Mnemonics in history and social studies lessons. “The use of modern technologies in history and social studies lessons” “The use of modern technologies in history and social studies lessons” - presentation. Combined or mixed

Good afternoon, dear colleagues! - I am glad to welcome you to my master class.

To begin with, I want to introduce myself. My name is Drobyazko Tatyana Nikolaevna, teacher of history and social studies at the Novokievsk school.

- Dear Colleagues,Do you hear the beautiful singing of birds and the sound of water? Do not be surprised! In front of you is the Poznanie River, which divides the bank of “Nadezhda” and the bank of “Justified Hopes”.

The poster features a landscape. River and two banks.– I’ll ask you to write your“expectations” from the master class and stick them on the shore of Nadezhda..

Exercise "Expectations".

I think that each of us has more than once encountered such a problem as poor memory in children.

For many teachers who care about their work, it is very important that their students love and know the subject. Each of us strives to make our lessons interesting and unforgettable. Subjects of history and social studies often require memorizing complex terminology and memorizing certain concepts. And I was faced with the following task: to find pedagogical techniques that would make the voluminous and often complex factual material more accessible. And I found it.

In this, in my opinion, mnemonic memorization, or so-called mnemonics, can help. Therefore, the topic of the master class is:"Techniques mnemonics in history and social studies lessons.”

Purpose of the lesson : To introduce students to techniques that ensure effective memorization, preservation and reproduction of information - the method of mnemonics.

Lesson objectives:

• give the concept of mnemonics, reveal relevance;
• introduce the features, principles of technology, stages of working with mnemonic devices in a history and social studies lesson when memorizing basic concepts, chronological dates and events
• motivating master class participants to use this technology in their activities;
• reflection of their own professional skills by master class participants;

I hope that at the end of today's master class you will be able to:

Explain what is mnemonics;

differ mnemonic techniques from other types of educational activities;

Compose using mnemonic techniques, your examples relating to your subject

So here we go

The problem of improving memory has been relevant at all times, because people of many professions have always needed to remember many facts. But it has become especially acute right now, during the development of computer technologies, which have opened up unlimited access to information for us. This is especially true at school, and it’s no secret that every year the demands on mental activity are increasing.

Mnemonics - a set of techniques and systems that serve to improve the storage of information and its reproduction from memory

The art of memorization - mnemonics (mnemonics) - originated in ancient times. It was an integral part of classical rhetoric - the art of composing and delivering speeches. But, unlike other sections of rhetoric, mnemonics is very individual in nature. All people are different: some have more developed visual memory, others have more auditory memory; Some remember numbers better, others remember figurative expressions. That is why there are so few practical aids on mnemonics. Its secrets are mainly passed down orally, from generation to generation. The main “secret” of mnemonics is very simple and well known. When a person connects several visual images in his imagination, the brain records this relationship. And later, when recalling one of the images of this association, the brain reproduces all previously connected images. (The simplest example: “Every hunter wants to know where the pheasant sits” - memorizing the colors of the rainbow).

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.”

There are many mnemonics techniques, but the following are more acceptable for schoolchildren:

Grouping;

Classification;

Associations;

Search for a strong point; schematization;

Completion of material; structuring the material.

The mnemonic technique facilitates memorization, but only in certain cases (where invented artificial associations are fixed during memorization easily and quickly). However, we must remember the golden mean, and in some cases, excessive use of mnemonics can cause direct harm.

We present to your attention some examples of tasks that help students more easily absorb information in history and social studies lessons. In my practice, I use examples that are compiled together with students or independently.

I would like to move on to the next stage of our event in the words of Confucius “I hear and forget. I see and remember. I do it and remember it.” That is, move from words to deeds

Imagine that you are 5th grade students and we are introducing the new concept of “reform”.

(I write the word “reform” large on the board.)

Tell me, please, who knows what the words “reform” mean? (most often children do not know this)

Okay, find in this incomprehensible

for us a word, a word that is familiar to you.

