Man is a complex mechanism that thinks, acts and experiences emotions. Human nature is designed in such a way that communication plays a very important role in it. Verbal abilities, like any other, require development. What is the definition of verbal abilities, what are they for and how to develop them?

Definition

Verbal ability is the ability of a person to communicate with outside world with the help of speech. To do this, you need to correctly form thoughts and build sentences. The verbal abilities of a person are manifested not only in the pronunciation of certain words, this also applies to the tone of voice, the expression with which words are pronounced.

Why develop skills?

Communication through verbal expression of thought is one of the main ways of human communication with the outside world. The ability to communicate with other people must be instilled from childhood, when the child is most receptive to information.

For the first time, a child communicates with his mother by crying, announcing his needs. Then, following the example of the parents, he begins to pronounce words, which gradually turn into phrases and sentences. The purpose of the development of human verbal abilities is the perception and reproduction of thoughts, understanding of works of art and the ability to most accurately and competently express one's own conclusions.

A person's knowledge of the art of expressing his own thoughts begins in childhood. For this, word games and other manipulations are used. Then in school age teachers use other techniques for developing abilities. There are quite a number of such methods.

Internal dialogue

1. You need to take one phrase and try to mentally pronounce it with different intonation, stress, expression.
2. Then you should imagine how it would sound if it were pronounced by another person.
3. With the help of fantasy, you need to imagine how this phrase would sound if it were in another room, in the sky, lying in the palm of your hand.

Undoubtedly, such manipulations require the connection of fantasy, however, exercises allow you to correctly form a thought before saying it out loud.

Reading

In terms of developing verbal abilities, reading is a very important aspect. Reading books, a person replenishes vocabulary, his speech is filled with artistic turns, and also becomes correct. At the same time, it is important to read books not only of classical, but also of modern literature.

The love of reading is instilled from school years, this is facilitated by literature lessons. In addition, a person must have the ability to analyze the information received from the source, as well as retell it in their own words. Reading also contributes to the development of concentration and attentiveness, in addition, books are a great way to develop imagination.

Clustering

This technique is as follows: you need to choose one word, write it down on paper, and then select the associations that it evokes. It is important to do this instinctively, without thinking, on a sensitive level.

The technique is useful for making plans, organizing your own thoughts. In addition, answering the question posed without hesitation, one can understand that this concept actually means to a person.

Abbreviation Games

The point of the exercise is to take a word and make up a phrase, the first letters of which coincide with the letters of the selected word. For example: BREAD - Hoarse Forester El Borsch. The time for inventing a phrase is usually limited to 1 minute. Sometimes the task is complicated by a limited topic for inventing a phrase.

Such word game will be interesting for both adults and children. It helps to develop imagination and form thoughts in a limited period of time. game form, in which this exercise is carried out, is able to interest both adults and children.

Alternative to common words

For the development of verbal abilities, the following technique can be used: it is necessary to come up with an alternative to existing words that characterizes their essence. For example, a heater is a heating pad, a fur coat is a heater.

The versatility of games with words is that they can be played almost anywhere - in the classroom, at home, on a trip. A variation on the theme of inventing alternative words can be as follows: describe the subject in words so that those around him guess it. The game is played by analogy with "Crocodile", only speech is used for description instead of movements.

Pronunciation of tongue twisters

Complicated sentences are considered a good workout. They can be simple children's tongue twisters, such as "Sasha walked along the highway and sucked dry," as well as more complex ones - "Coconut cookers cook coconut juice in quick cookers."

Pronunciation of complex tongue twisters has a positive effect on the speed, purity of speech, as well as improving diction. Trying to pronounce a complex sentence as quickly as possible, one must not forget that it must remain understandable to others. Thus, you can quickly get rid of the so-called "porridge in your mouth" effect.

Exercises for preschoolers

To the children of the younger preschool age it is quite difficult to perform most of the exercises described above, but this does not mean at all that it is too early to develop their verbal abilities. There are methods for kindergarten teachers that are available for understanding young children:

1. Reading books aloud. Children are read interesting books appropriate for their age. At the same time, the teacher should read loudly, with expression. Books should contain short stories that have an instructive side. After reading the book, you can discuss and analyze with the children the actions of the main characters.
2. Riddles are also a good method for developing verbal abilities. At the same time, children are invited to guess an object or phenomenon based on the description.
3. Verbal ability is the ability not only to make speeches, but also to understand them. An important exercise is teaching children the ability to listen and understand the interlocutor. To do this, the teacher holds tea parties, in which children gather at the table and talk. It is important to teach the child not to interrupt the interlocutor, as well as to correctly formulate their own thoughts.

Regular classes with children help prepare them for school, where the ability to speak out and understand the interlocutor plays an important role.

Verbal Ability Tests

Today, many companies conduct several personality tests when interviewing an applicant to determine the nature, performance and other characteristics. The dynamic verbal ability test is one of the most popular. It may consist of seemingly simple questions, such as which figure is superfluous or which word is closer to the word "work".

Thus, the employer can find out a person's ability to perceive information and adequately analyze it. Such personality traits are necessary in such professions as a teacher, personnel officer, psychotherapist, leader. The verification of verbal abilities is carried out by a professional psychologist who is able to correctly evaluate the test results and select the most suitable candidate for the position.

Verbal abilities

Verbal abilities- the degree of expression of an individual's verbal-logical (verbal) thinking, the ability to use language, speech as a means of formulating thoughts. Verbal abilities are based on the use of the language system by the individual. It includes the elements and the prescribed rules for the use and use of those elements. The language system has several levels of use: phonetic, lexical, grammatical (including derivational), syntactic. The use of these levels in verbal-logical thinking is individual. When diagnosing verbal abilities, the ability of the individual to exclude the superfluous, look for analogies, determine the general, and assess his awareness are examined.

The human subconscious is capable of solving problems of very high dimensions and taking into account up to 10 thousand variables. It is very difficult to explain and transfer our subconscious knowledge to other people. The verbal ability of a language is its ability to reflect human knowledge from a subconscious high-dimensional level to a language level that has a much lower dimension. The verbal ability of a person is his ability to formulate his knowledge for their transfer to other people by means of a particular language. If the language has not yet been created or is too poor, then it is difficult to transfer one's unique knowledge using such a language. For completely new knowledge, you have to create your own new languages.

The appearance of a high-dimensional neural network subconsciousness in biometric automata is a prerequisite for the appearance of a verbal language in them and the emergence of verbal abilities in artificial intelligence (for more details, see Ivanov A.I. "Subconsciousness of artificial intelligence: programming neural network biometric automata with the language of their learning" http:// pniei.rf/activity/science/bio_neuro.pdf .).

Links

• Trifonov E. V. Human Psychophysiology

Wikimedia Foundation. 2010 .

See what "Verbal abilities" are in other dictionaries:

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SCHOOL ABILITIES TEST (SAT)- The most widely used college admissions test in the US. It consists of two aptitude tests, one for verbal ability and one for math ability, and a series of achievement tests in specific subjects... Explanatory Dictionary of Psychology

Books

• How to survive if you have discovered psychic abilities in yourself. Explore your gift of clairvoyance. Secrets of communication with spirits (set of 3 books) (number of volumes: 3), Rooney Lisa Ann. "How to survive if you have discovered psychic abilities in yourself and do not know what to do with them" . What to do if you discover psychic abilities in yourself? So if you see...
• Speech practice. 1 class. Textbook. customized programs. Federal State Educational Standard for HVD, Sofya Vadimovna Komarova. The textbook is intended for children with handicapped health and implements the requirements of the adapted basic general education program in the subject area "Language and speech ...

Diagnostics of verbal abilities

Urgent need for a prompt solution practical tasks psychodiagnostics is associated with the wide spread of psychological and pedagogical counseling, in particular, in the field of education and upbringing of students. However, sometimes this leads to the fact that diagnostic methods are constructed taking into account such existing forms of activity and types of relations of the subject that are accessible only to the ordinary understanding of the subject himself and the diagnostician. From the point of view of private practical tasks, they are quite suitable and reliable, however, in those cases when it is necessary to analyze the internal structure of the diagnosed activity processes, actions and relationships, their limitations appear. Therefore, in order to have detailed information about the structure, and, accordingly, about the dynamics of the phenomenon under study, it is important that these methods can work at the level of general practical problems.

As a rule, these or those individual deviations of the subject's activity only in rare cases turn out to be in accordance with all other parameters of the diagnosed phenomenon. If detailed structured information is available, corrective efforts can be directed to really defective elements of the structure of the diagnosed phenomenon, without wasting time and energy on correcting and correcting those elements that are actually within the normal range. In this case, one could rely on those characteristics of the individual's activity that make it possible to attribute him to the group of average or even the best students, despite the fact that his activity as a whole does not meet the requirements. Such information is not only a formal indication of the level of development of the diagnosed phenomenon, but also characterizes the internal causes of this condition. The proposed approach, of course, does not yet fully correspond to the true content of the concept of "zones of proximal development", but it represents a certain step in this direction.

We will take the liberty of illustrating the foregoing on the example of a specific study conducted in the department educational psychology Pedagogical Institute them. Ya. A. Komensky ChSAN, during which some differences were found in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the peculiarities of the development of the verbal ability of students; it is characteristic that it was on its basis that the intellectual abilities of students were evaluated by teachers, and the teachers themselves did not even realize this. All these data were obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

Since any ability is the result of the internalization of the corresponding form of activity, its level of development is determined by the completeness of the internalization of the mental processes that ensure this activity; in particular, in the case of verbal ability, its level is determined by the development of those processes that, in their totality, have a decisive influence on such characteristics of speech activity as its coherence, expressiveness, logicality, etc.

Based on a study of the vast literature, we analyzed the concept of "verbal ability" in order to establish which processes are relevant for it. The main problem was that the direct speech activity of a person is a complex of various cognitive and communicative processes, which, of course, go beyond the scope of the verbal sphere itself, since in communication between people there are also phenomena non-verbal nature. Thus, verbal ability, and especially its cognitive aspect, is lost in a whole series of synchronous activity processes, which in natural communication do not lend themselves to diagnostic definition at all. Therefore, for diagnostic purposes, it was necessary first of all to single out from this complex those individual components that are most relevant to the verbal ability as a whole.

