interval is already determined by the end of the hook) is not possible in most cases. Thus, smooth and clear writing is lost.
Writing an oval that is part of the letters: a, b, c, d, o, f, b, s, b, yu. This is one of the most difficult elements at the initial stage. In practice, an oval often comes down to writing a circle. Because of this, in lettersa, d, f, s There are always distortions in the next element after the oval. Realizing that it is necessary to leave a gap between the oval and the rounded stick (or stick with a loop), the student moves the pen to the right, thereby distorting the letter.
The reasons for these errors again lie in the teacher’s ignorance precise characteristics writing the elements of letters and their arrangement in relation to each other.
Thus, the formation of a graphic skill is a very complex and lengthy process that requires targeted actions that can be performed accurately and quickly only after their multiple repetitions. This requires time, some effort, and knowledge of all the intricacies of writing on the part of the teacher, as well as patience and perseverance on the part of the student.
Conclusion
Poor handwriting is a problem for many children finishing first grade, because the problem is that in a relatively short period of time, 6-7 months, first-graders must learn the entire alphabet and already be able to write words with the given letters.
Methods of teaching writing V.A. Ilyukhina consists of a special selection of material, a careful study of the writing features of each element of the letter, and repeated honing of the skill of calligraphic writing.
For preschoolers, the basis of writing technique is fine motor skills. Then in the first grade they only very quickly repeat the basic techniques - outlining, shading, drawing borders, etc. and move on to practicing writing letter elements. It may seem that “hooks” are not very important, but without mastering the writing of elements, a child will not be able to write letters correctly. Next we move on to writing capital and lowercase letters and their connections. For schoolchildren there is a system of clear standards - algorithms for writing letters. These algorithms must be well understood by students, i.e. turned into a writing skill.
The “writing with a secret” method reflects the accuracy of landmarks, a clear understanding of the trajectory of movement when writing letters, and knowledge of the psychological and physiological characteristics of younger schoolchildren. We found out that the peculiarity of the technique is that great importance When teaching writing, Ilyukhina emphasizes the pronunciation of writing letters. As a result of the habit of speaking, the children’s work not only became neat and tidy, but their literacy increased, attention when writing sharply increased, and a successful outcome brought the joy of learning.
For teachers interested in this methodology, we recommend the following recipes: Ilyukhina V.A. “Miracle copybook” (in four parts),
competently develop calligraphic writing skills and provide the opportunity to correct handwriting at different stages and in different age groups.
The copybooks can be used in combination with the textbooks by V.G. Goretsky "ABC" and "Russian ABC.", Ilyukhin V.A. Copybook for the Primer by T.M. Andrianova for 1st grade. In 4 notebooks.
For teachers working from Kazakhstani textbooks, these copybooks can be used as an additional aid both during literacy and penmanship lessons, as well as as material for correcting calligraphy.
Thus, the methodology of teaching writing by V.A. Ilyukhina is still relevant today, and will allow young professionals, students and tutors to work more effectively onformation of calligraphy.
Formation of graphic skills in first-graders……………………..
Ilyukhina V .A. Methods of teaching writing to junior schoolchildren (“writing with a secret” - information aspect) ITO-ROI-2006 / Publications: oral presentation and publication, 2016.
Ilyukhina V.A. A letter with a “secret” (from experience in developing students’ calligraphic writing skills) Moscow. "New School", 1994
Ilyukhina, V.A. Features of the formation of graphic skills and analysis of errors when writing / V.A. Ilyukhina // Primary School. -1999. –No. 8. –p.16-24
Ilyukhina, V.A. New approaches to the development of graphic skills: A letter with a secret / V.A. Ilyukhina // Primary school. -1999. -No. 10. –p.37-52.
http://pedsovet.org/publikatsii/option,com_mtree/task,viewlink/link_id,7645/Itemid,118 //Presentation for lessons in teaching writing using the method of Ilyukhina V.A. author Marabaeva L.