Well done, you found the word “form” that is familiar to you.

Tell me, do all objects have a shape? (Yes)

Does this balloon in my hand have a shape? (Yes)_

Okay, I'll take a marker and write the word "shape" on it.

We figured out this part of the incomprehensible word a little. What is left unclear to us? (This is "RE")

Does the word “re” remind you of anything? What if I take the letter “r” in my hand and turn it over? (For this I have a prepared paper cut out letter)

Does the letter begin to remind you of a weapon? For example a revolver. (Yes)

Tell me, can a revolver fire? (Yes)

And if I shoot at our ball, what will happen to its shape? (will change)

Exactly? Let's check.

I clearly demonstrate that I am shooting at a ball from a revolver. The ball bursts. Right now, children have not only visual, but also emotional memory.

We have come to the conclusion that most likely this word will mean some kind of change. Does everyone agree with this?

Let's write down on the board under the word reform, a new word for the definition of “change.” Now I ask you to open your textbooks to page 63 and read the meaning of the word “reform.”

Reform is a change, transformation, reorganization of any aspect of people’s lives.

Tell me, is our conclusion confirmed? (Yes)

This is what needed to be proven.

The main principle of memorizing words is searching for connections. Any dictionary, including your own, is a complex, multi-level association. Therefore, in order to remember a new word, you need to “link” it to already known words. The more ropes, the more reliable.

I now suggest that you work in groups and apply the “Unknown to the Known: memorization based on word connections” technique. Define the words: conservatism, salary.

(work in groups)

But not always, the word can suggest the meaning. Here in front of us is the unfamiliar word “PROGRESS.” (I write the word on the board, preferably in block letters)

There is no clue in the word. There is a way out; imagination and drawing come to the rescue. If I write the first letter “P” larger than the rest and draw two wheels under it. Like this:

Progress

Dear colleagues, what does the word look like?

That's right, to the locomotive. Tell us, what does the arrow tell us, is the locomotive moving or standing still?

That's right, he's moving forward. Does everyone agree with this? Let's write down our conclusion next to our drawing. Forward movement.

Tell me, our conclusion coincides with the correct definition of this word. For better memorization, drawing and imagination helped us.

You have historical terms on your tables.

quitrent - payment of dependent peasants to the feudal lord in food or money.Civil War- war between citizens of the same state

Try using a drawing and your imagination to do similar work with them. (group work and discussion)

Drawing and fantasy help to remember not only individual historical or social science terms, but also major historical events and historically significant personalities. I would like to show you a small exhibition of children's works in this direction.

(showing children's drawings) Annex 1

In 7th grade, children are faced with the fact that they have to know this chronological table:

Topic: Palace coups

• Catherine I 1725 – 1727
• Peter II 1727 -1730
• Anna Ioannovna 1730 – 1740
• Ivan Antonovich 1740 – 1741
• Elizaveta Petrovna 1741-1761
• Peter III 1761-1762
• Catherine II 1762-1796

Memorizing related events and names is, from the point of view of mnemonics, a special object for study. The fact is that rows, lists, connectives, clips of words must be memorized in strict sequence. And this is not easy. Everything here is based on keys. Knowing them, it will not be difficult to reproduce this material.

Key 1 :Knowing the starting point - in our case, this is the year of death of Peter I - 1725 and remembering the code of numbers 2, 3, 10, 1, 20, 1, 34, we can create a numerical chronology.

Key2 : Please note the first and last in the list is a woman, the name is Ekaterina, the second and penultimate is a man, the name is Peter. Then the third and fifth are women, the middle is a man, the name is Ivan.

I suggest that you take the keys and reproduce this table.

In conclusion, I want to say that the use of mnemonics is in no way intended to replace the most famous and widely popular method in the development and strengthening of memory - traditional memorization of texts. However, mnemonics copes with the task of helping to make the memorization process simpler and more interesting.

