Педагогика

Babich Vjacheslav Ivanovich

THEORETICAL AND METHODOLOGICAL ASPECTS OF THE IMPLEMENTATION OF THE AUTHOR'S FORM OF ORGANIZATION LEARNING "LECTURE-LOCOMOTOR ASSOCIATION" IN PRACTICE OF HIGHER SCHOOL

Annotation. The article is devoted to the search for improvement of the process of preparation of future teachers. The main attention is focus on disclosure of theoretical and methodological aspects of the use in practice of higher educational institutions of the author’s form of organization learning "Lecture-locomotor association. Indicate the advantages of the proposed lectures compared to other species in the context of facilitate the learning by the students of complex scientific information, taking into account the protection them from mental overload and saving their health. Served algorithm of applications of lecture-locomotor association. Disclosed main mechanisms of proposed forms of organization of learning through a description of her through the setting tasks, the scientific basis for lectures, ways of implementation, etc. Scientific basis for the lecture is the doctrine of active rest, method of associative memory "mnemotechnic" and the doctrine of muscle memory. The innovation of this lecture consist of the using in the process of conducting motor associations which will help to simplify the process of memorizing of complex terms.

Key words: professional preparation, students, forms of organization of learning, innovations, health, lecture-locomotor association.

I. Introduction. Despite the fact, that today there are quite a number of interesting approaches to improve the quality of assimilation learning material during lectures, in our opinion, still remains relevant the search for such approaches to organization and realization of lectures, that would allow not only at most higher level to assimilate the learning material, but would contribute to the preservation of mental and physical health of students, which also closely work with social health. In addition, in some cases, given the specificity of lecture material (special when it involves memorizing of a large amount of scientific information, often difficult-to-comprehend terms, etc.), not always justified is the use of existing and proven experience of these kinds of lectures, like the lecture-conversation lecture-discussion lecture-dialogue lecture together, lectures with errors, planned in advance, etc. Thus, in our conviction, the search for new approaches should occur primarily on the basis of the awareness that better quality of absorption of teaching material is possible, firstly, if the lecture will be provide neuropsychiatric unloading of students, secondly,when will be finding options for easier assimilation of complex scientific information. All of this prompted us to search for such forms of organization of training, which would allow taking into account all of the above. Thus, we have developed and put into practice of the preparation of future teachers of different specialties lecture-locomotor association. Its feature is the using during lecture’s classes such actions (locomotion), which would not only contributed to the mental (intellectual) unloading of students, but would create certain associations to the keywords of proposed educational material in order to its memorization.

II. Statement of the problem. The task of the method consist of, firstly, the increasing concentration of attention of students on the most important aspects of the lecture material (that will contribute to a better learning and understanding of complex scientific information), secondly, in the prevention of mental overfatigue, which can occur when it necessity of learning during lectures large volume terms, complex (foreign) words, and so on. Identification of tasks was based on research, which prove impossible to maintain a high concentration of attention of students over an extended period of time (for example, throughout the entire lesson, which is one hour and twenty minutes), avoiding, in this case, mental overfatigue. In this regard, this method is directed at a varying concentration of attention of students over time of all classes, raising and lowering it, depending on the complexity of the proposed training material, and also the importance of memorizing of key words of educational material.

III. Results. The proposed method is based on several studies and methods, proven by practices. As you can see by halp of the picture, the scientific basis of the method are a method of memorizing – mnemotechnique (the method of associative memory), and also the doctrine of "active rest" and research of muscle memory. So, offering remembering of complex information using locomotion (movement) associations, we, primarily, based on proven by practice method of "mnemotechnic". In normal practice, this method is mainly used in connection with the need to facilitate the memorization of complex words (often foreign) with halp of certain mental (imaginary) associations.

The performance of motor actions that are associated with a single term or keyword (during his pronunciation by teacher), also includes mechanisms that are responsible for muscle memory, that, in its turn, promotes better and faster updating of intellectual knowledges, which were received a long time ago (long term memory). Thus, to ways of realization of aims and tasks of the proposed method, we, primarily, consider the performing during lectures associative movements, the using of special exercises for the muscles of the back, upper limbs and trunk, and also providing positive emotional atmosphere. Above, in our opinion, allow us to move directly to the description of the use of associative movements during lectures.

So, teacher, familiarizing students with the educational material, choose the most important aspects of the lecture on that it must to focus the attention of students. It can be key words, terms, etc. Thus, when the teacher pronunciation of a particular keyword, he maintains a pause, that motivates students to focus their attention on the teacher, which,when he make sure that students appropriate concentration, perform the movement with his free hand, which is associated with a key word or term, when its speech by teacher. For example, when teacher speling the term "thesaurus", he at the same time performs the associative movement (namely, describe by free and a circumference, which can be associate in students with presence of the personal volume of knowledge and skills, which characterizes the specified term). While it is desirable that the teacher explained, who precisely this movement is carried out with the pronunciation of a particular term. Very important is that fact, that every movement in its biomechanical structure must associated with the contents of a specific term and must facilitate the memorization of its name and content.