https://www.youtube.com/watch?v=Uij1rtyDQxQ //Letter with a “secret”, (according to Ilyukhina’s method) - YouTube .author Marabaeva L.
http://velib.com/biography/iljukhina_vera_alekseevna/Ilyukhina V.A. Copybooks for reading children to the “Primer” by T. M. Andrianova. 1 class. Notebook No. 1, 2015
http://velib.com/biography/iljukhina_vera_alekseevna/Ilyukhina V.A. First writing lessons in preparation for school. Primary training, 2013
http://velib.com/biography/iljukhina_vera_alekseevna/Ilyukhina V.A. Teaching literacy in 1st grade using the “Recipes” by V. A. Ilyukhina. Programs, guidelines, lesson developments. ,2015
http://velib.com/biography/iljukhina_vera_alekseevna/Ilyukhina V.A., Ilyukhina I.V. We prepare our hands for writing and learn to write beautifully. Educational and methodological manual for preparing for school, 2014
Biography., 2016
Letter is a means of expressing a person’s thoughts using specially created conventional signs. The main purpose of writing is to transmit speech over a distance and consolidate it over time.
For this purpose, special descriptive signs are created that convey the elements of speech - words, syllables, sounds. Specially created sign writing systems provide the opportunity for people to communicate and allow them to receive information
Handwriting– a stable manner of writing, a system of habitual movements recorded in the manuscript, the formation of which is based on writing and motor skills.
It involves a person’s sustainable and individual performance of the necessary actions.
Handwriting depends on the individual characteristics of a person and his mental state. You can quite accurately determine by handwriting who wrote a particular document, but it is unlawful to determine a person’s character by handwriting. Handwriting is only indirect evidence of a person’s individual psychological characteristics.
Originality of handwriting determined by the following characteristics:
What can influence handwriting formation?
Teaching primary writing is one of the complex processes in primary school.
Stages of developing graphic skills
At the first stage, the student’s task is to learn to sit correctly and hold a pen and notebook.
On the second - to write the most important elements of the letter, or more precisely to master the writing algorithm.
On the third - write letters.
On the fourth - write whole words.
It is very important for mastering graphic skills. sanitary and hygienic aspect of the student’s activity
Disadvantages that are often encountered in practice when children enter school:
As a result of such a position, students experience excessive fatigue, which is expressed in motor restlessness, frequent changes in body position, and agitation.
Systematic violation of sanitary and hygienic rules causes serious damage to the health and normal development of the student’s body.
Formation of graphic skills in a first grader - a process conscious. In which a significant role belongs to the awareness of the goals and objectives of the action: what should be obtained as a result of the action and at its individual stages.
The teacher’s clear identification of tasks and their clear awareness by the student fundamentally affects the success of developing graphic skills.
Students' activities are organized by the teacher. Instead of spontaneous searches for missing landmarks, students have the opportunity to find landmarks in an organized and systematic manner, identify their meaning and apply them in practice, which gives children the opportunity to perform graphic actions earlier and more successfully.
At the first stages of learning, actions are performed in a slow rhythm: when moving from one operation to another, there is a delay necessary for understanding the subsequent action.
Guided learning ensures the rationality and consciousness of the action being performed, which leads to the formation of a full-fledged graphic skill.
When managing learning, you need to give students full set of landmarks to perform the action correctly.
For this purpose it is necessary:
sitting on a chair, position of the body, position of the legs, distance from the eyes to the notebook, position of the hands on the table relative to the body, position of the hand on the table, position of the left hand, position of the notebook on the table, position of the shoulders, position of the head relative to the body, absence of increased tension in the arms and the body, the correct distribution of pressure on the pen and the pen on the notebook, the position of the pen in the hand and the direction of its upper end to the shoulder, the location of the letters in the notebook relative to the body. Each of these rules not only helps to develop graphic skills, but also affects the student’s health.
For schoolchildren there is system of clear standards - algorithms for writing letters. These algorithms must be well understood by students, i.e. turned into real knowledge about actions during writing.