And now I want you to try to apply and explain the basic mnemonic techniques specifically regarding your subject. (practical work, viewing received works)

As you can see, the use of mnemonics in history and social studies lessons allows not only to develop all types of memory, teach children to manage their memory, increase its volume, but also to ensure the development of all mental activity of schoolchildren, their creative cognition.

In high school, students compile intelligence tables based on mnemonics. I suggest you get to know them.

(Showing intelligence cards) Appendix 2

Dear Colleagues!Our master class is coming to an end. Today in class we will: 1. Find out how acute the problem of poor memory is at the present stage.

2. We found a way out of this problem using mnemonic techniques.

3. Learned some mnemonic techniques that will help you and your students

I would really like the master class to be useful and interesting for you.

And in conclusion, I ask you to express your opinion about today's event.

Did your well-being or mood change by the end of the lesson?

What are your impressions? What conclusions have you drawn for yourself?

"Exercise "Expectations".Take stickers and write down how much your expectations from the master class were met.

I would like you to attach stickers to the “shore of justified hopes”, voicing your opinion.

Dear Colleagues! The road will be mastered by those who walk, so I wish you creative success in our interesting and exciting activities.

Many people know about the existence of “false friends of the translator” - words in foreign languages ​​that sound similar to the words of their native language, but differ sharply from them in meaning. Mnemonics is a memorization methodology. Teachers and tutors are well aware that there are also unsafe “friends of mnemonics” - terms, names, conventional names that “beg” for certain associations, but do not correspond to them.

Teachers should pay more attention to such inconsistencies and draw students' attention to them, insisting in such cases on complete memorization rather than "grabbing on top" by association, since this method can lead to serious errors. This is all the more useful for tutors, whose task is to provide deeper and better training than a teacher at school.

We offer to “recognize in person” several dangerous “deceivers” who can easily mislead a young historian or geographer.

Hundred Years' War

The name is famous and beautiful, but deceptive. It would be dangerous, having remembered the year of its beginning or end, to calculate the second date using the number “100”. In fact, the war formally lasted 116 years - from 1337 to 1453.

Australian Empire

Similar-sounding names and name matches play cruel jokes on inattentive students. What is the difference between Austria and Australia? It is obvious - a meter on the world map. However, the names sound similar, and a huge number of schoolchildren constantly confuse the southern continent with the Austrian Empire. The scale of the error is obvious - again, a meter on the map. Teachers should resolutely combat this type of geographic incongruity.

Drake Passage

A story from the same series - the name of the pirate Francis Drake is associated with the discovery of the strait and the victory over the Spanish Invincible Armada. And please - dozens of schoolchildren are sure that Drake sank the Armada in the Drake Passage! No one even asks the questions - where is this strait and what, exactly, did the Armada forget there?

Aggressive axle

The military-political alliance of Nazi Germany, fascist Italy and militaristic Japan before World War II has the well-established nickname “Berlin-Rome-Tokyo Axis.” It is difficult to imagine what the axis looks like in the imagination of the author of this name. But the term is generally accepted, and students should know both it and what is hidden behind it.

Countless Louis and Charles

For students who only want to take general history exams, there is little risk here. But those who would like to know the subject more deeply may encounter surprises when they come across references to “King George”, “Queen Mary” or “Louis the Sixth”.

The fact is that in Russian historical science it is customary to write the names of foreign monarchs mainly in Germanized or Russified form: Heinrich, Georg, Karl (instead of Henry, George, Charles). But it turns out to be difficult to understand even the popular French folk song “Once upon a time there was Henri the Fourth” (sounds in the famous “Hussar Ballad”), since in our country this king is known as Henry the Fourth! Confusion is common in published sources and popular fiction.

And the modern queen of Britain is called not Elizabeth, but Elizabeth!