In this case, in our opinion, it is also appropriate to use a separate gestures, which are apply to sign language translation, because they are most good to remembering and in a certain way associated with the activities, that they reflect. However, we must consider, that gestures in sign language translation are not the amplitude. During lectures, we, nevertheless, recommend teacher to use more amplitude movements, because it due to the need to involve in work more number muscle groups. Despite the fact that during the application of the lecture-locomotor association student need to remember not only the educational material, but also certain movements, what, at first glance, can be regarded as increasing stress on the cerebral cortex (memory), in actual fact over time (two or three classes) locomotor (movement) the association will help to easily learn and update training material. Another important aspect of this approach is the strengthening of emotionally positive atmosphere of training sessions. Because, after speaking terms and keywords, that are accompanied with associative motor action, students more intensively produces hormones endorphins, enhanced production of which is provided by the increase in the number of motor actions. Кроме того, на начальном этапе выполнение действий студентами может вызвать у них улыбку, что не стоит расценивать как невосприятие ими применяемого новшества In addition, at the initial stage of execution of actions by students can make them smile, that should not be viewed as a rejection of applied innovation by them, since positive emotions in this case are perfectly justified, because the proposed form of organization of training is used in relation to students for the first time.

The increase in the number of movements during lectures (to increase the effect of "active rest") is provided by repetition (conclusion) of training material, which, in our opinion, should be done every 15-20 minutes. In such a way, at the conclusion of the above, teacher together with the students (at the request of the teacher) repeat that movement, which from the very beginning was performed with the pronunciation of terms and keywords. In order, for mental unloading occurred more efficiently, целесообразно так же после очередного подведения итогов изложенного учебного материала применять движения динамического характера so appropriate after the next summarizing the results of presented educational material to apply motions of the dynamic nature, that, in specific way can be achieved through such exercises as: а) imitation of climbing on conditional rope to unload the muscles of the spine column (sitting at the desk, the student performs movements by hands as if to go up the rope, trying maximum stretch and relax alternately back muscles, i.e. left-to-right side of the longitudinal muscles of the back); b) simulation of transmission through the top and sides of the conventional printed ball to a student who is behind (that is, performing turns to the sides and subsidence to back) with the voltage of the longitudinal muscles of the back and so on. For increasing positive emotional atmosphere in the class you can also perform exercises, which include the clapping of hands, respectively of rhythm given by a teacher (starting position-hands forward, performs the rhythmic clapping of hands, gradually lifting up hands, then performs several few loud claps, relaxation of the hands and their gradual lowering on the desk).

Let’s note, that the application of the proposed forms of organization of training must obligatorily sugges good attitude of the teacher as to the entire team as a whole and to each student individually. There is no way to hope on the result in the specified application form under the authoritarian style of the teacher, and also while being forced students to repeat movements. In this case, the proposed lecture not only will not give the expected result, but on the contrary, will be arouse in students resentment, negative emotions, etc. When selecting a motor actions, which must associated key words and terms, it is also important to remember that they should be the amplitude, but not excessively (that would allow to perform them and do not interfere with the friends that are close), at the same time they must be expressive and interesting, and most importantly those that cause necessary for the association to each individual keyword or term. It should be noted that in the course of a single lecture classes is not advisable to learn more then 7-10 new movements, as it can increase the load on the cerebral cortex (memory). With a good absorption of the required number of movements (for example, 3-4 classes), it can be 25-45 movements, the teacher can sometimes perform familiar to students of motor actions, not pronouncing the term, which characterizes his name or even its content if the term is familiar to students and it is not difficult. In this case in students, firstly, better includes mechanisms that are responsible for attention, secondly, more efficiently absorbed educational material through active recreation.

Thus, the use of motor actions that characterize the key word (or term) causing the respective associations, and also the inclusion of muscle memory, will help remembering complex words over a long period of time after their studies, that provides not only short-term, but what important, long-term memory. The performance of motor actions in class will also contribute to the preservation of mental and physical health of students at the expense of avoid mental fatigue. Finally, the use of lecture-locomotor association promote the increasing interest of future teachers for learning, in particular facilitating the assimilation of complex scientific information.

IV. Conclusions. Thus, the use of motor actions, which characterize the key word (or term), causing the corresponding associations, and also the inclusion of muscle memory, will help with remembering of complex words over a long period of time after their studies, that provides not only short-term, but, that is important, long-term memory. The performance of motor actions in class will also contribute to the preservation of mental and physical health of students due to avoid mental overfatigue. Finally, the use of lecture-locomotor association promote increasing of the interest of future teachers to learning, in particular facilitating the assimilation of complex for the perception of scientific information.