Текущий контроль 1

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CREATIVE DICTATIONS

1. How children can write creative dictations.

If we really want to ensure that learning becomes eventful for every child so that each one will participate creatively in what is going on, adults should look for or create such situa­tions where eight and nine-year-olds are allowed to produce something to the best of their abilities. In this case it's a possi­ble way of arousing independence, activity and interest in children. Needless to say that this is only possible when learning is organized to give the little children a clear idea of what he is doing and how and why in a given class from the outset.

The words selected by pupils were often used later on in spelling dictations given in class. These could be dictated by both children themselves and the teacher. For several months after this type of work was over, on their own initiative the children kept on bringing over the teacher new words with pho­netic orthogram. During their reading classes, the pupils would announce that they had come across more words with certain properties. The children compiled their own dictations on the basis of the orthograms they had already learnt and this encourages their independence. They could make up the text themselves or take it from a book they were reading at the moment. These texts show that learning spelling can be linked organically to the development of the child's vocabulary and written speech in general.

When compiling dictations of their own, the children are not limited by a practical task of spelling of one orthogram or another but are motivated.

By the farther reaching as it were "teacher's" task of pro­viding other children with spelling material and making this work as lively as possible this approach fostered a creative, interested work to spell­ing drills which are usually considered fairly boring.

Текущий контроль 2

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THE SENSE AND MEANING OF WORDS

Language is not only a means of communication but a spe­cial accumulator of intellectual power and a storehouse of hu­man experience. Konstantin Ushinsky said: "It is not only con­ventional sounds that the child studies when learning its native tongue, but it sucks spiritual life and power from the very sub­stance of the native language. It explains Nature to the childintroduces it to society, its history and aspirations..., and ini­tiates the chills into folk belief and folklore, as no aesthetician could have done, finally, it gives the child logical concepts and philosophical ideas no philosopher could of course have taught it." However, we can take a different view of the word and con­sider what may be immediately related to the development of the individual's consciousness rather than the general, social or historical aspects of the word.

Vygotsky characterized the word as the microcosm of hu­man consciousness. In discussing consciousness we should bear in mind that it is our attitude toward the outside world, in other words, our identification with what we know.

A word can be an indication of an object. It can also convey a general idea, identifying the general properties of an object. Lastly, it can represent the image of an object. Then, what is the image? What is the relationship between the development of the human mind and the images imparted to us or construed by us? Is the relationship between the development of the human mind and the images imparted to us or construed by us? Usual­ly, no difference is made between the meaning and the sense of the word. However, they are not identical. Psychologists sug­gested that the "meaning" should identify what has been evolved by society in the course of its history and what means the same to all speakers. For the notion of sense, it should denote what every speaker adds to the general meaning and how he alters or enriches it, that is, what a word means to the particular speaker using it. Any word must have both meaning and sense to become an image.

Like reality, words have two aspects, one related to the world and the other to the man perceiving it. Intellectual development is determined by the mastery of these two aspects.

Jean Piaget, Henri Wallon, Burrhus Skinner, Alexei Leontiev, Alexandr Luria and others investigated the importance of language in the child's general intellectual development.

These authors showed that while learning the main forms and functions of speech, children, on the one hand, come into contact with the 'outside' reality behind the word. On the other hand, words are a special way directed inwards and organizing the child's internal, intellectual life. Language has a special part to play in developing the ability to reflect, to abstract and to generalize in achieving self-determination and selfhood in all actions.