Modern geography

Geographical names create a similar problem, and it has become worse recently. Many places, regions, states were called differently at different times (Stalingrad - Volgograd, St. Petersburg - Petrograd - Leningrad, East Pakistan - Bangladesh, North American United States - United States of America). States arose and disappeared (Czechoslovakia - the Czech Republic and Slovakia, Yugoslavia - a modern conglomerate of states, the USSR - ...).

Moreover, now a new transliteration of some names is becoming increasingly widespread, adopted instead of the established one. This is often correct - in India they don’t say “Bombay”. But the trouble is that not all terms change, but only some (for some reason no one is in a hurry to correct names such as “Paris” and “Beijing”, although they also do not correspond to the original pronunciation). Ideology also adds problems - try to guess that in Ukraine there are currently two “Dnepr” rivers (the river and the city of Dnepropetrovsk)! In previously published literature (which is often not republished, but is extremely valuable), old titles remain.

All responsibility here falls on the teacher or tutor. He himself will have to keep abreast of innovations in the field of geographical nomenclature and bring them to the attention of students.

In general, it is the teacher who is usually charged with such things - to suggest where memorization can be made easier and where this cannot be done. But interested parents and students should also pay attention to such things and ask teachers and tutors questions.

Kungrtseva Alena Alexandrovna,
history and social studies teacher
GBOU secondary school No. 68.

The problem of student involvement in the educational process, his interest in the lesson is one of the most pressing problems among teachers. The volume of material is too large, the pace of the lesson is high, and the only motivation for the student in the lesson is the grade. It is often difficult for a teacher to present material in a form that is interesting and understandable to the student. In the context of the implementation of the Federal State Educational Standard, students need to be taught to study, which in turn means their independent activity. One of the technologies that will activate the brain activity of students is mnemonics. Mnemonics are techniques and methods of assimilation and memorization of information by creating artificial images.

Most people are visual learners, so this method is suitable for most students. In addition, mnemonic techniques are widely used in preschool and primary school education.

There are several mnemonic techniques:

· Letter code. Formation of semantic phrases from the initial (or purposefully assigned) letters of memorized information.

For example, we all remember the colors of the rainbow, which were taught in the form of an acrostic poem. Acrostic is a sentence where the first letter of each word represents a thought that needs to be remembered. "Every Hunter Wants to Know Where the Pheasant Sits" (Orange, Yellow, Green, Light Blue, Blue, Purple).

This technique will include a number-letter code, which is a godsend for history teachers and makes it easier to memorize a large number of dates.

· Associations. Finding vivid, unusual associations that connect to memorized information.

Associations can be divided into several categories:

1. Adjacency in time or space: table and chair, winter and snow;

2. Similarity (similarity): earth and ball, lamp and pear;

3. Contrast (opposite): good and evil, black and white;

4. Cause-and-effect relationships: thunder and lightning, lamp and light;

5. Summary: tomato and vegetable, dog and animal;

6. Subordination: vegetable and cucumber, animal and cat;

7. Subordination to one object: car and motorcycle;

8. Part and whole: seconds and minutes, car and engine;

9. Addition: toothpaste and toothbrush.

· Rhymes. Creating rhyming pairs of words or even short poems containing memorized material. Widely used in language learning. For example, to remember not the most obvious accents:

The phenomenon calls on Wednesdays,
Having accepted the agreement by year,
He gave the escort experts
Airport petition.

Such poems can be created not only in foreign or Russian language lessons. You can give students the task of rhyming the necessary material.

· Consonance. Memorizing terms or foreign words using consonant already known words or phrases.

· Roman room method. Assigning memorized objects to specific locations in a room you know well. Good for memorizing sequences. This technique is also called “Memory Palace”. With the help of this technique, a person becomes able to build strong associative connections, remember a huge amount of information,, if necessary, arrange its elements in the correct order and then quickly pull out this information from the depths of memory. In order to use the power of the “Palace of Memory”, you need to create it: mentally imagine a building with passages, enfilades, galleries and many rooms. Gradually, all the rooms of the imaginary building will become overgrown with furniture and objects, each of which will be associated with some part of the information important to you, and the palace itself will subsequently grow and become part of a huge fictional world. Then, when you need to extract this information, you go on a virtual walk through your palaces. Every person has a place that he knows thoroughly. For children, this is usually their room.

