What does it mean to teach a child to learn? How to teach a child to study. material (class) on the topic. Why does the child not want to do his homework? Finding out the reasons

Not all children enjoy going to school, do their homework and get good grades. But we adults know how important it is to discipline ourselves and work for the future. How to help your child, how to teach him to learn?

Teaching a child of primary school age to study

So, we present to your attention some simple tips that will help teach your child to study well.

Don't force six year old child do homework that the teacher does not usually assign.

Do not train him to overwrite letters, numbers, or hooks; take care of proper rest and nutrition.

To help your child learn to write letters better, develop fine motor skills: do modeling, drawing, coloring small pictures, appliqué, embroidery, etc. The activity should be interesting to the child.

A play form of classes is suitable for a 6-7 year old child.

Be sure to read children's stories and age-appropriate literature to him before bed.

During class with a seven year old child start doing your homework first. Don't let your child get bored during class. He must be interested.

Don't rush him, don't reproach him for mistakes, don't compare him with other children.

Give your child the opportunity to enjoy intellectual activities. The main thing is not to kill your interest in learning.

Don't overload your child.

With 8-9 year old children do the same, but give them more independence.

Don't scold for mistakes, be respectful. Mistakes are inevitable, learn yourself and teach your children to perceive mistakes as a natural process, because they learn from mistakes.

Try to 10 year old child did your homework yourself, then calmly check your work.

Don't force them to rewrite if the child makes a mistake.

Don't be overly anxious about failure.

Continue to be close to your child and support him.

If he has not lost interest in learning, consider this a major success - both his and yours.

A child, without being an excellent student, will still be successful. He will have the main tool of cognition - interest.

In classes you need moderation. Do not force your child to do exercises if he is fidgety, tired, or upset. Take a break, do something else.

Avoid negative evaluation and praise your child more often. Find what he can do and be sure to praise him for it. Build his confidence in his abilities.

Try not to perceive working with your child as hard, burdensome work.

Don't forget to enjoy life with your baby. Enjoy communicating with him.

And never compete with your child. You, of course, are wiser, more experienced, and know more. Therefore, pass on your wisdom and experience to him, but remember that your baby is a separate person, unique and inimitable. And if you do not humiliate her, respect, appreciate, love and help her, then she will find her place in society, will be self-confident, and therefore will achieve success.

Don't make your school grade an idol to be worshiped.

Remember, you need to focus not on the negative aspects, but on the positive results achieved.

Don't compare your child to others. The success of classmates may be temporary, and your child may well overtake the current excellent student. This is how growth is: today your child is the shortest in the class, and then he will stretch out and become tall.

So do not lose confidence in your abilities and the abilities of your child. And develop in him an interest in learning.

Following these simple rules will help instill in your children a good attitude towards learning and will contribute to the child’s desire to learn.

Our advice is for parents who are thinking about how to teach their child to study in order to raise him to be a harmonious personality with a successful future.
Modern parents are trying to realize this goal in different ways. Some send their five-year-old child immediately before entering first grade to prepare for school so that he has time to master basic knowledge. Others take their baby to early development schools from the first months, not quite understanding what this early development brings.

In one case or another, loving parents try to motivate their children to achieve school success. Practice has proven that this path is not always successful. If you consider only external preconditions in learning, such as obeying, completing the teacher’s assignments, etc., you will not be able to instill the desire, ability to learn and do well in school in this way. How should a child be taught to learn so that he himself desires it, strives for knowledge?

Getting ready for school in advance

Some parents pass on to their children their memories of school, which, alas, are not at all those that would serve to successfully motivate them to study. “You will get a bad grade for poor knowledge”, “You may be scolded in class for bad behavior” - these phrases do not contribute to the desire to acquire knowledge at school. The main goal of parents should be to create a positive image of the school.

If your child attends an early development school, explain to him that he now needs to comply with the boundaries of behavior, tell him why this is necessary.
If your child is shy, help: support and join the process in class, showing your interest in what is happening. If the child does not want to participate in the task, do not put pressure. Sit and watch other children. Perhaps soon the baby will want to get involved in classes, having found ones that interest him, and will show a desire to learn and attend classes.