Verbal ability includes a number of particular cognitively oriented processes, and above all, the process of designation. Sometimes this sign-symbolic function of speech activity is not quite accurately referred to as the “naming process”.

In many ways, the "naming process" is due to the peculiarities of the thinking process and represents a kind of transition from non-verbal content to verbal content, and it is directly related to the volume of the individual's vocabulary: when decoding - with the volume of a passive dictionary, when encoding -- active.

However, the dictionary is a set of different lexical units, ordered in an artificial way. In live speech, these units are not used as independent ones, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized "structures. The method of constructing such structures is still the subject of discussion, but there is assumption, What this process has a probabilistic character.

From a diagnostic point of view, this circumstance is very important, since it allows you to objectively and fairly accurately establish the degree of coherence of speech, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be measured objectively, as it largely depends on the topic, the environment in which communication takes place, and the relationship between the participants in the communication process. In this case, it is possible to use the method of free word associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process. [3,209].

Due to the still unresolved dispute regarding the functional priority of the semantic or syntactic-grammatical levels of the probabilistic organization of a sentence (statement), both methods have to be used: a) free pair associations, which primarily emphasize semantic connections between words; b) associative addition of incomplete sentences, which involves the use of already syntactical-grammatical connections between words.

In the course of ontogenesis, with an increase in the child's speech experience, the automatism of the probabilistic organization of the utterance develops, since the mental-volitional processes of this organization are reduced. This, however, does not mean the reduction of the mental processes themselves, which are associated with the content of the statement. The latter, on the contrary, deepen, and the logical structure of the utterance becomes more and more complex in the process of ontogenesis. Therefore, in the study of verbal ability, of course, one cannot ignore the processes of verbal thinking, which manifest themselves - albeit partially - in the so-called process of naming.

We think that when setting up and conducting the research, it was not superficial verbalization that was meant, but searches and an explanation of those processes that

which constitute the human verbal ability as a whole, having in mind, first of all, the cognitive and only then the communicative (following from the cognitive) meaning.

All these considerations served as a general theoretical basis to develop eight diagnostic methods covering the above process characteristics of verbal ability. These included: 1) a subtest on the classification of objects (the task here was simply to assign the name of an object to one of the classes of objects); 2) naming pictures (the task here was much more difficult, since it required a quick perception of the most important event shown in the picture, and its subsequent short verbal coding); 3) a written subtest on synonyms (this method was used to determine the volume of a passive dictionary); 4) an oral subtest on synonyms (with its help, the volume of the active dictionary was determined); 5) an oral subtest for free paired word associations (its diagnostic function was described above); 6) an oral subtest for the addition of the last word missing in the sentence (the diagnostic value of this method has also already been described); 7) subtest on the restructuring of sentences (it established an intuitive understanding of the syntactic-grammatical and semantic structures of the sentence); 8) a subtest for completing unions missing in a complex sentence (this subtest is for logical verbal thinking, since unions expressed logical connections between parts of a complex sentence).

The named methods were tested in a preliminary study along with standard methods and subjected to some revision in terms of instructions and content. In addition, a questionnaire was prepared to obtain some data on the student's marital status.

The experiment involved one hundred third-graders from five schools located in different areas (village, large settlement, big city). The age of the subjects was chosen so that the students already knew how to read and write, but at the same time walked at the early stage of schooling. This made it possible to take into account the influence of the family - very significant for me at this age - and at the same time to identify positive influence schooling itself on the development of the verbal ability of children.

It was important for psychologists to find out what role the individual isolated components play in the overall verbal ability. This role could be characterized primarily by the correlation between the total result for all subtests and the results for each of them. In this regard, the time parameters of subtests 4, 5 and 6 turned out to be significant, further - the general result obtained using the oral subtest on synonyms (4), the verbal thinking subtest (8) and the subtest on the names of pictures ( 2).

The next type of relationship between individual verbal processes was a network of correlations between the results for each of the individual subtests. Here, too, the first position was taken by the oral subtest on synonyms (4), which turned out to be in significant correlation with all other subtests. The second position was occupied by the subtest for the addition of conjunctions (8), which correlates significantly with five subtests. Significant were also correlations between subtests for paired associations (5) and for the completion of incomplete sentences (6).

Remarkably, What the result obtained using the free pair association subtest (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association in our sample almost excluded each other with cross-correlation (-0.92). Thus, the transition from syntagmatic to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of the webral ability of children.

The first group is represented by the verbal fluency factor, which in general verbal ability turns out to be more expressive and typical of association subtests. The second group is characterized by a complex verbal factor, although less significant in its influence, but represented in a wider group of sub-tests (4, 8, 3, 6, 7). Subtests (1 and 2) not directly related to verbal processes were excluded from the concept of verbal ability based on factor analysis.

Thus, a fairly clear picture of the levels of development of individual processes that make up the verbal ability was obtained.

In the course of our study, we will also try the level of verbal ability in junior schoolchildren, more specifically in first grade students for the purpose of further correction.

ASSESSMENT OF VERBAL-LOGICAL THINKING

To conduct the study, you will need forms of the "Exclusion of words" methodology, which allows you to assess the ability of the subject to generalize and highlight essential features. The technique consists of 15 series, each series has 4 words.

The experimenter must have a stopwatch and a protocol for registering responses.

The form of the technique "Exclusion of words"

1) Book, briefcase, suitcase, wallet

2) Stove, kerosene stove, candle, electric stove

3) Clock, glasses, scales, thermometer

4) Boat, car, motorcycle, bicycle

5) Plane, nail, bee, fan

6) Butterfly, caliper, scales, scissors

7) Wood, whatnot, broom, fork

8) Grandpa, teacher, dad, mom

9) Hoarfrost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instruction to the subject: “Three of the four words in each series are to some extent homogeneous concepts and can be combined according to their common feature, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this row. You need to complete the task quickly and without errors. If the subject has not mastered the instruction, then one or two examples, but not from the experimental card, the researcher decides with him. After making sure that the principle of work is clear, the child is offered to independently complete the task - to cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

The task is evaluated in points in accordance with the key: for each correct answer - 2 points, for an incorrect one - 0.

1) book, 2) candle, 3) glasses, 4) boat, 5) bee, 6) butterfly, 7) tree, 8) teacher, 9) dust.

2) The task execution time is calculated taking into account the correction T.

Table 1

Amendment T for the duration of the task

The integral indicator of verbal-logical thinking A, which combines the productivity indicator B and the task completion time, taking into account the correction T, is calculated by the formula

Having received individual data on the indicator of verbal-logical thinking, it is possible to calculate the arithmetic mean for the group as a whole. To obtain group (age) differences, it is necessary to compare the calculated experimental indicators with each other. To compare the obtained indicator of verbal-logical thinking with other characteristics of thinking (figurative), as well as for inter-individual analysis, it is necessary to translate absolute values ​​into scale scores according to Table. 2..

Table number 2

F. I. student

Overall result (point)

The level of development of verbal-logical thinking

Kushnerev Alexander

Danilina Daria

Kirpichev

Miroshnikov Valery

Eremenko Marina

Suleimanov Renat

Tikhonov Denis

Cherkashin Sergey

Tenizbaev Nikita

Pitimko Artem

The evaluation of the results of work with this technique was carried out in the following way:

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4--7 points --average;

2-3 points - low;

0--1 score is very low.

Conclusion: Based on the data, it can be seen that two students verbally - logical thinking underdeveloped or at a low level. Teachers need to pay attention to this and conduct developmental exercises in the future.

The problem of the development of abilities is not new for psychological and pedagogical research, but is still relevant. It is no secret that schools and parents are concerned about the development of students' abilities.

Society is interested in the fact that a person begins to work exactly where he can bring maximum benefit. And for this, the school must help pupils find their place in life.

the main task elementary school- to ensure the development of the child's personality. The sources of the full development of the child are two types of activity:

Firstly, any child develops as he masters the past experience of mankind through familiarization with contemporary culture; this process is based on educational activity, which is aimed at mastering the child with the knowledge and skills necessary for life in society;

Secondly, the child in the process of development independently realizes his abilities, thanks to creative activity. Unlike educational activity, creative activity is not aimed at mastering already known knowledge. It contributes to the manifestation of the child's initiative, self-realization, the embodiment of his own ideas, which are aimed at creating a new one.

Verbal abilities (verbal intelliqence) from the Latin "verbalis" - verbal, XV century - verbal intelligence; the degree of expression of the individual's verbal-logical (verbal) thinking; the ability to use language, speech as a means of designing thoughts.

Verbal abilities are based on the use of the language system by the individual. It includes the elements and the prescribed rules for the use and use of those elements. The language system has several levels of use: phonetic, lexical, grammatical (including word-formation)) syntactic. The use of these levels in verbal-logical thinking is individual. When diagnosing verbal abilities, the possibilities of the individual regarding the use of elements of the language and rules at various levels are explored.

When people who are not privy to the intricacies of psychology and the teaching of the Russian language pronounce the words "native language at school", they usually imagine a child in the throes of mastering spelling. It doesn’t occur to them that spelling is just the clothes on which they meet the writer, and the native language is much wider, it permeates our whole life.

The native language is the vessel, the form of which our thought takes; it reflects our vision of the world. Without our native language, we will not be able to communicate with the people around us, we will not be able to understand anyone, we will not be able to write anything; without our native language, we will not be able to master either mathematics, or natural history, or any other field of knowledge.

Psychologists have long established that human verbal abilities are one of the main components of human intelligence - along with numerical, spatial and some others. Sometimes they do not talk about verbal in general, but define the ability to understand from the ability to generate statements. And indeed, if you observe those around you more closely, you will notice: one person treats everything thoughtfully, captures all the nuances of meaning, while the other seems to slide over the surface, missing not only minor details, but also something very important; one speaks easily, as if he is flooded with a nightingale, and writes as if his pen were deriving the necessary words on its own, while the other, even if he was seven spans in his forehead, cannot connect two words and writes heavily. Yes, any of us knows: it is worth overworking, as speech becomes confused, understanding becomes difficult, because speech abilities are akin to what is considered to be creativity.