When using visualization, the student also needs to structure the information received; Mindmap technology or smart maps are well suited for this. The mind mapping method, or as it is also called mind mapping (as well as a mind map, mind map, mind map or associative map) is a way of depicting the structure of information using a flowchart. Such mental maps are often recommended to be drawn by psychologists or training presenters to correctly set goals or manage projects, but in our case, mental maps are useful specifically for structuring memorized information.

In order to build a mental map, you need to perform the following steps:

· Take the material you need to learn (textbook, article, table, etc.), as well as a white sheet of paper, pen and colored pencils.

· Draw any symbol in the center of the sheet or draw some kind of picture that will clearly represent the name or content of all the material (for example, the title of a textbook).

· From this central object to the edges of the sheet, you need to draw a chain of connections, which should reflect the structure of the information being studied.

As a result, instead of looking at lists of words or sentences from top to bottom and left to right (as is the case in traditional notes), you see the main idea in the center of the sheet, and then move along the branches to the edges of the sheet in the order that you need.

In addition, the mind map is always colorful and filled with associative symbols and pictures; in addition to structuring, it serves the function of shaping the student’s speech. Using only reference symbols, it is much easier to formulate a speech in your own words, rather than trying to remember a memorized monotonous text.

It should be remembered that the language of the brain is images; the brighter the image, the better the information is remembered. For students with their rich imagination, it is not difficult to come up with funny associations that are easy to remember, and the use of such a creative approach makes the lesson interesting for them.

When memorizing historical dates, we record in memory not only the dates themselves and the events corresponding to them, but also the sequence of dates. Memorizing the sequence allows you to remember all the dates without gaps and ensures they are consolidated in memory when repeated.

Let's analyze the memorization technique using simple historical dates:

1609 Galileo made the first telescope;

1453 fall of the Byzantine Empire;

1367 construction of the white stone Moscow Kremlin.

From each date we will highlight significant parts of the information message that must be translated into figurative form:

609 Galileo telescope;

453 Byzantium the fall of the empire;

367 Moscow Kremlin white wall.

609 ShL NM RC Shl Nm RC ShNuRok; Galileo gallery (according to consonance); telescope telescope (unchanged).

453 ChShch PB Kkh ChShch PB Kkh Sliver; Byzantium credit card “Visa” (link to familiar information); empire crown (symbolization device).

367 KH ShL SZ Kh ShL SZ KliZma; Moscow Kremlin white wall.

As a result of transformations, material is obtained for creating artificial associations. All words are easily represented in the form of visual images:

lanyard gallery telescope;

sliver card "Visa" crown;

enema white wall.

It is logical to choose the image in which the number is encoded as the basis for associations when memorizing these historical dates. (We exclude the unit from memorization and add it when recalling.)

Basics of associations: string, sliver, enema.

We remember their sequence using the “Matryoshka” technique. We mentally increase the “lace”. We insert a “sliver” into it. We fix this picture in our imagination.

Now it remains to form associative connections between the basics and other images in which the events are encoded.

To do this, we again present the image of the “lace”. In the place where the association has already been formed, other images cannot be attached. We imagine the lace, for example, greatly enlarged, in the form of a carpet in an art gallery, on the walls of which telescopes hang.

We reduce the “lace” and read the “sliver” image from it. We display the “sliver” image separately on our internal “screen”. We form an association: “A Visa card is glued to the sliver; a corrugated image of a crown is clearly visible on it.” We fix the association.

We again display the “sliver” image separately on the “screen” and read the “enema” image from it. We leave one enema and increase it, preparing for the formation of an association. We form an association: “A fragment of a white wall is visible on the rubber part of the enema.” We fix the association.