When developing the correct graphic skill, the action is carried out focusing on the selected features in three successively changing forms: material, speech, mental.
It should be noted that as the number of letters studied increases, the need for extensive step-by-step development disappears, and all three forms merge, i.e. the student begins to think extremely briefly
Analysis of calligraphic errors.
Calligraphic errors include
The above errors appear due to insufficient development of correct graphic skills.
Classification of calligraphic errors helps the teacher analyze students' writing, identify shortcomings and develop tactics for correcting handwriting.
The overall development of schoolchildren depends on the organization of training at a sufficiently high level of difficulty; of course, the level of difficulty must be observed.
When learning to write, intensive mental work occurs and graphic vigilance is formed.
In order for the educational process to contribute to the comprehensive development of the student’s personality, it is necessary to ensure a high tone of his mental activity.
The writing teaching system allows you to do this - LETTER WITH OPEN RULES.
Writing algorithm
Familiarization With With the writing algorithm, we start by analyzing the writing of the letter And, which is considered as the original one, containing the basic elements and methods of connecting them, which are repeated when writing many letters.
Thus, the developed writing algorithm directs the teacher to include in educational activities a more detailed analysis of the elements of letter-signs, various in the form of mental operations (analysis, synthesis, comparison of letter signs), to the use of visual-motor images studied as the basis of clear and coherent writing.
The algorithm also requires the constant orientation of children towards a more complete awareness of all the graphic details of letters, towards their formation capabilities express in words, in speech, the process of writing letters, their elements, and connections. The formation of a letter component is ensured by step-by-step development, which leads to the creation of a full-fledged image of a letter and an algorithm for writing it.
Alphabetic characters (letters) have a complex structure; they consist of individual elements, parts, sometimes very small. The more detailed we highlight these parts in a letter, the more accurately we express in a word the characteristics of each part, each element of the letter, the better we realize and understand how the letter is written as a whole and in combination with other letters.
Basic writing algorithm
All these components of the algorithm determine the writing of the letter And, and also individually or several together they are part of many letters of the Russian alphabet. This does not mean that when familiarizing themselves with the remaining letters, students will not encounter new elements, but they will generally be prepared to write them if they master this algorithm.
Before considering in detail the listed components of the algorithm, let us analyze some technicalmoments.
Writing a slanted line on the working line. Please note that there is a certain interval between the inclined lines, which is equal to half the height of the working line. Also, we remind you that the lines are parallel. It is these two errors, non-compliance with the interval and parallelism , appear first in schoolchildren's copybooks.
Parallelism of lines will be obtained only if lateral vision is included in the work, i.e., when writing each subsequent line, the student’s attention will be focused on the previous, already written line.
Gaps at the top and bottom of the letters. If you do not focus schoolchildren's attention on the gaps in the upper and lower parts of the letters, this may negatively affect the development of their handwriting. Words: a little bit, a little bitbringing when rounding the hook, they do not give an accurate idea of the observance of these gaps during the writing process. It turns out that the writing is “who knows what.” And this leads to the formation of graphic shortcomings in students.
Continuous letter. When learning to write, schoolchildren always tear off their hand. Initially this is needed to relieve tension, later - to relax, move your hand or notebook. However, students should be immediately introduced to the principle of continuously connecting letters when writing. This means that after resting, the writer again places the pen at the point where he stopped. If the teacher can achieve a uniform connection of letters, this will not only allow for the correct formation of graphic skills, but will also increase cursive writing while maintaining the quality of the work. The presence of the principle of detachment in the process of learning to write when assigning a subsequent letter negatively affects the quality of writing. And that's why. For example, let's take the letter And. The student pauses (interrupts) in writing when writing the first hook. Further, if he does not maintain the technique of continuous writing, that is, does not bring the hook to the top line, he tears off the pen and moves it to the top line of the working line at an arbitrary point. In this situation, maintain the desired spacing between elements (this interval is already determined by the end of the hook) is not possible in most cases. Thus, smooth and clear writing is lost.