For a teacher, verbal abilities are a tool of professional activity. He uses all his abilities to speak, explains what he understood himself (thanks to his ability to understand). And we demand from children, first of all, understanding, and then - on its basis - creative understanding of images, concepts, ideas. In the classroom, teachers sow the reasonable, the good, the eternal. Someone is trying to counter the pressure of public ignorance with new methods of teaching the Russian language. Someone follows the path of introducing the child to the artistic text as an indivisible harmonious whole; someone offers to see this whole from the "bridge" - in the work of the student. In fact, all these methods, for all their dissimilarities, are developed in order to bridge the gap between the ever-increasing amount of information that a person must master over the remaining unchanged period of childhood, and the need to process incoming information in a certain mode - otherwise human brain ceases to be effective.

The ability of Homo sapiens to choose from an ocean of incoming signals only those that are necessary for him in a certain situation is amazing.

We believe that this topic "Development of verbal abilities of younger students through individual creative activity" is relevant. Very often our demands have nothing to do with children's life, with children's interests. Children strive to impress those around them with their courage, suffer from betrayal and deceit, fall in love, play, finally, and we want not to offend their imagination, make them write dictations and solve problems! Only interest, only the imagination awakened by us, will make the child learn. All teachers have known this truth for a long time. Therefore, we want to immerse the child in the world of language, help him find a way to realize himself as a linguistic personality.

How slowly is the assimilation of the native language! Once, with the light hand of Korney Ivanovich Chukovsky, the notion of the linguistic genius of all children without exception came into our everyday life. This myth, of course, is beautiful, but it is a myth. After all, children very gradually discover for themselves the patterns of using sounds and meanings, individual forms and integral expressions. They learn to catch familiar, repetitive combinations in the ocean of sounds and meanings, try to use them in their speech, make endless mistakes, listen to comments, put forward hypotheses, not always successful, again try to insert familiar pieces into their statements. And this process does not end with admission to school. We carried out diagnostics to identify the optimal forms of perception of the native language by an individual, obtained the following data:

From this diagram, we concluded that the test for students is a self-disclosure, that it is “a hundred times easier and more convenient to work with”. If we compare the opinions of students at the initial stage and the final one, we can conclude that by the fourth grade, students' interest in revealing themselves through creative work(puzzles, charades, messages, baby books). Getting to know environment children comprehend personal experience and this happens through the communication of people, when positive and negative actions are performed and experienced.

Work on the topic was designed for five years, five parts.

Each year of study is divided into five parts:

Part I - speech is an indispensable condition for existence human society;

Part II - acquaintance with sound, word, sentence, learn about their meaning in language and speech;

Part III - oral speech, as a more perfect means of communication (voice volume and color, tempo, facial expressions, gestures);

Part IV - improving speech hearing, enriching the dictionary, improving the grammatical structure of speech, developing coherent speech skills;

The fifth part is the perception of the elementary school course.

The performance of speech exercises, language tasks, inevitably and naturally involves the activation of the child's thinking, the development of attention, memory - the development of natural language sense through didactic games, entertainment, lessons.

Psychologists say that the development of speech abilities reaches a maximum at about forty years. The deep information about the world that we receive thanks to mother tongue. Support on high level our intellect even when sight, hearing, physical abilities, memory, which served us so faithfully in youth, begin to weaken. So language possibilities are the most human of all possibilities! And it would be truly blasphemous to neglect what gives us the ability to speak and listen, write and read in our native language.

Teachers, parents and, in general, all adults around the child should strive to teach him to consciously and reverently relate to his native word, because only it can turn a biological being into a full-fledged, thinking, self-expressing personality.

The use of creative tasks in the educational activities of younger students.

Thematic series

Job types

Possibilities subjects

"Theatrical"

Creation of theatrical effects, development of costumes, scenery, staging finds

Cognition, creation, transformation, use in a new capacity.

Artistic work, literary reading.

"Natural World"

Finding correspondences between natural and technical objects, studying the possibilities of natural analogues for the development of technology

Creation, transformation

The world

“Winnie the Pooh decides out loud”

Solving problems in fairy-tale situations from the works of J. Rodari, L. Carroll,

A. Lindgren, N.A. Nekrasov, Russians folk tales writing fairy tales, stories

Creation, transformation, use in a new capacity

Diploma

Literary reading

“Puzzles”

Solving and compiling tasks for attention, encryption puzzles, tasks with matches, charades, crosswords

Creation, transformation

Mathematics

The world

Literary reading

Russian language

"Signs"

The study of the features of objects (colors, shapes, sizes, materials, designations, location in space, natural phenomena)

Knowledge, creation, transformation,

new use

Mathematics

The world

Literary reading

Russian language

“Country of unfinished business”

Consideration of the problems identified by students from various areas knowledge

Transformation, use in a new capacity

The world

List of used literature:

"Education of Freedom" - Moscow Center for Waldorf Pedagogy. Moscow, 1993

"Popular psychology for parents", St. Petersburg: Soyuz, 1998.

"Speech Secrets", edited by T.A. Ladyzhenskaya.

"The role of didactic games and exercises in the formation of grammatical correct speech children”, I. Tyurikova.

Azarova L.N. How to develop the creative individuality of younger students // Elementary school. - 1998 - No. 4. - p. 80-81.

Kruglova L. What makes a person happy? / / Public education. - 1996 - No. 8. - p. 26-28.

Ksenzova G.Yu. Success breeds success.// Open School. -2004 - No. 4. - p.52

Ledneva S.A. Identification of children's giftedness by teachers.//Scientific and practical journal. – 2002 - No. 1.- p. 36-42.

Merlin Z.S. Psychology of individuality. - M.-1996 - p. 36.

Mironov N.P. Ability and giftedness in primary school age. // Primary school. - 2004 - No. 6. - p. 33-42.

N.L. Kryazhev "Psychologists - for children, psychologists - about children", 1996.

Nemov R.S. Psychology. - M. - 2000 - p.679.

Subbotina L.Yu. The development of imagination in children. - Yaroslavl. -1997 - p.138.

Talyzina N.F. Formation of cognitive activity of younger students. - M. 1988 - p. 171-174.

Khutorsky A.V. Development of creative abilities. - M .: Vlados, -2000 - p.22.

Shadrikov V.D. Development of abilities.// Primary school. - 2004 - No. 5. p. 6-12.

Elkonin DB Selected psychological works - M., 1989.

Graph of student progress over the past four years.

The results of diagnostics for the adaptation of children in grade 1 "b" (Kovalyova's questionnaire), October 2008. – April 2009

Conclusion: compared to the beginning school year the percentage of students who passed the adaptation in the norm decreased from 61.5% (16 people) to 57.8% (15 people); the average degree of maladaptation decreased from 34.6% (9 people) to 30.7% (9 people); the percentage of students who need a consultation with a psychoneurologist has not changed; but 2 people (7.7%) have a serious degree of maladaptation.

Introduction

For the full development of the child, it is necessary that schoolchildren develop certain psychological qualities that correspond to the specifics of literature as the art of the word. They must be able to reproduce in their minds the images and pictures depicted by the writer, learn to see behind them a certain life process, comprehend the idea of ​​the work, be infected by the feelings of the author and give their own emotional assessments. Students should be able to freely, logically and reasonably express their thoughts and feelings in essays, revealing artistic features. Thus, they must have both emotional susceptibility and ease of verbalization of their thoughts and feelings, that is, certain verbal abilities. This determined the relevance of this work.

IN contemporary literature, in numerous articles published in periodicals, great importance is given to strengthening the direct emotional impact on students, increasing its role in aesthetic education, as well as increasing creative activity schoolchildren.

Pupils, due to a number of age characteristics and due to the insufficient development of the methodology for developing verbal abilities in the classroom, do not always imagine the images and pictures that are described in the work, do not understand a lot, and often remain emotionally indifferent. The development of figurative thinking and emotional responsiveness of students and their imagination in the process of teaching literature and the Russian language is slow. As a result, by the beginning of studying a systematic course, many students come emotionally and aesthetically insufficiently responsive, with underdeveloped imagination and imaginative thinking, with an inability to use visual means language in order to individualize the objects and phenomena described, which negatively affects their assimilation of literature and the Russian language, and hence other humanitarian subjects in all their ideological and aesthetic richness.

The purpose of the study is the formation of some components of verbal abilities to the extent that would provide in the future the most complete perception of works of art, a creative approach to their analysis and to various kinds of compositions, the formation of accurate and expressive written and oral speech, word cognition as the basis of language activity.

The subject of our analysis is the study of verbal abilities. In the field of language acquisition, the individual components of language abilities (aspects of language and aspects of speech) are best traced. Along with this, there are clearly marked watersheds between the directions of teaching methods - traditional and intensive, analytical and mixed, communication-oriented or cognitive-oriented, etc.

Research objectives: includes consideration of the ratio of general and special abilities in the development of speech competence:

The study of abilities and their natural prerequisites;

Learning technologies and learning strategies;

Diagnostics of verbal abilities

The work consists of introduction, two chapters, conclusion.

Chapter 1. Fundamentals of the manifestation of verbal abilities in the lessons of literature.

1.1. Various types of speech activity of students in Russian language lessons

Teaching in the Russian language lessons should be based on the need to develop various verbal skills and abilities in students: the ability to understand the topic of the message, the logic of the development of thought, extract the necessary information (fully or partially), penetrate the meaning of the statement - listening; learning reading skills; the skills of conducting a dialogue and constructing a monologue statement - speaking; skills, comprehending the topic and the main idea (idea) of the statement, collect and systematize the material, draw up a plan, use different types of speech, build the statement in a certain style, select language tools, improve the statement - writing, speaking.

The listed skills and abilities can be formed based on the theory of speech activity, from the point of view of which speech is “the activity of a person who uses language to communicate, express emotions, form thoughts, learn about the world around him, plan his actions, etc. Speech is understood as the process itself (speech activity) and its result (speech texts, oral or written).

There are two types of speech: internal and external (it can be oral and written). A number of researchers also divide speech into receptive (listening, reading) and productive (speaking, writing). Such a division is conditional, since the perception of speech (listening, reading) and its understanding is an active process.

The effectiveness of literature lessons is directly dependent on how rationally the change of oral and written tasks is organized, how the relationship between oral and written speech of students is thought out, whether conditions are created for students to overcome the difficulties that arise in the transition from thought to speech, from speech to thought.