The information was remembered, i.e. recorded in visual memory in the form of images.

If you want to commit it to memory, use the active repetition method.

A diagram of the technique for remembering historical dates looks like this:

When memorizing complex chronological tables, where three-digit numbers are often repeated, the association should be based on an image obtained from an event on a historical date. In general, three-digit numbers are figurative codes and, according to the rules, should only be elements of an association. When memorizing simple chronological tables, you can make an exception and use the images of numbers as a basis.

List of fixed figurative codes of two-digit numbers from 21 to 40

21. dTGzh IRON 31 KkhgZh Leather

22. DtDt DioD 32 KhdT KiT

23. DtkH Perfume 33 KkhKkh KeKs

24. DtChsch Game 34 KhChsch KoChan

25. dTPb Topor 35 KhpB KuB

26. DtShl Dush 36 KhshL GLUE

27. dTsZ TuZ 37 KhSz KoSa

28. DtVf udaV 38 kHVf Khvoya

29. dtrts grater 39 khrts anchor

30. KhNm IKONA 40 ChshchNm Teapot

To train the speed of encoding two-digit numbers into images, you can use an electronic wristwatch. Switch the watch to the “Seconds” mode and name the images corresponding to the numbers from 01 to 60.

International scientific and practical conference of schoolchildren and teachers

"First steps into science"

RESEARCH

"Mnemonics

(or rules - for yourself)

student of 11th "A" class

Scientific adviser:

teacher of Russian language and literature

State Educational Institution "Secondary School No. 40 of Mogilev"

Mogilev, 2013

INTRODUCTION

Everyone knows that no one wants to study poorly, but another thing is that not everyone can study well. What is the reason for this paradox?

According to psychologists (G. Ebbinghaus), it’s all about the individual characteristics (differences) of human memory.

The study of memory began many centuries ago, and memory has always been associated with the learning process (i.e., the accumulation of information). Researchers have come to the conclusion that the memory of many students is not adapted to “simple memorization” of a complex rule or a symbol that means nothing to them - a letter in a word. But this memory is very vivid and imaginative [ 1 ]. What should such students do, because the Russian language has many complex rules, and even more exception words. If these children are not helped in time, their literacy will deteriorate and their interest in the subject will gradually disappear. This problem has existed at all times, but today it is especially relevant and pressing: schoolchildren have a low level of general academic skills, lack a stable interest in the subject, and have poorly developed memory.

Goal of the work: research into effective methods and techniques that develop memory, increase interest in learning the Russian language, improve the quality of knowledge on the subject, and store information in long-term memory; systematization of the author's material on the research topic, tested in Russian language lessons.

The stated goal assumes solving a number of problems:

1) consider the content of the initial concepts of this study (memory, mnemonics, mnemonic devices);

3) create a collection of effective mnemonic techniques.

Object of study is a mnemonic technique.

Subject of study: the effectiveness of mnemonic devices in learning the Russian language.

Hypothesis: In this study, it is assumed that learning the Russian language will be more effective if methods of developing associative memory using mnemonic techniques are skillfully used in lessons.

Research methods: study and analysis of scientific and methodological literature; creating a collection of effective mnemonic techniques; collection and processing of results of the effectiveness of using accumulated materials on the research topic; diagnostics.

MAIN CONTENT

1.1. Individual characteristics of memory

People have different types of memory, and therefore the channels of perception and processing of information are not the same. Everyone has their own most familiar way. So, for example, visual learners remember better and faster visually, auditory learners – by hearing, and kinesthetic learners – with the help of motor sensations [ 6 ].

It is rare for a person to have all these types of memory developed equally; usually one of them is better. Therefore, it is useful to find out which memory - visual, auditory or motor - is more developed, and consciously try to “talk” to the memory in a language that is convenient for it. Which type of memory is dominant is often reflected in school performance. Visual learners have great difficulty perceiving information when it is presented only by ear (such children often do their homework perfectly, but in class they get bad marks, since they cannot even perceive the terms of the task, much less remember it by ear). Auditory learners, on the contrary, experience difficulties if there is no opportunity to hear information (such students often “mutter” something under their breath while reading a textbook).