Why

How to help a child's development?

1. Spend any time you spend together usefully: discuss the weather, seasonal phenomena, a plant or tree you saw on the way to kindergarten. Introduce your baby to concepts such as color, shape, smell, etc.
2. Keep in mind that it is difficult for children to keep their attention on one thing for a long time. Therefore, you should not get angry when he begins to be distracted by extraneous things.
3. Exercising against your will will not bring success. Practice when the child is inclined to do so.
4. Stick to activities that are appropriate for the baby’s age and that he likes: modeling, drawing, games, appliqués, etc.
5. Knowing what tasks your baby can handle, give him slightly more complicated ones.
6. A smooth transition from play to academic activities occurs a year before entering first grade, but not earlier.
7. Classes must be regular.
8. Criticism of a child’s actions and successes is unacceptable. Praise and encourage your little student for small but real achievements.

Will training

Ability to make friends

Physical health

Together with your child, rejoice in his small successes and victories, encourage his thirst for knowledge. Comprehensive development of all areas of activity will help the harmonious development of the individual.

"When people are taught something other than what they should think, and how they should think, then all misunderstandings will disappear."
G. Lichtenb

How to teach a child to study? I consider the selection and implementation of appropriate technologies as the main condition. (Slide 1)

I consider such a pedagogical technology to be a system of developmental education, the Educational Program "School 2100", which opens up wide opportunities in achieving knowledge both for students and for teachers. This system allows you to create a situation of success for each student, provides an opportunity for creativity for “unsuccessful” students, and encourages everyone to search for alternative solutions. (Slide 2)

The priority of training should not be students mastering a certain amount of knowledge, skills and abilities, but students' ability to learn independently, obtain knowledge and be able to process it, select the necessary ones, remember them firmly, and connect them with others. Only in this way can a student develop a genuine interest in learning. And if we now help students develop the need for knowledge, teach them how to acquire it, then these important qualities will remain with them after leaving school.

Therefore, the topic of my methodological problem is “Person-centered learning based on the teaching and learning complex “School 2100”, which is one of the kits that provides conditions for the implementation of the principles of person-centered pedagogy, where the child is the subject of the educational process, and conditions are created for him to choose an activity. ( Slide 3)

Personality-oriented learning involves: recognizing the student as the main subject of the learning process, developing the student’s individual abilities, identifying and structuring the student’s subjective experience, purposeful development of his personality in the learning process, creating conditions for the manifestation of cognitive activity.

One of the main means of achieving these goals is the creation of personality-oriented situations. A student-oriented situation is one of the central moments of a student-oriented lesson, the mechanism for its implementation. It is designed to affect the personal structures of consciousness, the personal experience of the student, therefore, within the framework of a personality-oriented situation, questions and tasks are offered that are addressed to the student personally, to his current interests. It helps to transform the learning process so that studying a subject does not turn into cramming, but puts the student in new conditions that require him to behave in a way that would ensure his personal growth.

A personality-oriented situation for a teacher is a didactic tool (tool), with which the teacher ensures a personality-oriented orientation of the lesson: free expression of creative forces, actualization of the student’s personal potential, the strength of his self-development, stimulation of the individual’s manifestation of his functions in the educational process. (Slide 4)

Signs of a student-oriented learning situation:

• posing a problem through the development of cognitive activity, then arousing interest in the problem, while encouraging and stimulating students;
• appealing to the opinion of children, to their existing knowledge and experience, encouraging independence in drawing conclusions;
• voicing different points of view of students;
• teacher and students’ appeal to their subjective experience;
• providing the teacher with conditions for the student to learn about himself;
• providing students with various opportunities for self-affirmation;
• providing conditions for each student so that he can feel his importance and realize his personal potential.

The essence of student-oriented situations in elementary school lessons is to interest students in various disciplines, to maintain desire and interest in learning within the framework of educational interaction.