Special psychological and pedagogical studies have shown that the most effective is comprehensive speech training, in which the ability to perceive oral and written speech (listening and reading) is formed in combination with the ability to build oral and written statements (speaking and writing). In each type of speech activity, in addition to specific skills and abilities, skills are also formed that are common to all types of activity, in particular, such a basic, initial skill as understanding information is a skill that connects thinking and speech into a single process.

According to psychologists, there is no identity between thinking and speech. Being closely interconnected, thinking and speech differ in their mechanisms: we speak with the help of words, while we think in larger units - “clumps of meaning”. Inner speech is characterized by conciseness, abbreviation, and at deep levels - grammatical informality, the use of other code units along with the language material - "images and schemes". As psychologists' research shows, the program of verbal utterance is formed in inner speech and usually exists in the "subject-pictorial code" - in the form of "thought-images". At this stage, the thought has not yet been dissected, not expressed in words.

The transition from thought to speech and from speech to thought requires the transformation, or recoding, of information. The transition from inner speech to outer speech is often associated with certain difficulties. In inner speech, the thought is understandable to the person himself, but when he tries to express it for others, it turns out that he is not understood, and he himself sometimes feels that he said something wrong or not as he wanted. These difficulties are connected with the fact that it is necessary to move from concise, concise, understandable thoughts to expanded grammatical and logical forms, accessible to the understanding of others. Therefore, in teaching speech, it is of great importance to equip students with methods for transforming internal speech into structural forms inherent in external speech.

Based on the characteristic features of inner speech, we will give examples of the main methods and types of work that help transform inner speech into external speech.

1. It has already been noted that internal speech is characterized by curtailment, linear concatenation of "meanings".

In the speech development lesson, students can be offered the following work:

to the reference word or phrase related to the topic of the essay, choose words that are similar to them in meaning, or those that are born by association. As practice shows, students quickly cope with such a task. So, in the lesson-preparation for writing - describing the interior in the 6th grade, students built the following series of verbal associations for the phrase Christmas tree: holiday, fun, gifts, the smell of tangerines, sparklers, admiration, fabulous, kind, frost, beauty, happiness, etc. e. Having fixed the mental image in words and relying on them when constructing oral and written statements, students will be able to express their thoughts more freely and more vividly.

Overcoming the difficulties of the transition from folded thoughts to expanded grammatical and logical forms is also facilitated by such a technique as building sentences based on a single word or grammatical basis. The reference word (grammatical basis) is written down by the teacher on the blackboard and, as the students' suggestions are received, it turns into a complex one. syntactic construction. For example: a flower - a flower was fragrant - a flower was fragrant throughout the garden - a delicate, white, freshly opened flower was fragrant throughout the garden in the early spring morning.

It also seems useful to work on transforming a simple plan into a complex one.

2. Inner speech is characterized by the predicative nature of its components. In connection with this property of inner speech, students can be asked to determine the storyline of a future statement (if we are talking about such a type of speech as narration) by building a chain of verbs in a certain form. This type of work is also useful for preventing a fairly common mistake of students - an unjustified replacement of the categories of aspect and tense for predicate verbs in essays.

Important role in ensuring the “recoding” of internal speech into external and warning speech errors plays the widely known and used in the classroom method of selecting a synonymic row for the verbs of speaking, movement, state, location, etc.

3. The components of inner speech are characterized by a large degree of situational contextual conditioning. "Schemes-images" are born as a response to a certain moment of the speech situation, created with the help of the implementation of interdisciplinary connections in the lessons of the Russian language and literature. In order to “detect” these fleeting pictures, one can use techniques from the methods of teaching other subjects of the humanitarian and aesthetic cycle.

For example, a teacher asks students to record their impressions, feelings, moods or states after perceiving a text or other work of art using paints on paper. The next stage of this work is the “unraveling” of the feelings, assessments caught and reflected in color and lines, and their verbal expression.

Oral and written speech as types of speech activity are realized in interrelated speech-thinking processes - the perception and reproduction of the statement, due to the situation of communication. The speech environment created in the lesson with the active involvement of interdisciplinary connections becomes a stimulus for the generation of speech activity of various types and types. In this activity, as close as possible to the conditions for the flow of natural communication, communicative skills are formed that provide both perception and the creation of statements.

The communicative approach to teaching the Russian language determined the search for new teaching methods. Along with the traditional school simulation method of mastering mother tongue, with its leading teaching methods such as presentation and writing on the model, the stimulus-motivational method is becoming increasingly important, which is implemented in various types of situational exercises based on the dependence of the content and speech design of the statement on the speech situation. Of the forms of work that stimulate the improvement of the communicative competence of students in Russian language lessons, we can name the following: conducting a correspondence tour of exhibition halls, museums, streets and squares of cities around the world ( role-playing game, where one or more students act as a guide, while others act as tourists), an oral or written invitation to the exhibition, a dialogue in the exhibition hall "At the picture ...", drafting questions for an interview with an artist, writer, director, actor, rationale for the choice a gift (role-playing game "In the store": the dialogue is conducted by the "buyer" and "consultant of the trading floor"), etc.

These exercises, developing in students the ability to correlate the content and form of statements with the speech situation, discipline their thinking, hone their sense of language, teach them to use it flexibly, and are of great educational value, as they increase speech culture and culture of behavior in general.

It should be noted that the organization in the lesson speech situations and student performance various kinds situational exercises are not an end in themselves, but a means of forming the communicative skills and abilities of schoolchildren, a way of accumulating materials for composition. Since written speech develops if it is compared with already learned oral speech, we consider it possible and necessary to reasonably alternate oral and written forms of speech in Russian language lessons, in particular in speech development lessons.

The structure of the lesson we propose - preparation for writing an essay provides for the time required to complete written assignments of a different nature in combination with students' oral presentations. Observations of schoolchildren, their condition, assessment, motives, interesting finds of ways of verbal expression of emerging memories, thoughts, feelings are reflected by students in drafts at each stage of the lesson. Individual and group work on cards, complex text analysis, etymological and word-formation analyses, compiling chains of words by association, word combinations according to the model, building sentences based on them, etc. alternate with oral commentary (defense) of the completed task. Approaches to the implementation of the theme of the essay, expressive means found as a result of monologue performances, discussions or discussions are also recorded in writing. The material prepared, selected as a result of oral work and reflected in writing during the lesson, is then embodied in the writings of students.

It is necessary to use as much as possible the stimulating-motivational methods, techniques and forms that work for the development and education, implementing them in the historical-cultural and verbal-figurative contexts created through the integrated implementation of interdisciplinary connections in the lessons of the Russian language and focused on the formation of the communicative competence of students, the implementation creativity personality of each student and the revival of national identity.

1.2. Typology of language abilities

Verbal abilities - verbal intelligence. The degree of expression of an individual's verbal-logical (verbal) thinking, the ability to use language, speech as a means of formulating thoughts. Verbal abilities are based on the use of the language system by the individual. It includes the elements and the prescribed rules for the use and use of those elements. The language system has several levels of use: phonetic, lexical, grammatical (including derivational), syntactic. The use of these levels in verbal-logical thinking is individual. When diagnosing verbal abilities, the ability of the individual to use elements of the language and prescriptor rules at various levels is explored. This approach is dictated by one of the main provisions in the works of B.M. Teplova: abilities can be identified only on the basis of an analysis of the characteristics of the activity; the success of the activity depends on the complex of abilities; compensation of some abilities by others is possible within a wide range. B.M. Teplov pointed out that from the point of view of the properties of the temperament of people, it is not so much the end result of the activity that differentiates, but the way to achieve results. As you know, these provisions have become the starting point for many works and psychological schools engaged in research on the problems of abilities and individual style of activity (E.A. Golubeva, N.S. Leites, V.S. Merlin, E.A. Klimov, Ya. Strelyau, etc.).

1. Abilities and their natural prerequisites

(makings - abilities - opportunities)

the problem of the ability to assimilate non-native, second or foreign language(FL) has always worried not only students, teachers, but also methodologists and psychologists. This question was solved in different ways, depending on the scientific concept underlying this or that technique. Moreover, teaching methods could have almost diametrically opposed attitudes.

Let's try to look at the problem of learning and language acquisition in a complex way, taking into account individual differences in abilities, their natural conditionality (inclinations), as well as an individual learning strategy.

As you know, the most generally accepted definition of abilities is: abilities are individual psychological characteristics that ensure the ease and speed of acquiring knowledge, skills and abilities, but are not reduced to them (B.M. Teplov, S.L. Rubinshtein). At the same time, B.M. Teplov (1961) drew attention to the fact that only such individual psychological characteristics that are related to the success of the corresponding activity can be called abilities.

and B.M. Teplov, and S.L. Rubinshtein attached great importance to the natural inclinations of abilities, without belittling the role of the development of abilities in the corresponding type of activity - training and education, the environment. Linking the problem of abilities with the question of development, S.L. Rubinstein recognized that "in the individual there must be prerequisites, internal conditions for their organic growth" and "that they are not predetermined, not given in finished form before and outside of any development." The composition of the internal conditions that mediate the effect of external influences and to a certain extent determine the formation of a person's abilities also includes his natural features. If natural, organic conditions cannot explain changes in a person's mental activity, he wrote, then they cannot be excluded as "conditions from the explanation of this activity." S.L. Rubinstein attached great importance to the relationship between external and internal conditions for the development of abilities as a theoretical basis for solving the fundamental debatable issues of the theory of abilities. Productivity, the efficiency of activity in itself is important, but it does not directly, not unambiguously determine the internal capabilities of a person, his abilities. According to S.L. Rubinstein, "it is impossible to determine the mental abilities, the intellect of a person by the mere result of his activity, without revealing the process of thinking that leads to it" .

The reflection of these views in the psychological and pedagogical literature is another definition of general abilities (or general mental abilities), which, following from the above definitions, is directly related to educational activity - this is learning. Learnability is considered as a characteristic of the student's individual abilities to assimilate learning activities - memorization educational material, problem solving, implementation of various types of educational control and self-control. From the content side, learning includes many indicators and parameters of the student's personality:

1) cognitive capabilities (features of sensory and perceptual processes, memory, attention, thinking and speech);

2) personality traits (motivation, character, emotional manifestations);

3) qualities that determine the possibilities of communication and the corresponding manifestations of the personality (sociability, isolation, etc.).