We should also not forget that there are people with a predominance of the left hemisphere of the brain (“right-handed”) and with a dominance of the right hemisphere (in everyday life they prefer to use their left hand). If a child’s right hemisphere predominates, he learns rules more slowly, reads worse, and has unstable attention. According to the opinion, “dry” educational material is absorbed by imaginatively thinking children much more difficult [ 2 ]. This means that schoolchildren with a predominance of the right hemisphere of the brain, due to psychological and physiological characteristics, need to influence their imagination and emotionality.

And this is where mnemonics comes to the rescue.

1.2. Mnemonics (or effective memorization techniques)

Mnemonics(same as mnemonics) - the art of memorization, a set of techniques and methods that facilitate memorization and increase memory capacity through the formation of artificial associations [ 4] .

The words “mnemonics” and “mnemonics” come from the Greek “mnemonikon” - the art of memorization. It is believed that Pythagoras of Samos (6th century BC) coined this word. The art of memorization is called the word “mnemonikon” after the ancient Greek goddess of memory Mnemosyne, the mother of the nine muses. Already in Ancient Greece, people successfully used mnemonic techniques.

In Rus', mnemonics were also used. A striking example of this is the Slavic alphabet. The names of all Cyrillic letters were invented for mnemonic purposes. A (az) B (buki) C (lead) - I know the letters.

Mnemonics was studied, developed and taught by Giordano Bruno; Aristotle was interested in it and taught this art to his student Alexander the Great. Julius Caesar and Napoleon Bonaparte had phenomenal memory, based on mnemonic techniques.

This means that since ancient times people have understood that mnemonics facilitates and improves the memorization of information. But even in our time, interest in mnemonics has not faded away.

The main “secret” of mnemonics is very simple and well known. When a person connects several visual images in his imagination, the brain records this relationship. And later, when recalling one of the images of this association, the brain reproduces all previously connected images [ 3 ].

Having studied the literature on the topic under study, we came to the conclusion that mnemonics is the ability to accumulate a large amount of accurate information in memory; saving time when memorizing; long-term storage of stored information in memory; powerful training of attention and thinking; a real chance to quickly master several new specialties and become a professional in your field; the ability to use information: a person can apply knowledge only when it is in the head; excellent gymnastics for the brain - the brain needs to be trained so that it does not atrophy.

1.3. Mnemonic devices - the way to memorization

When information is difficult to remember, difficult to organize, when you are limited in time, special techniques for quick memorization come to the rescue. They allow you to avoid “boring cramming” (perhaps the most popular way of memorizing “unmemorable” information). There are a great many such techniques, it’s difficult to tell about them all. The most important thing is to understand the general principles by which they are all built.

The basis of any method of effective memorization is: the desire to remember information, awareness of why it will be useful to you, a vivid impression, good attention, establishing connections with the knowledge or experience you already have.

According to psychologists, facts that have a positive connotation are remembered much better, facts that have a negative connotation are remembered worse, and even worse those that do not have any connotation. Since the rules themselves do not have any emotional connotation, the mnemonic device compensates for this “shortcoming” in the best possible way. Therefore, it is easier for schoolchildren to remember short phrases (“By clone was pleased with his creation thanks for mountains red boy on zar e", "To you rasch before the harvest lodge or not at cas get on before download ek", "About mock again in the rain, oh poppy zero in the jam bagel"), rather than voluminous rules on the topic “Alternating vowels” from a textbook on the Russian language .

in the article “Absolute Literacy: Rhetorical Strategies for Achieving” states: “The logical is forgotten, it takes a long time to remember, so often the rules teach you to make mistakes. Our grammar contradicts literacy: it does not convey a linguistic fact, but the linguistic act of painfully approaching this fact. What is remembered is what is instantly remembered..." [ 5 ]. Mnemonic devices are remembered instantly, because drawing up “rules for yourself” is the key to memorization and subsequent recall.