I think that in the methodological arsenal of every primary school teacher there are ways to enhance the cognitive activity of younger schoolchildren. (Slide5)

The following student-oriented situations help to successfully involve elementary school students in the learning process: situations of entering a lesson, situations of intrigue and surprise, theatricalization and creativity, game situations, discussions, situations of success, solving various problems, situations of choice, summing up (reflection). (Slide 6)

Now let's look at some personally oriented situations that I use in my lessons.

To create psycho-emotional comfort for children in the classroom, it is advisable in elementary school to begin each new lesson with an introduction to the lesson, that is, with reflection on the mood and emotional state in order to establish contact with the children.

Everything is beautiful in the sky,
Beautiful on earth
Everything is wonderful around
Everything about me is wonderful.

You can start the lesson in another way:

Our greeting today is called “Palm to palm.” Touch your palms to each other. How did you feel? Did you feel how warm your palms are? May our communication with you today be just as warm. (Slide 7)

Situations of intrigue, setting an educational task can be seen in the example of a literacy lesson on the topic: “Farewell to the ABC” (lesson-game “Love at first sight”) (Slide 8)

Solving problems (algorithmic, spelling, natural history, etc.) are also personality-oriented situations. So, for example, in the 3rd grade, during a computer science lesson, the topic of which is “Algorithms. Consolidation of what has been learned”, traveling through these points, children solve algorithmic problems.

Solving a spelling problem. (Slide 9)

Russian language lesson. 4th grade. Topic: General repetition.

The lesson is conducted in the form of a business game "Proofreader". The guys imagine that they are in the editorial office, doing the work of a proofreader. First, children learn who a proofreader is and what work he does. (Slide 10)

Instead of the traditional and uninteresting twisting of dozens of rules and performing monotonous exercises, which make Russian language lessons boring and unattractive, it is useful to give the lessons a practical focus.

Situation of choice.

Let's go back to the Russian language lesson in 4th grade. In this case, children can be offered a choice of tasks of 3 levels. Children choose their own level and complete the task.

Level 1 - find and correct errors.

Level 2 - distribute words in which errors were made into groups: a) vocabulary words; b) vowel in the root; c) words with other spellings.

Level 3 - write a response to this girl. (Slide 11)

This example indicates the choice by students of the method of updating their subjective experience. The teacher suggests choosing a way to individually test knowledge on a previously studied topic:

• explain terms, give descriptions of specific terms;
• collective answers to questions posed;
• complete test tasks.

Recently, the fact that children choose test tasks has been noted. This means that they put themselves in a situation of choice, because out of 3 possible answer options they need to choose one correct one.

Test task used in this lesson. (Slide 12)

We have come to the following game situations, which are indispensable in elementary school.

Literacy lesson. Farewell to the Russian alphabet. (Lesson game "Love at first sight").

Game "Perfect Couple" ("Find Your Match").

We read a lot of proverbs and sayings in the alphabet. But do you remember them? Girls have the beginning of the proverb, boys have the ending.

Lesson: the world around us. 3rd grade. Topic: Traveling around the planet. Countries of the world.

Business game "Buying tickets."

It should be noted that the systematic introduction of game forms of work into the educational process really increases the interest of most students in learning and the subject, which in turn leads to improved learning outcomes. (Slide 13)

Without a feeling of success, a child loses interest in school and academic activities. An important feature when working with primary schoolchildren is the creation of a situation of success - a positive emotional mood in the lesson. Children need to be instilled with confidence in their strengths and capabilities, and aimed at a situation of success (“You can handle it,” “You will succeed,” “I will always help you”). Success situations: “Removing fear”, “Advancement of a successful result”, “Introducing a motive”, “High appreciation of a detail”, etc. (Slides 14, 15)

For me, a lesson in elementary school is a time of knowledge, a time of creativity, a time of communication. For my students, a lesson is the “extraction” of knowledge with the joy of discovery, constant creativity in an atmosphere of trust and psychological comfort.