On the dynamic side, learning is characterized by: - ​​the pace of advancement, the level of achievement, sustainability and the possibility of transfer (using the learned technique for solving other problems). This problem is most developed in the studies of Soviet pedagogical psychologists (B.G. Ananiev, N.I. Menchinskaya, Z.I. Kalmykova, S.F. Zhuikov, G.G. Saburova, etc.).

In modern psychological and psycholinguistic literature, the concept of "competence" (in psychology) or "competence" (in linguistics) is more often used. In the context of the above positions, abilities can be understood - this is "learning ability". Competence can be the result of learning, or it can overlap the concept of "ability" (given the "price" of achievement).

We introduce some definitions of the concept of "ability".

Speaking of abilities, we introduce an evaluation criterion, implying potential capabilities and inclinations, on which the speed, quality and level of formation of the corresponding competence depend.

Here we have to emphasize the ambiguity of concepts. N. Chomsky interprets these terms in a different way: comparing the two aspects "language" and "speech", he opposes the generative device to generation, and the innate ability (competence) - to the use (performance). The concepts of "language ability" in psychological and linguistic science are characterized in different ways. A linguistic understanding of language ability can be found in the work of A.A. Leontiev: "Language ability (faculte" du langage of Saussure, "speech organization" of Shcherba) is a set of psychological and physiological conditions that ensure the assimilation, production, reproduction and adequate perception of linguistic signs by members of the language community" (A.A. Leontiev, 1965, p. 54) This definition reflects the generic property, specifically human affiliation of the language, or in other words - general psychological characteristics, but does not address the question of the ability to use languages ​​as an individual psychological characteristic of an individual.

J. Green, considering the problem, noted that the language ability is considered as something that provides the ability to speak given language. For N. Chomsky, these are some innate "universal" mechanisms that guide the first steps of the child in acquiring a language, regardless of individual options for mastering the language.

It is characteristic that when analyzing the question of the relationship between language and speech, most linguists unanimously take out the fact of the influence of non-linguistic factors on the language: inattention, limited memory, lack of time, emotional coloring, motivation, etc. The latter belong to the so-called "superlinguistic residue"

Due to the communicative significance of this concept, we draw Special attention to this setting. "Supra-linguistic residue" is everything in the sound of speech that is accidental, secondary or additional from the point of view of language as the most important means of human communication. Let us note that this remainder is made up: a) of the individual characteristics of the understanding and reproduction of the language (features in pronunciation, incomplete or erroneous perception individual words etc.); b) from the socially developed features of the use of certain facts of the use of a language to achieve a certain effect that is not directly related to the main function of the language (in particular, the use of sound elements as such for literary purposes: rhymes, alliteration, sound writing, etc.) The psychological meaning of non-linguistic phenomena is revealed in the works of M.M. Bakhtin, A.A. Leontiev, I.A. Winter. According to A.A. Leontiev, intonation, timbre, facial expressions, etc. they can even minimize the impact of the "direct" meaning of the verbal cue and contradict it ("words can be knocked out of their meaning by one or another intonation" - Yu.N. Tynyanov)

A psychologically justified boundary between units of language and units of speech was made by M.M. Bakhtin (1979). As a real unit speech communication he considered the statement, and considered the units of language (as a system) words and sentences. According to M.M. Bakhtin, they do not exchange sentences, just as they do not exchange words (in the strict linguistic sense) and phrases; exchange statements that are built with the help of language units - words, phrases, sentences; moreover, the statement can be built from one sentence, and from one word. According to M.M. Bakhtin, emotions, evaluation, expression are alien to the word of the language and are born only in the process of utterance, live use.

Thus, linguistics put the study of language as a sign system at the forefront, and psychology - the speech process, the process of generating and perceiving speech. In the context of the psychological approach, therefore, it is necessary to distinguish between a number of concepts - "language", "speech", "communication" and the corresponding types of abilities and competencies.

Communicative competence in the literature is considered as the degree of satisfactory mastery of certain norms of communication, behavior, as a result of learning. Communicative competence is the assimilation of ethno- and socio-psychological standards, standards, stereotypes of behavior; the degree of mastery of the "technique" of communication. In the so-called communication techniques along with the acquisition of knowledge of the language, practical mastery of the technique of communication, rules of politeness, norms of behavior, etc. is envisaged. Speech competence is a language system in action, the use of a limited number of language tools, the patterns of their functioning to build statements - from the simplest expression of feelings to the transfer of nuances of intellectual information

Language competence is understood as the potential of a person's linguistic (linguistic) knowledge, a set of rules for the analysis and synthesis of language units that allow building and analyzing sentences, using the language system for communication purposes. The content of language competence is the assimilation of the categories and units of the language and their functions, the comprehension of the patterns and rules for the functioning of the language. (L.V. Shcherba, V.A. Zvegintsev, I.A. Zimnyaya, etc.). I.A. Zimnyaya understands language as a means, and speech as a way of forming and formulating thoughts through language in the process of speech activity

Thus, we will consider competence (or competence) as the result of learning, achievement, naturally believing that with the same level of achievement, different sets of abilities can be involved, that people with different types of abilities, types of strategies can demonstrate high productivity in foreign language speech activity. language acquisition. Of no small importance, of course, are the evaluation criteria: what is assessed - knowledge of the language or proficiency in the language as a means of communication.

Therefore, for the psychological analysis of the process of language acquisition and the identification of individual-typical features of assimilation, it is fundamentally important for us to single out such parameters as assimilation (correlated with linguistic means, cognitive processes) and application (related to speech communicative activity).

Chapter 2. Development of verbal abilities in the lessons of the Russian language

2.1. Speech-creative comprehension of the word in the process of teaching the Russian language

The main didactic unit in Russian language lessons is the word. Mastering a word by students is a rather complex and lengthy process that requires a certain philological, psychological, pedagogical and methodological preparation from the teacher.

The first stage of mastering the word as a lexical and grammatical unit was built long ago and is described very traditionally in all textbooks on the Russian language. The second stage, connected with the functioning of the word, requires the development of a direct exit into the speech-creative activity of students. That is why it is so important to consider the word, first of all, as a speech-creative unit, revealing its speech-creative abilities, because the word is both the “original germ of the text” and the material for creating the text.

Speech-creative comprehension of the word develops in students an “attitude” for speech-creation. But in order to bring the student's language system "into a state of speech readiness", multifaceted, versatile work with the word is necessary, which begins with determining its depth and perspective.

The speech-creative depth of a word is measured primarily by its meanings, which are presented in dictionaries. Turning to dictionaries of various types in speech-making lessons is an obligatory part of the work of students, because dictionaries are not only “keys to the secrets of the spirit of poets”2, but also the keys to the secrets of their own spirit.

We will show how, in one of the speech-creative lessons, students of the (humanitarian) class consider the word wind in all the variety of its meanings, thus measuring its speech-creative depth and determining the speech-creative perspective.

The lexical meaning of the word is checked by students according to explanatory dictionary:

WIND. The movement of air flow in a horizontal direction.

phraseology. Wind in my head. What wind has brought or what wind has brought. The wind whistles in your pockets. Throwing (or throwing, throwing) money down the drain. Throw words to the wind; speak to the wind. Keep your nose to the wind. Let go to the wind. Where the wind blows. Where does the wind blow from. Look for (or catch up with) the wind in the field. Blown down by the wind. Like (as if, exactly) blown away by the wind.

Analysis of this dictionary entry helps students to determine the essence of the wind - movement (action, dynamics).

The perceptual meaning of a word is the meaning associated with the subjective, concretely sensory perception of what the word means; the meaning associated with the reflection of things in the mind through the senses.

In a speech-creative lesson, students are invited to “fill” the word with color, sound, smell, to characterize the object that is indicated by the given word, that is, to determine the perceptual meaning of the word.

WIND (from student work)

Color - transparent, invisible, pink, blue, black, white, colorless, gray, yellow, bright, the color of distant mountains, the color of the cold sky.

Sound - rattle, hum, rustle, rustle, heart noise, dance music, whistle, knocking shutters, whisper, groan, prayer, lulling, the sound of bells, ringing, echo.

Smell - floral, light, the smell of freedom, mountain, heady, fresh, the smell of the sea, rain, the smell of will, the smell of dust, freshness.

Character - free, crazy, strong, impetuous, enveloping, charming, exciting, exciting, restless, ruthless, wild, unbridled, playful, reckless, energetic, restless, crazy, careless, free, wild, crazy, irrepressible, unbearable.

The perceptual meaning of a word determines its figurative potential.

boastful;

old and lonely;

the wind flies around the world and, like a piggy bank, collects smells, sounds, groans, crying, laughter - everything;

a stern old man with a long gray beard;

naive boy;

the wind, like a young man, hurries to the first date and is afraid to be late, reckless;

the blue wind of my childhood (light, quiet, soothing);

black wind - fear (loud, tearing);

the white wind is my youth (quivering, fast, impetuous).

The associative meaning of a word is determined by the meanings of words-reactions to given word. WIND (from student work)

lightness, joy, aspiration, hope;

foliage, cold, hurricane, house;

fear, the cry of the soul, my life, striving forward;

freedom, space, cold, clouds, abyss, sun;

road, distance, past, eyes, dream;

purity, strength, transparency;

window, window, friend, greeting, help;

storm, movement, cold;

dust, strong, wild, cold;

sea, storm, lonely ship.

The etymological meaning of the word is determined by the dictionary.

WIND. - Common Slavonic... Formed with the help of sufs. -tri from the same base as winnow. It was originally the name of the god of the winds... Cf. dry wind - “dry wind, i.e. wind.

The symbolic meaning of the word is determined by the dictionary.

WIND - a poetic image of a revived spirit, whose influence can be seen, heard, but which itself remains invisible. Wind, air and breath are closely linked in mystical symbolism. The winds act as divine messengers and as forces that control the directions of the cosmos. Hence the origin of heads with swollen cheeks, depicting the wind... The winds were often personified as violent and unpredictable forces.

In a more general sense, the wind is a powerful symbol of change, impermanence, empty boasting and ephemeralism - these are its main meanings in the 20th century.

The mythological meaning of the word is determined by the dictionary.

WIND. In folk beliefs, it is endowed with the properties of a demonic creature. The power of the wind, its destructive... or beneficent force... makes it necessary to appease the wind: to talk to it affectionately. "feed" and even make a sacrifice to him. The division of winds into “good” ones (for example, such as “holy air” - favorable, fair wind) and into “evil”, most vivid embodiment which is a vortex.