Writing an oval that is part of the letters: a, b, c, d, o, f, b, s, b, yu. This is one of the most difficult elements at the initial stage. In practice, an oval often comes down to writing a circle. Because of this, in letters a, d, f, s There are always distortions in the next element after the oval. Realizing that it is necessary to leave a gap between the oval and the rounded stick (or stick with a loop), the student moves the pen to the right, thereby distorting the letter.
The reasons for these errors again lie in the teacher’s ignorance of the exact characteristics of the writing of letter elements and their location in relation to each other.
All of the above can be interpreted this way. Forming a graphic skill is a very complex and lengthy process that requires targeted actions that can be performed accurately and quickly only after repeated repetitions. This requires time, some effort, and knowledge of all the intricacies of writing on the part of the teacher, as well as patience and perseverance on the part of the student. The repeated actions necessary to develop graphic skills should be performed by children not mechanically, for the sake of the repetitions themselves, but with the aim of solving certain specific problems, awareness the need for these repetitions to acquire the skill (awareness of all the necessary movements, the relationships of these movements, etc.).
Achieving calligraphic handwriting is possible only if the student systematically observes all the rules of clear writing. The effort required by a student to complete writing exercises occurs only if the student understands the significance of these exercises and has an interest in achieving the goals, and is also aware of the shortcomings of his writing and skills. When assessing the results of a student’s work, it is very important to instill in him faith in the success of solving the assigned tasks, and the shortcomings encountered should motivate the child to persistently overcome the difficulties that arise.
Let's take a closer look at the components basic writing algorithm.
1. Writing straight slanted lines. At this stage the following errors occur:
1) non-compliance with the interval between inclined lines. This is due to ignorance of the required spacing both between elements in letters and between the letters themselves. In fact, the interval between inclined lines should not be spontaneous (“by eye”), since the baby has not yet developed lateral vision; also, the interval cannot be specified for the width of the letter (not a single letter has been studied yet), and even more so - the width of a finger;
2)failure to maintain parallelism of inclined lines. The second mistake occurs because the student concentrates all his efforts on the inclined line that he is writing, and not on the one that has already been written (underdevelopment of lateral vision and self-control). Therefore, at an early stage it is necessary to teach the student to look at the previous one when writing each subsequent line. The writing of the slanted line must be explained to the writer: “I put my pen on the top rulerworking line and go down the inclined line.”
2. Dividing an inclined line into two and three parts. In this part of the algorithm, you can ask the child to compare half the height of the inclined line with the interval between the lines and lead the student to understand that they are equal. Thus, we will give the student the opportunity to determine the interval between inclined lines, and later - the width of the letter, equal to half its height. Such proportions must be maintained throughout the entire period of learning to write for “readability.” Finding the third part of the inclined line will give us the opportunity to determine the exact location of the connections of elements and letters above or below the middle of the working line.
3. Performing a rounding on the bottom ruler of the working line. In fact, the rounding process occurs at 1/10 of the height from the bottom ruler of the working line, but students are instructed to perform the rounding when they touch the working line with the handle. The pronunciation of the algorithm is lengthened: “I put the pen on the top ruler of the working line, go down along the inclined line and perform the “rocking motion.”
4. Hook line letter. Three types of hook writing are analyzed. The focus is on the average. (It should be noted that the hook itself is written by dividing the angle between the straight slant and the bottom ruler into two equal parts, then when writing the hook line to the middle of the working line, we get the opportunity to outline the width of the letter we are writing, which will be equal to half the height of the slanted line or half the height letters.) The writing algorithm is supplemented: “I put the pen on the top ruler of the workinglines, I go down along the inclined line, perform a “rocking motion” and go up along the hook line to the middle of the line.” Graphic errors must be analyzed. The hook should not be curved or concave. So, writing a hook is subjected to a detailed analysis of its small components. This will allow you to avoid many graphical shortcomings in the future.