It is impossible not to dwell on situations that provide an opportunity to demonstrate and develop the creative abilities of students. In my lessons I use the method of forming imagination, without which the development of creative thinking and the formation of creative abilities of the individual cannot occur. The set of tasks offers two types of exercises: “Turn on your imagination”, “There’s room for words”. Grankin's technique etc.) (Slide 16)

In my work I use lessons from micro-group design. We gradually master project activities with children, from simple micro-projects (drawings, wall posters) to long-term works (albums, small books with their own creativity, crafts). This form of work allows you to demonstrate individual abilities and talents. (Slide 17)

Situations of theatricalization (staging) help children to relax, children gain confidence. This is facilitated by lessons in children's rhetoric and classes in the elective "Theatre". (Slide 18)

All this is followed by a discussion , discussion is also a person-oriented situation. During the discussion, children freely express their point of view. At these moments, the image created by the great didact K.D. is very suitable for children. Ushinsky, who noted that the class must be allowed to worry freely, even seethe, but always be kept within the limits that are necessary for the success of the teaching. "Dead silence" is unacceptable. The textbook on children's rhetoric contains many exercises that challenge children to discuss specific situations.

Situations of discussion also arise in literary reading lessons, answering a problematic question of this nature: “How are the relationships of the heroes of the read works similar to the world of relationships among people?” Every child wants to express their opinion. Children respond differently because everyone has the right to free choice.

Reflection at the end of the lesson. As a rule, at the end of the lesson, the results are usually summed up, there is a discussion of what we learned and how we worked, and whether we liked the lesson. In elementary school, children describe their subjective reactions using funny icons or signs. For example, an exclamation mark - the lesson was successful, a question mark - something remained unclear, a negative sign - I felt uncomfortable in the lesson. If time allows in class, children can be asked to fill out the table “P” - plus, “M” - minus, “I” - interesting.

Reflection without outside help. At the end of the lesson, a box with chips of different colors is placed on the table and an empty box next to it. In this case, the chips should be of three colors - red, blue, green, the meaning of which is as follows: red - the lesson brought the students the joy of learning, blue - everything was clear, green - I did not understand everything.

At the end of the lesson, the student takes the chip (or chips) he needs and puts it in the box. This method provides quick and effective information. Depending on what the information is, further actions are selected. (Slide 20)

Reflection on "Islands". I suggest that each student create his own type of success situation during the training session.

A map is drawn on a large sheet of paper depicting emotional “islands”: o. Joy, oh. Sadness, oh. Confusion, oh. Anxiety, oh. Expectations, oh. Enlightenment, oh. Inspiration, oh. Pleasures, oh. Pleasures, the Bermuda Triangle, etc. A map of the islands is posted on the board and each student is asked to place his boat in the appropriate area of ​​the map, which reflects the mental, emotional and sensory state after the lesson. The student has the right to draw on the map any new island with his own name, if he is not completely satisfied with the existing ones. Once completed, the card is analyzed along with all children. With the help of such reflection it is possible to determine changes in the emotional state of students. (Slide 21)

I have covered the main person-oriented situations used in elementary school. In general, we can say that by creating and using personality-oriented situations in lessons, positive changes occur in the personality of both the teacher and students, making them more open and accessible to formation and development. A different relationship appears between teacher and student. (Slide 22)

Thank you for your attention!

“Learning should bring the joy of learning, the joy of communication. Every child is an individual, everyone has something to be proud of, everyone needs to feel the joy of success. And joy will certainly arouse interest in learning” (Slide 23)

Today, all teachers are given the opportunity to creatively explore. You can take any textbooks and work using new programs. But a teacher must always remember that he must teach everyone. And children come to school very different.