The artistic (figurative) meaning of a word is determined in an artistic text. The meanings of words in literary texts are transformed and complicated. “Artistic generalization, realized in the meaning of the word,” writes D. M. Potebnya, “can presumably be considered as a mixed unit of the process of consciousness and thinking: the selection of essential features that form the concept is predetermined primarily by the author’s worldview as an artist, and the concrete-sensual realization of the concept in figurative form is associated with the actualization of associative links, emotional and evaluative element, modalities that acquire aesthetic significance.

At the speech-creative lesson, observation and conclusions require the behavior of the word wind in literary texts. The artistic (figurative) meaning of the word wind is determined by students in the process of analyzing texts.

It was the beginning of autumn, the steamer "Goncharov" was running along the empty Volga. The early cold had turned, blew hard and fast towards, over the gray spills of its Asian expanse, from its eastern, already rusty shores, a cold wind, waving the flag at the stern, hats, caps and clothes walking on deck, wrinkling their faces, beating on their sleeves and floors. And the only gull saw off the ship aimlessly and boringly - it flew, bulging on sharp wings, behind the very stern, then it swept obliquely into the distance, to the side, not exactly knowing what to do with itself in this desert of the great river and the autumn gray sky. (I. A. Bunin).

cold wind; the wind, ruffling the flag at the stern, the hats, caps and clothes of those walking on deck, wrinkling the linden, beating on the sleeves and skirts.

Since the end of September, our gardens and threshing floor have been empty, the weather, as usual, has changed dramatically. The wind tore and ruffled the trees for whole days, the rains watered them from morning to night. Sometimes in the evening, between the gloomy low clouds, the trembling golden light of the low sun made its way in the west; the air became pure and clear, and the sunlight shone dazzlingly between the foliage, between the branches, which moved like a living net and waved from the wind. Cold and bright shone in the north over heavy lead clouds liquid blue sky, and because of these clouds, the ridges of snowy mountains-clouds slowly floated out. You stand at the window and think: "Perhaps, God willing, the weather will clear up." But the wind did not let up. It disturbed the garden, tore at the stream of human smoke continuously running from the chimney, and again caught up the ominous wisps of ash clouds. They ran low and fast - and soon, like smoke, clouded the sun. Its brilliance faded, the window closed into the blue sky, and the garden became deserted and dull, and the rain began to sow again ... at first quietly, carefully, then thicker, and finally turned into a downpour with a storm and darkness. A long, anxious night was coming... (I. A. Bunin).

The wind tore and ruffled the trees; the wind did not let up; disturbed the garden, tore at the human stream of smoke continuously running from the chimney; caught up with ominous cosmos of ashy clouds.

Autumn has come, as wet and dirty as last year. It was a grey, tearful morning outside. Dark gray, as if smeared, clouds completely clouded the sky and, with their immobility, made me sad. The sun did not seem to exist; for a whole week it never once looked at the earth, as if afraid to stain its rays in liquid mud ...

Raindrops drummed on the windows

with special strength, the wind wept in the chimneys and howled like a dog that has lost its owner... There was not a single face to be seen on which one could not read desperate boredom. (A.P. Chekhov).

The wind wept in the chimneys and howled like a dog that has lost its owner.

The time was close to night.

In Uncle Tikhon's tavern a company of cabbies and pilgrims sat. They were driven into the tavern by an autumn downpour and a violent wet wind that lashed their faces like a whip. Wet and tired travelers sat on benches against the walls and, listening to the wind, dozed off. Boredom was written on their faces. One driver, a small one with a pockmarked, scratched face, had a wet harmonica lying on his knees: he played and automatically stopped.

Above the door, around a dim, greasy lantern, rain splashed. The wind howled like a wolf, screeched, and apparently tried to rip the tavern door off its hinges. From the yard came the snorting of horses and the thrashing of mud. It was damp and cold. (A.P. Chekhov).

A violent wet wind that whipped people like a whip; the wind howled like a wolf, screeched, and apparently tried to rip the tavern door off its hinges.

On the way from home.

I love the wind. More than anything else. How the wind howls! How the wind groans! How can the wind howl and howl! How can the wind take care of itself!

Oh wind, wind! How it groans in the ears! How it expresses a living soul! What you yourself cannot, the wind can say about life in the whole world.

Thanks wind! I hear your moan. How it relieves, how it torments! Thanks wind! I hear, I hear! I myself left my native roof ...

After all, the soul can, like you, moan. But can he stand up for himself? Lifeless, boring and smooth way. But the wind is blowing! Don't rest...

(N. M. Rubtsov).

The wind howls; the wind groans; the wind can take care of itself; groans in the ears, expresses a living soul; the wind can tell about life in this world; groan (wind) relieves and torments.

The effectiveness of the speech-creative comprehension of the word is significantly increased if not only works of fiction, but also works of painting and music are used in the lesson. They help students feel the pictorial and musical meaning and sound of the word. So, in the process of mastering the word wind, the following creative tasks are offered:

Draw (verbally) the wind (in the forest, on the sea, in the field, in the meadow, etc.). How can you picture it?

Before you are landscapes (I. S. Ostroukhov. "Siverko"; N. M. Romadin. "Wind on Lake Uksh"). What would you name these paintings? Justify your answer.

Imagine that you are a composer. You are asked to prepare a musical accompaniment to the text 2. Tell us about the piece of music you created, inspired by this text.

In the process of determining the speech-creative depth and perspective of the word, students develop ideas for their own texts. Thus, the speech-creative understanding of the word is the path from the word in the dictionary through the word in the literary text to the word of one’s own, one’s own: “... every word exists for the speaker in three aspects: as a neutral and belonging to no one word of the language, as someone else’s word of others people, full of echoes of other people's statements, and, finally, as my word, because, since I deal with it in a certain situation, with a certain speech intention, it is already imbued with my expression.

The result of the process of speech-creative comprehension of the word is the creative work of students. Let's take a look at some of them.

Wind dance.

A fresh stream is directed at me, He whispers secrets, quietly beckoning. Gently kisses, dances with me, Starts the song, takes away with him. To the land where dreams rise into the sky, To the land where no one has ever been before, To the fairy tale of oblivion, to the world of new dreams, We will fly through a rainbow of tears. Sorrows will end, happiness will begin, The former fear will never return. Black thoughts will not seem, Dreams will slowly come true.

(Galya 3., class X).

Loneliness, fear, boundless sadness - this is what the wind-hurricane, forgotten by everyone, felt. He hid in the darkest corner of his house - a huge gloomy rock.

A clear day came, then night, and he kept thinking, thinking ... It seemed that sad ghosts surrounded him and whispered to him: “Nobody needs you. You are feared and hated." The whisper went on and on like the buzzing of bees in a hive. It seemed to the wind that his head was about to burst. From grief and fatigue, he fell into a deep soy without dreams. Wind woke up from a light touch. It was Queen Nature - his mother. She told her son:

Fly, it's your turn today.

No, no, I can't, I don't want to, I won't! cried the Wind.

You must, this is your essence, - Nature gently reminded.

And the Wind, lowering its head, trudged along, but decided not to uproot trees anymore, not to demolish the roofs of houses. “But what if I become light, I will bring warmth and joy,” thought the Wind. But as soon as he flew up to the houses, everyone said: “Go away, fly away, we are afraid of you, you will destroy everything again. We don't believe you!" And so everywhere: "Go away!!!" He flew, swallowing tears, bitterness, resentment. He did not understand why, because he is now good. The wind is tired, tired of uselessness. He fell on the soft grass and sobbed, when he suddenly heard a light whisper of the grass: "Go away, go away, we are afraid of you." The wind jumped up and rushed up, up, towards the sun ... and melted, falling to the ground in a life-giving rain. And everyone shouted: “What a warm, glorious rain, we have been waiting for it for so long, we love it so much!” (Yulia T., X class).

2.2. "A sudden line is born..."

An artistic speech-creative personality, whether it is the personality of a master of the word or a student, is able to see, hear, feel deeply, subtly, in a special way. Its main qualities are “an aesthetic attitude to life, the ability to get used to the character's world, to become his position, going beyond one's own self; developed imagination, observation, sensitivity to the word and shades of meaning. It has associative thinking, the ability to reflect and speech prediction.

Unfortunately, over the years, students lose their emotionality and figurative perception of the world around them, a “teenage hole” is formed. artistic development. This situation is largely due to the fact that due attention is not paid to the formation of figurative thinking. To a certain extent, this is excusable, since both time and the solution of the didactic tasks of consciously communicative learning do not yet give the opportunity to do this in Russian language lessons constantly and purposefully. To some extent, artistic speech creativity is realized in the writing of essays and presentations by students, but systematically (but in special classes) it can be presented at the present time or in classes with in-depth study Russian language, or in extracurricular activities, in particular in Russian language circles. The following are some of these classes (speech-creative trainings) with examples of tasks.

The proposed speech-creative trainings are based on words, literary texts, works of art and music and correlate with the experienced, close, and therefore understandable to schoolchildren.

The material is selected taking into account its ability to stimulate the artistic speech creation of students.

Training: CREATE CONTEXT BY IMAGINATION

In this lesson, students should learn how to introduce the figurative means used by the master of the word into their own artistic text, for example: tearful morning (A. Chekhov); glass bushes (I. Bunin); white field of rye (L. Andreev); drunken wind (V. Nabokov); the dawns beat with a fiery wing (M. Voloshin); familiar steps, a curious sun, a thoughtful door (A. Blok); the moon glides like a pancake in sour cream, the burning look of snowdrops (B. Pasternak); eccentric moon, crane melancholy of September (S. Yesenin).

Activate creative thinking students, when performing these tasks, are called upon to use the author's figurative means, which can be understood either by returning it to the author's text, or by creating their own.

It is not difficult to return the figurative means to the author. To do this, it is enough to find out from which work of the author this tool is taken. But to create your own literary text on the basis of the author's figurative means is already a speech-creative task. It is this creative task that students are offered.

Let's give the task with the figurative phrase A. Blok curious sun.