5. Letter of "secret" i.e., a straight line up parallel to the first inclined one. In writing, without carefully working out this point, two hooks can be connected in the following two ways.
The first way of writing: by lifting your hand and adding the next element. In this case, the parallelism of the lines is not maintained, since move the handle in space and start a new movement with desired point most often it does not seem
The second way of writing: with a smooth rise up, all the while moving away from the inclined line. In this case, in the next element, he most often moves the inclined one to the left in order to leave a gap in the lower part, thereby getting a graphical error.
The right way writing: writing a slanted line from the middle of the line up. This allows not only to use lateral vision to maintain the parallelism of the elements, but is also an essential condition for maintaining the harmony of the letters, and also accustoms the child to further continuous writing (if the student immediately learns to correctly connect the elements of the letter and the letters themselves in words, this will allow him in the future , firstly, do not do unnecessary writing, and secondly, when writing quickly, do not lose its quality).
Next, our algorithm looks like this: “I put the handle on the topruler of the working line, go down along the inclined line, perform a “rocking chair”, go up along the hook line to the middle of the line, write an upward inclined line (“secret”).”
6. Letter down "secret" i.e., writing a second downward slanted line without lifting your hand. At the same time, the attention of schoolchildren is drawn to the fact that both lines drawn from top to bottom must necessarily be parallel. Between the hook inclined and the second straight inclined there is a gap at the bottom of the line (“hut”).
7. Completing the writing of the second hook, i.e. the second hook line. Students themselves analyze how to add a second parallel line to the hook. At this stage of work, it is important for them to use lateral vision (we write oblique, focusing on the previous one).
The students finish pronouncing the algorithm:
“I put the pen on the top ruler of the working line, go down along the inclined line, perform a “rocking motion”, go up along the hook line to the middle of the line, write “secret”, go down along the “secret”, perform a “rocking motion” and go up along the hook line to the middle lines."
So, the basic writing algorithm has been obtained. Letter And has absorbed all the basic elements often encountered in writing.
Based on the connection of two hooks to each other, the principle of connecting elements and letters to each other, most often used in writing, is shown. Let's look at this using the example of transforming a letter And The most common ones when writing are lowercase letters.
The student sees all the transformations and is convinced how important it is to learn how to write and connect two hooks correctly. In the process of mastering the basic algorithm, it is important to introduce schoolchildren to means of checking the correctness of what is written. To this end the following graphic signs are introduced: middle (-), one-third above or below (x), clearance from below, “hut” (), clearance from above, “nest” (v).
When using a writing algorithm, after children understand it through game situation, through involving them in feasible “research” activities, not only the correct graphic skills are formed and improved, but also a number of general developmental tasks are solved.
After all, the process of writing is not a simple motor act; it helps the student in developing his cognitive interest, speech, willpower, conscious attitude towards the work being performed and its results.
During the alphabetic period, significant attention is paid to detailed analysis letters: students find already known elements in the letter they are studying, analyze all the methods of connecting with subsequent letters, and give their verbal description. Initially, this is done with the help of the teacher, then, when familiarizing themselves with a new letter, the students try to create its algorithm themselves. They learn to write down a letter as the teacher pronounces the algorithm (graphic dictation), and independently comment on the spelling of not only letters, but also individual compounds and even short words.
Thus, using the well-known writing algorithm, students, through analysis, logical reasoning, and comparisons, not only explain the writing of letters, but also learn correct principle continuous writing. This construction graphic work promotes activation mental activity student.
The thinking of 6-7 year old children is visual and figurative in nature. Taking this into account, before learning to draw a letter, a clear and differentiated visual image of the letter should be formed in the student’s memory. Students are asked to compare what they are studying block letter with the written word, also highlight the elements already known to them, remember in which letters they have studied they have already been encountered. Take apart new elements, think about what they look like, try to give them a name. The teacher offers his own version of the name, which the children usually agree with. The letter algorithm cannot be imposed by the teacher; it must be born in the lesson in the joint activity of the teacher and children. This allows children not to memorize the algorithm of the letter they are studying, but to consciously assimilate it. The assimilation time is different in each specific case. Some learn the algorithm in the process of becoming familiar with a new letter, others - a little later, while the principle of awareness should always remain the leading one.