I have always been concerned about the problem: how to teach children to learn? This problem becomes especially acute when students move to the secondary level of school. Everyone is familiar with the phenomenon: the number of excellent performing children decreases sharply in the middle level of school and practically disappears in the senior level. Of course, the continuity between the primary and secondary levels is still weak: in the sense of unity of requirements, in the sense of curricula and textbooks. But I often wonder if we, primary school teachers, are doing everything to ease the transition of students to secondary school? Yes, we give them the necessary amount of knowledge provided for by the program. However, in my opinion, we should take more care of something else - we need to teach children to learn. The process of assimilation of the studied material proceeds differently for all children. In every class there are students who understand the teacher perfectly, and there are also those for whom individual lessons do not immediately help. I am constantly worried about the problem - how to teach everyone? I always have 5-6 people in my class who study poorly, not only because their level of development is not high enough, but also because the families of such children are usually dysfunctional.

The first thing I want to say is that those teachers who shift part of the work onto the shoulders of parents are very mistaken. Parents return from work in the evening and promise to take care of their child, who is already tired from the day. Of course, evening classes for parents and children are ineffective and not always qualified. I never turn my meetings into detailed instructions to parents on the subjects being studied. It is my firm belief that assistance to parents should be more aimed at creating conditions for successful studies, monitoring the student’s daily routine, taking into account his physiological characteristics.

At meetings I try to show parents basic techniques, forms of work, which they need to use at home at some specific moment. For example: when studying the composition of numbers, I offered parents rational techniques for a more solid understanding of this topic (game moments - lotto, dominoes, houses with colored circles); explained the importance of alternating different learning techniques so that different types of memory are involved. When explaining any method of calculation, I often get ahead of myself. For example, I introduced children to the method of addition “by parts” (17 + 8), and then I showed the use of this method when solving more complex examples: 47 + 8, 97 + 8, 170 + 80, 470 + 80, 970 + 80. In this way, I teach children to identify a learning task and constantly be guided by it. This is the first thing a student must master in order to be able to learn. Of course, you still need to learn how to perform the task, to learn what needs to be learned.

I try to be very careful in determining the types and volume of homework. We do the most difficult types of tasks in class. A large amount of homework and a high level of complexity are not always justified. In this case, parents are forced to help their children, and some simply give advice. And in a class where they have to work independently, children find it difficult to decide. So it turns out that everyone does their homework with “4” and “5” grades, but their class work is much worse. If I see this picture in some of my students, I immediately understand that they do not have sufficient knowledge of independent work techniques. An adult must give the child not a finished result, but a method by which it is achieved. Some parents take the easy route. For example, instead of helping a child meaningfully memorize the composition of numbers and control the process of consolidation, they are taught to count on their fingers.

One of the techniques that help schoolchildren learn is active mental processing of the material and its semantic grouping. I structure my Russian language lessons on the principle of developmental education, taking as a basis the creation of problem situations (confrontations with contradictions). In a problem lesson, I create all the conditions for students to demonstrate cognitive activity. Students do not receive ready-made knowledge, but as a result of posing a problem situation, they experience difficulty or surprise and begin to search for a solution, discovering new knowledge on their own. Then I carry out the obligatory recitation of the solution algorithm and apply it in practice when doing independent work. Problem-based learning evokes lively debates and discussions on the part of students, creating an atmosphere of passion, reflection, and search. This has a beneficial effect on the student’s attitude towards learning. Constantly presenting the child with problematic situations leads to the fact that he does not “give in” to problems, but strives to resolve them.

When working on scientific educational texts in textbooks on literary reading and the surrounding world, I often resort to such methods of work as drawing up a plan and highlighting semantic supporting points in the material. You also have to make a plan during training in other lessons. Some rules are easier to remember and understand if you make a plan together with your children. I think our reminders in the Russian language, reference tables in mathematics, diagrams, short notes for problems, graphs are also a type of plan. When drawing up a plan with children, I strive to ensure that they get used to active mental work and gradually master its skills. When answering according to plan, students initially try to reproduce the text in as much detail as possible.

Gradually, as they master this skill, I teach the children to write down the plan in abbreviated form, and then to keep the plan in their heads. If the student retains the semantic points he has identified in his memory, then together they form a kind of logical diagram of the material. This skill allows students already in grades 3-4 to independently prepare not only for lessons about the world around them, but also in other subjects. This skill is especially valuable when moving into middle management.