"Morning. You dispel the sleepy, heavy fog at the ground, at the foot of the mountains. Like a new bridge over a shaded sky - one lane, two ... You jump onto the trees, slide along the trunks like a golden squirrel. From there, like a child, you crawl between the green with new force meadows and fields, you wake up cereals, a shepherd's bag, a bunch of cornflowers near an anthill, ants. Hearing the splash of water, you, as if at the call of your mother, rush to him, smile ... Here is this small hollow filled with a sweet melodious whisper ... You creep up, almost crawling, so as not to notice, and, after waiting a moment, illuminate all its underwater heart with its radiant laughter! I came! It's me, me... Now that you know I'm here, I can fly on. The splash became more frequent, and, leaving a few "bunnies", you lit up further ... The hollow sparkled, tried to catch up with the restless "hares" and thought: "How fast (no, not to keep up), how playful and curious the sun is!" And in confirmation of her thoughts, in the distance, the cries of birds frightened by the sudden awakening were heard ... - the voices of distant mountains, the voices of the wind ... "

ARTIST

The following exercises are related to the ability to verbally convey visual impressions.

Me and the artist.

Describe the picture

Name the picture. Compare your title with the author's.

In what state does what you see put you in? Pay special attention to details. What is their role?

In this type of training, the mechanism of imaginative thinking of students should include works of fine art: paintings, engravings, drawings, etc.

For example, the children are invited to consider the painting by I. E. Grabar "Pears". They give her their names:

"Grandma's Still Life", "First Harvest", "Golden Autumn", "Village Joys", "Pear and Apple Dessert", "Fruits".

The picture gives rise to a student's idea, which is then embodied in a literary text.

Village joys

“Summer ... Green knees of babies. Singing floorboards in a country house. Chamomile petals on the windowsill. The smell of apple pie. The bath is heating up. The smell of birch broom. The cart creaks. The geese saunter across the soft green grass. The sound of a bucket falling into a well. Quiet. Even quieter. Eyes droop. Even annoying flies fall asleep.”

I am an artist.

Draw (verbally) a landscape, a portrait, a still life.

The basis of figurative thinking in this type of training is the world of fantasy, which is limited by the genre of painting.

Still life "Creativity". The room is dimly lit by a dim table lamp. There are books in a small nook. One of them is a volume of Pushkin in a dark brown, dense binding. On it lies a sheet with some inscriptions, numbers. Nearby is Maupassant's book, which has already covered itself with a thin layer of dust. A bookmark sticks out in it with the image of a yellow-orange sun and some kind of inscription, the last letters of which are A. Ya. On the book lies a pen, in which the rod is almost invisible, and next to it, on a piece of sheet, a few words are written in incomprehensible handwriting, after which it goes ellipsis..."

“School table with incomprehensible scribbles and someone's names. Not a table, but a memorial plaque with phrases like Vasya was here.

There is a glass on the table. There was a piece of tea left in it at the bottom. Next to the glass is a small magazine-book with a bright cover and the meaningful title "Revelations". The edge of a white piece of paper peeks out from under the magazine. It has some doodles on it. Near the magazine is a ballpoint pen in a blue case. The notebook put on the handle swells from some leaves, newspaper clippings and scribbled pages. Bread crumbs, folded in a pile, lie in a small hill near the scribbled sheet.

COMPOSER

The tasks of this training are aimed at establishing connections between sound, musical images, at consolidating the ability to express in words one's impressions of sounding music.

Me and the composer.

Listen to a piece of music. What thoughts and feelings does it evoke in you? Describe your condition.

Symphonic poem "Sea" by M. Čiurlionis.

“I am standing on the shore of the sea, so mighty and boundless.

I want to fly like a seagull into the blue distance. Filling the soul with purity and freshness, soar above the sea. How easy it is to breathe! Free wind and I - in a single impulse.

I want to fly, fully aware of what freedom is.

I am a composer. Write (verbal) music to the text.

The day was clear, transparent, slightly frosty, one of those autumn days in which one willingly puts up with cold, and with dampness, and with heavy galoshes. The air is so transparent that you can see the beak of a jackdaw sitting on the highest bell tower; it is all saturated with the smell of autumn. Go outside and your cheeks will be covered with a healthy, wide blush, reminiscent of a good Crimean apple. Long-fallen yellow leaves, patiently waiting for the first snow and trampled under foot, gild in the sun, emitting rays from themselves like gold coins. Nature falls asleep quietly, quietly. No wind, no sound. She, motionless and mute, as if tired for spring and summer, basks under the warming, caressing rays of the sun, and looking at this beginning peace, you yourself want to calm down ... (A. Chekhov).

“I hear clean, warm, autumn-like transparent sounds: a smooth and gentle melody flows, the door creaked a little, quiet steps were heard, the autumn foliage rustled underfoot, a quiet, lulling calm melody.”

ASSOCIATE STEPS

In these exercises, students must establish an associative transition of several steps between two distant concepts. For example, between the words cry and mountain ash, students establish an associative chain: cry - pain, pain - loneliness, loneliness - bitterness, bitterness - mountain ash; between the words wind and book: wind - autumn, autumn - leaf, leaf - table, table - book.

This type of training helps students determine the storylines of their future literary text.

BINOM FANTASY

The children learn to create a text using two unrelated words. For example, the words wind are suggested

"Morning. I sit by the window, open to the spring garden. The smell of apple and bird cherry is dizzying, crazy.

The wind flips through the pages of my favorite book, like the pages of my life. Don't hurry, wind!"

Create your text using the associative array. Task completion examples.

White - snow, trail, soul.

White snow is crystal white, All in unskillful reliefs. Your voice turns white after, Waking up in the white sky. And behind him with a hint of blue Without melancholy and without hesitation A soul awakens In a white world, slowly.

White - fluff, feather bed, snow

Fluff is pouring from a heavenly pillow:

Someone shook the feather bed of the sky. Flakes are spinning, flakes, like a shower, Those who are falling asleep with their hearts are being watered.

The sky falls to the ground with snow, The sky carries blue with it, Wet, cold, but still a blanket Warms the grass growing with life.

The solution of the set speech-creative task is possible only after the analysis of the text, which implies a deep penetration into it.

You know, you know, I dreamed faintly and drunkenly that in the abyss of the window rose like a giant's skull, a bone, round moon.

I dreamed that on the bed, arching crookedly over a swollen sheet, filling the entire pillow with a mane, the horse lay satin-black.

And above - a wall clock, with a pale, pale, human face, moved a copper pendulum, slashing my heart with the end.

My dream book does not know such a dream, was silent, quieted down before trouble, my dream book with a cornflower blue bookmark on the page read with you ...

(V. Nabokov).

What feeling does this text evoke in your soul?

Why do you think the hero had such a dream? What is it caused by?

Draw (verbally) the moon described by V. Nabokov. Why does the poet draw the moon not in the opening, but "in the abyss" of the window?

How I saw a horse in a dream lyrical hero? Why is the horse not red, not white, but satin-black?

How did the dream book interpret the dream? Why did he "quiet before the trouble"?

What did the cornflower blue bookmark remind the hero of?

Describe (based on the dream) the state of the hero.

VERBAL AND ARTISTIC REFLECTION

Comprehensive speech-creative training involves students filling out a speech-creative map. Such a map reflects the process of the birth of the idea of ​​their own text in students, reflections based on the word: heightened attention to the spelling and sound of the word; associations caused by the word; search for words that rhyme with the original word; "revival" of the word (filling with color, sound, smell, etc.).

SPEECH CARD ROWAN. (To be completed by students.)

The sound and spelling of the word.

Sharply, with pain, the word begins to sound, then softens,

Four frozen beads hang from the word rowan.

Associations. Bunch, fire, autumn, alley, house, village, window, frosts, bullfinches, memories.

Rhyme-training. Rowan, viburnum, aspen, cobweb, basket.

Color. Buffy leaves, burgundy autumn berries, the color of blood, the color of old wine, golden.

Sound. The sound of drops on the glass, the barking of dogs, the rustling of trees, the clicking of ripe frozen berries, heavy, dry.

Smell. The smell of watermelon and rain, the village, hay, the smell of an early frosty morning, smoke, the smell of freshness with bitterness, dampness, there is no smell: it is not felt in the frosty air.

Form. Lattice leaves.

Character. A generous bunch of mountain ash, graceful, silent, sad, royally beautiful. Bullfinches arrive to peck berries from her, and the elves are afraid, they do not fit. She drives deep thoughts, and her color is cheerful - bright red. Only I do not need its tart berries, I love elves more.

Have you heard of centenary rowans? They are always young. How do mountain ash die? Do we know? This tree is for the happy."

“Freezes. Dim landscape in late autumn. First snow and frozen ground. The north wind passes through the tops of hard bushes. Grey sky darkens in the window, and on it a bunch of mountain ash flares up like bright red beads. These are autumn berries that remind me of a bright, sunny summer. Burgundy berries, red sunsets, night fires - all these are echoes of summer in autumn.

After a few days, the fruits will freeze. The ocher leaves will fall from the mountain ash. Frozen beads will hang on the branches.

The given and similar tasks will unobtrusively and actively develop figurative thinking, activate the work of associative memory, improve oral and written language students.

2.3 Diagnosis of verbal abilities

The urgent need for a prompt solution of practical problems of psychodiagnostics is associated with the widespread use of psychological and pedagogical counseling, in particular, in the field of education and upbringing of students. However, sometimes this leads to the fact that diagnostic methods are constructed taking into account such existing forms of activity and types of relations of the subject that are accessible only to the ordinary understanding of the subject himself and the diagnostician. From the point of view of particular practical tasks, they are quite suitable and reliable, but in those cases when it is necessary to analyze the internal structure of the diagnosed activity processes, actions and relationships, their limitations appear. Therefore, in order to have detailed information about the structure, and, accordingly, about the dynamics of the phenomenon under study, it is important that these methods can work at the level of general practical problems.

As a rule, these or those individual deviations of the subject's activity only in rare cases turn out to be in accordance with all other parameters of the diagnosed phenomenon. If detailed structured information is available, corrective efforts can be directed to really defective elements of the structure of the diagnosed phenomenon, without wasting time and energy on correcting and correcting those elements that are actually within the normal range. In this case, one could rely on those characteristics of the individual's activity that make it possible to classify him in the group of average or even the best students, despite the fact that his activity as a whole does not meet the requirements. Such information is not only a formal indication of the level of development of the diagnosed phenomenon, but also characterizes the internal causes of this condition. The proposed approach, of course, does not yet fully correspond to the true content of the concept of "zones of proximal development", but it represents a certain step in this direction.