In addition to practicing writing a particular letter, the student must be able to distinguish a correctly written letter from an incorrectly written one and indicate what the errors are (if any) and how to eliminate them. It is very important to carry out letter analysis work as early as possible, since its effectiveness has a positive effect on the formation of correct graphic skills. During the alphabet period, significant attention should be paid to the development of graphic vigilance, and not get carried away by the speed of writing.
For children to better understand the writing of letters, their algorithms use the designations “rocking chair”, “secret”, “stick”, “knot”, etc. These additional designations are understandable to children, are easy to remember and successfully recreate the necessary graphic images in their minds.
At the third stage of the main algorithm, schoolchildren learn to turn the handle in place, i.e. perform a turn in place, but in such a way that a certain rounding remains. For brevity, this turn in place is usually called a “rocking chair.”
The ascent after the hook inclined line along a straight upward inclined line is performed parallel to the inclined line already written on the left (in the main algorithm this is the fifth stage).
This rise from the middle of the line upward is usually called the “secret” (during the return movement, this line is basically “covered” from above and becomes invisible). This element is written in almost all letters in which it is necessary to indicate the parallelism of elements or parts thereof. The “stick” element is used in cases where, when writing the bottom of a letter, it is necessary to linger on the line by the width of the letter .
Writing a "knot" means performing a circular motion in place in a counterclockwise direction.
Some aspects of use information technologies in teaching writing to primary schoolchildren.
The feasibility of using information technology in teaching various school subjects is beyond doubt. The effectiveness of such training increases significantly if its use is not episodic, but systematic, throughout the entire course. The main problem with such integrated study of subjects is that the development of traditional courses did not involve the use of information technology.
Fortunately, information and technological support for the presented methodology for teaching writing to primary schoolchildren can be realistically feasible.
For teaching children to write, it is first of all important visibility the process of writing letters and their connections.
It’s great if the teacher does this traditionally on the blackboard, but writing letters, connections and words in a much more imaginative, colorful, and effective way can be implemented on a computer screen using modern software.
In this case, the process itself can be designed in a style already ready-made design with and the characters of the copybooks. During the lessons, the student, moving the “mouse,” will have the opportunity to repeat actions many times, focusing on his own needs and abilities.
Feature this method of teaching writing - studying the basic algorithm of writing and writing each letter according to this algorithm.
From a very early age, children develop algorithmic and analytical thinking, since for each letter the student develops and implements a specific algorithm for writing it and analyzes the mistakes made. The algorithm cannot be imposed by the teacher; it must be born in the lesson in the joint activity of the teacher and the child.
One of the most important stages Learning to write is the acquisition and development of the skill of seeing or recognizing the constituent elements of a letter and how they are connected. Application various options computer mosaics made on the basis ready-made tasks from the copybooks will undoubtedly be useful and will add variety to the course of the lesson.
For example, the game “Guess the letter” (find out and complete the letter)
“Find graphic errors”, “Look for the correct letter”, “Recover the word”,
“Find a pair for each element”, “Field of Miracles” (choose the appropriate letter).
The development of computer video training lessons will make it possible to apply the methodology in various forms education of children (home-based, family-based, distance learning).
Information technologies will make it possible to radically change the organization of the learning process for students, shaping their systems thinking; use computers to individualize the educational process and turn to fundamentally new cognitive means.
The use of ICT in teaching writing has a positive impact on the general cultural development of students; acquiring and improving computer skills; individualization of training; students' self-affirmation; increasing motivation to study; aesthetic presentation educational materials; improving the process of checking student work; increasing the authority of the teacher (“keeps up with the times”).
But there are a number of difficulties in integrating information technology and teaching writing to primary schoolchildren, namely:
The use of new information technologies expands the scope educational process, increases its practical orientation.