If a student is accustomed to highlighting key semantic points in a text, then reading, understanding and memorizing occur simultaneously. I never require children to literally memorize the rules. After all, there are students who perfectly explain the rules, but cannot name its fragment or find it difficult to apply it. I believe that it is much more useful to break any voluminous rule into semantic parts, find confirmation of it in the process of doing exercises, or come to the conclusion yourself.

Important in your work In teaching children rational methods of learning, I consider the mindset to be memorized. I constantly remind children of things to remember well and show them where they can come in handy in the future. At the same time, some concepts and information are purely for informational purposes. I sometimes tell children that they will study some concepts more deeply in high school, and that it is more useful to learn more about some concepts from additional and reference literature. For example, when introducing children to the table of the composition of the numbers of the second ten, I do not give them instructions for memorization. I believe that it is much more useful to solve such examples in parts. And the results of addition will be remembered involuntarily over time.

Of course, not all students in a class simultaneously and successfully master rational teaching techniques. There are many reasons for underachievement. But I have been convinced more than once that even weak students who are active in class begin to learn better over time. After all, only the active mental work of the student himself on the content of educational material allows him to trace and grasp the logic of its presentation. Children who have difficulty learning are usually passive in class. Therefore, I try in every possible way to activate the consciousness of such children, constantly reminding everyone that they need to patiently listen to the answers of their comrades, that there is no shame in making mistakes. It often happens that the desire of children to answer is so great that they stand up, impatiently raise their hand, and almost shout out the answer. I do not think that such a manifestation of activity is bad behavior in class. On the contrary, I think that children who sit “in line” are most likely indifferent to the teacher’s questions. They need to constantly think about how to restrain themselves and their emotions, and not about how best to respond.

There is another important point in teaching children - control and self-esteem. The alternation of various forms of control allows me to monitor the process of assimilation of knowledge. Along with traditional forms of control, I often use these types of student surveys, when I do not evaluate the answers, but simply keep a record of errors. For example, I carried out independent work, the volume of which exceeded the usual tests. Those who completed their option were offered to solve the tasks of another option. Some could barely complete their assignment even after two lessons. While working, I allow children to come to me with questions, but not for help. Both I and the children like this type of independent work: everyone gets only good grades, and some even get two A’s. Sometimes I get by without marks. When performing such work, the level of independence of each person is clearly visible. I don't give children bad grades for current work. If a student has not completed something, I write a comment in verbal form.

Not all parents yet understand that a child’s failure is not a signal for punishment, but a reason for a serious analysis of how the family helps him learn successfully. The assessment should be stimulating. When meeting with parents, I never compare one child with another. I am convinced that you can compare each child with yourself, evaluate the process of learning and development of the same student. In my work, I adhere to the following principle: if you really have to give a two, then it is extremely rare when all means have already been exhausted. The mark should not be a whip for children. Its main function is regulating and orienting. And here it is important to gradually teach children to self-assess their work. In this regard, we always have to work a lot with children and with parents. The main result of such work is when the teacher’s assessment coincides with the student’s self-assessment.

Long before the official grading, I introduce parents to the standards for grading in subjects and my approach to this process. I am sure that nothing undermines the authority of a teacher more than issuing different grades for work and answers of the same level. My opinion is that only knowledge assessment is necessary, reasoned and objective. My students are not afraid of grades. They know that at school they will always understand and support them, and will help if necessary. Children are always very frank with me, and I am grateful to them for that. And finally, an important factor, one might say the result of all the teacher’s work, is the students’ independent homework. After all, teaching children to learn means teaching them to organize not only their internal mental activity, but also their external behavior. During meetings with parents, I constantly emphasize that they have a long and difficult job ahead of them to develop in their children the ability to manage their own behavior so that they become masters of their desires, and not vice versa. Mutual understanding, constant monitoring with parents, various forms of work with them - everything is subordinated to one goal. Only together and together can we teach our children to learn to know the world around them and themselves.