We take the liberty of illustrating the foregoing on the example of a specific study conducted in the Department of Educational Psychology of the Pedagogical Institute. Ya. A. Comenius ChSAN, during which some differences were found in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the peculiarities of the development of the verbal ability of students; it is characteristic that it was on its basis that the intellectual abilities of students were evaluated by teachers, and the teachers themselves did not even realize this. All these data were obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

Since any ability is the result of the internalization of the corresponding form of activity, its level of development is determined by the completeness of the internalization of mental processes that ensure this activity; in particular, in the case of verbal ability, its level is determined by the development of those processes that, in their totality, have a decisive influence on such characteristics of speech activity as its coherence, expressiveness, logic, etc.

Based on the study of extensive literature, we analyzed the concept of "verbal ability" in order to establish which processes are relevant for it. The main problem was that the direct speech activity of a person is a complex of various cognitive and communicative processes, which, of course, go beyond the scope of the verbal sphere itself, since non-verbal phenomena also take place in communication between people. Thus, the verbal ability, and especially its cognitive aspect, is lost in a whole series of synchronous activity processes, which in natural communication do not lend themselves to diagnostic definition at all. Therefore, for diagnostic purposes, it was necessary first of all to isolate from this complex those individual components that are most relevant to the verbal ability as a whole.

Verbal ability includes a number of particular cognitively oriented processes, and above all, the process of designation. Sometimes this sign-symbolic function of speech activity is not quite accurately referred to as "the process of naming".

In many ways, the "naming process" is due to the peculiarities of the thinking process and represents a kind of transition from non-verbal content to verbal content, and it is directly related to the volume of the individual's vocabulary: when decoding - with the volume of a passive dictionary, when encoding - active.

However, the dictionary is a set of different lexical units, ordered in an artificial way. In live speech, these units are not used as independent, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized "structures. The method of constructing such structures is still the subject of discussion, but there is an assumption What this process is probabilistic.

From a diagnostic point of view, this circumstance is very important, since it allows one to objectively and fairly accurately establish the degree of coherence of speech, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be measured objectively, since in largely depends on the topic, the environment in which communication takes place, the relationship between the participants in the communication process. In this case, it is possible to use the method of free word associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process. [3,209].

Due to the still unresolved dispute regarding the functional priority of the semantic or syntactic-grammatical levels of the probabilistic organization of a sentence (statement), both methods have to be used: a) free paired associations, which primarily emphasize the semantic connections between words; b) associative addition of incomplete sentences, which involves the use of already syntactical-grammatical relations between words.

In the course of ontogenesis, with an increase in the child's speech experience, the automatism of the probabilistic organization of the utterance develops, since the mental-volitional processes of this organization are reduced. This, however, does not mean a reduction of the mental processes themselves, which are associated with the content of the statement. The latter, on the contrary, deepen, and the logical structure of the utterance becomes more and more complex in the process of ontogenesis. Therefore, in the study of verbal ability, of course, one cannot ignore the processes of verbal thinking, which are manifested - albeit partially - in the so-called process of naming.

We think that when setting up and conducting the research, it was not superficial verbalization that was meant, but the search for and explanation of those processes that

which constitute the human verbal ability as a whole, having in mind, first of all, the cognitive and only then the communicative (following from the cognitive) meaning.

All these considerations served as a general theoretical basis for the development of eight diagnostic methods that covered the above procedural characteristics of verbal ability. These included: 1) a subtest on the classification of objects (the task here was simply to assign the name of an object to one of the classes of objects); 2) the name of the pictures (the task here was much more difficult, since it required a quick perception of the most important event depicted in the picture, and its subsequent short verbal coding); 3) a written subtest on synonyms (this method was used to determine the volume of a passive dictionary); 4) an oral subtest on synonyms (with its help, the volume of the active dictionary was determined); 5) oral subtest for free paired word associations (its diagnostic function was described above); 6) an oral subtest for the addition of the last word missing in the sentence (the diagnostic value of this method has also already been described); 7) a subtest on restructuring sentences (it established an intuitive understanding of the syntactic-grammatical and semantic structures of a sentence); 8) a subtest for completing unions missing in a complex sentence (this subtest is for logical verbal thinking, since unions expressed logical connections between parts of a complex sentence).

These methods have been tested in a preliminary study along with standard methods and have undergone some revision in terms of instructions and content. In addition, a questionnaire was prepared to obtain some data on the student's marital status.

The experiment involved one hundred third-graders from five schools located in different areas (village, large settlement, big city). learning. This made it possible to take into account the influence of the family - very significant at this age - and at the same time to identify the positive influence of schooling itself on the development of children's verbal ability.

It was important for psychologists to find out what role the individual isolated components play in the overall verbal ability. This role could be characterized primarily by the correlation between the overall result for all subtests and the results for each of them. Significant in this regard were the time parameters of subtests 4, 5 and 6, then the overall result obtained using the oral subtest on synonyms (4), the verbal thinking subtest (8) and the subtest on the names of pictures (2).

The next type of relationship between individual verbal processes was a network of correlations between the results for each of the individual subtests. Here, too, the first position was taken by the oral subtest on synonyms (4), which turned out to be in significant correlation with all other subtests. The second position was occupied by the subtest on the addition of conjunctions (8), which significantly correlates with five subtests. There were also significant correlations between the subtests for paired associations (5) and for the completion of incomplete sentences (6).

Remarkably, What the result obtained using the free pair association subtest (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association in our sample almost excluded each other with a cross-correlation (-0.92 ). Thus, the transition from syntagmatic to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of children's webral ability.

The first group is represented by the verbal fluency factor, which in general verbal ability turns out to be more expressive and typical of association subtests. The second group is characterized by a complex verbal factor, although less significant in its influence, but represented in a wider group of subtests (4, 8, 3, 6, 7). Subtests (1 and 2) not directly related to verbal processes were excluded from the concept of verbal ability based on factor analysis.

Thus, a fairly clear picture of the levels of development of individual processes that make up the verbal ability was obtained.

In the course of our study, we will also try the level of verbal ability in younger students, more specifically in first grade students, with the aim of further correction.

ASSESSMENT OF VERBAL-LOGICAL THINKING

To conduct the study, forms of the “Exclusion of words” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The methodology consists of 15 series, each series has 4 words.

The experimenter must have a stopwatch and a protocol for registering responses.

The form of the technique "Exclusion of words"

1) Book, briefcase, suitcase, wallet

2) Stove, kerosene stove, candle, electric stove

3) Clock, glasses, scales, thermometer

4) Boat, car, motorcycle, bicycle

5) Plane, nail, bee, fan

6) Butterfly, caliper, scales, scissors

7) Wood, whatnot, broom, fork

8) Grandpa, teacher, dad, mom

9) Hoarfrost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instruction to the subject: “Three of the four words in each series are to some extent homogeneous concepts and can be combined according to a common feature for them, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this row. You need to complete the task quickly and without errors. If the subject did not master the instruction, then one or two examples, but not from the experimental card, the researcher decides with him. After making sure that the principle of work is clear, the child is offered to independently complete the task - to cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

The task is evaluated in points in accordance with the key: for each correct answer - 2 points, for an incorrect one - 0.

1) book, 2) candle, 3) glasses, 4) boat, 5) bee, 6) butterfly, 7) tree, 8) teacher, 9) dust.

2) The task execution time is calculated taking into account the correction T.

Table 1

Amendment T for the duration of the task

The integral indicator of verbal-logical thinking A, which combines the productivity indicator B and the task completion time, taking into account the correction T, is calculated by the formula

Having received individual data on the indicator of verbal-logical thinking, it is possible to calculate the arithmetic mean for the group as a whole. To obtain group (age) differences, it is necessary to compare the calculated experimental indicators with each other. To compare the obtained indicator of verbal-logical thinking with other characteristics of thinking (figurative), as well as for inter-individual analysis, it is necessary to translate absolute values ​​into scale scores according to Table. 2..

Table number 2

No. p \ p

F. I. student

Exercise

Overall result (point)

The level of development of verbal-logical thinking

Kushnerev Alexander

Danilina Daria

Kirpichev

Miroshnikov Valery

Eremenko Marina

Suleimanov Renat

Tikhonov Denis

Cherkashin Sergey

Tenizbaev Nikita

Pitimko Artem

The evaluation of the results of work with this technique was carried out in the following way:

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4-7 points - medium;

2-3 points - low;

0-1 score is very low.

Conclusion: Based on the data, it can be seen that two students have verbal - logical thinking is not developed or is at a low level. Teachers need to pay attention to this and conduct developmental exercises in the future.

Conclusion

The research allowed us to come to some conclusions:

1. One of the means of aesthetic education is to instill in students a good literary taste, the ability to understand and evaluate literary works. For a full-fledged perception of works of art, it is necessary that schoolchildren develop certain psychological qualities that correspond to the specifics of literature as the art of the word. Students must have both emotional susceptibility, and figurative thinking, and creative imagination, and the ease of verbal formulation of their thoughts and feelings, that is, certain abilities.

2. Verbal abilities are classified as special abilities, that is, to "a system of personality traits that help achieve high results in any field of activity" (according to L.D. Stolyarenko), in this case, in language activity. The leading properties of these abilities are: features of creative imagination and thinking, - vivid, visual images of memory, - a sense of language, - the development of aesthetic feelings. The following components of literary abilities are distinguished: poetic perception of reality, emotional impressionability, artistic observation, good figurative and emotional memory, figurative thinking and creative imagination, richness of language, which ensures the relative ease of verbal design of images.

3. The development of the speech of schoolchildren in the process of studying literature is associated with the expansion and enrichment of their artistic perception, with the formation of the ability to think in verbal and artistic images, with the development of a recreating imagination, a wide range of feelings, observation. Artistic perception is carried out on the basis of understanding the language of a literary work. The deepening of artistic perception leads to the enrichment of the student's speech, his passive and active vocabulary, the ability to figuratively reproduce life phenomena and facts, the use of precise language associations, comparisons, metaphors and other artistic tropes in coherent oral and written speech.

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