1.4. Mnemonics techniques in Russian language lessons

Speaking about the classification of mnemonic techniques, it should be understood that this division into groups is conditional. Of course, there are mnemonic devices that fit well within the boundaries of a particular group, but sometimes one mnemonic device contains elements of several groups.

Researchers identify the following mnemonic techniques in Russian language lessons: associative drawings (or graphic method), sound associations (or keyword method), combined method, “letter-images”, list method, rhyming, assignment to one word-formation type, fairy tales - associations , schematically – drawing mnemonics, “material”, “finger” mnemonics.

In our work, we examined only some of the listed mnemonic devices.

1.5. Associative drawings (or graphic method)

Remembering the spelling of each word requires a creative approach. For example, complex words can be... drawn (ANNEX 1). Instead of untestable vowels and consonants, there are picture letters selected on the basis of associations. By doing this, we use the main rule of effective memorization - in order to remember, you need to make a connection!

1.6. Sound associations (or keyword method)

In order to remember the spelling of a difficult word using the method of phonetic associations, you need to:

1. Make sure that the word is written correctly, and that the letter or letters you want to remember are truly untestable.

2. Select a consonant (key) word for the memorized word so that it contains some part of what is memorized and so that the “problem” letter in it is heard clearly (it is better that the emphasis falls on it if we are talking about vowel letters). If the memorized word is long or if you need to remember two (three) letters, then you need to choose two consonant words for it. In rare cases, even three.

3. From the consonant word and the memorized word, you need to create a plot. The plot, naturally, should be bright, funny, unusual, maybe even ridiculous.

4. Parts of a consonant word that coincide with the memorized one can be somehow highlighted in writing (size, italics, color); it is advisable to underline or highlight the memorized letters. This must be done so that your visual memory also takes part in working on the word. (APPENDIX 2).

Dealing with the mnemonics of dictionary words, he successfully describes the mechanism of operation of this technique. First, the required word is associated with another, then the associative connection is played out, and the vocabulary word has an “adopted relative” that helps to highlight and firmly remember the desired spelling. “The more unexpected, funny and absurd such a connection between words is,” he writes, “the higher the efficiency of memorization [ 1 ].

1.7. Combined method

This method is needed only for those words in which you need to remember two or more letters. It consists in combining graphic and phonetic methods. That is, to remember one letter, the method of phonetic associations is used, and to remember the other (others), the graphic method is used. The combined method is convenient to use for words in which, in addition to the vowel, you also need to remember the double consonant (APPENDIX 3).

1.8. List Method

Let's say you're unsure about the spelling of the word "rack":

1. Open the dictionary and make sure that two letters are written in this word.

2. Remember some word (with a double l), the spelling of which you have no doubt about (“hall”).

3. Build associative connections between the memorized word and the word whose spelling you are sure of (“in the hall on the shelves…”).

Now let’s assume: you need to remember that in the word “dollars” you also need to write two letters. All that remains is to continue the story started (APPENDIX 4).

The possibilities for using this method of memorizing spelling are quite wide. You will be able to remember which words contain one or two letters: N or NN, L or LL, M or MM, S or SS, P or PP.

1.9. Rhymes

The connection between words can be strengthened by rhyme, the rhythm of a poem. In order to remember which syllable should be emphasized in a particular word, it is necessary to select a consonant for it, in which the stress falls on this syllable without a doubt. Or the word must rhyme with the memorized one, and so that the rhyme falls on the memorized syllable (APPENDIX 5).

Not only the accentological, but also the morphological norm usually causes enormous difficulties, and the proposed mnemorhymes significantly simplify the assimilation of the material (APPENDIX 6).

Thus, despite the fact that mnemonic devices are not high prose or poetry, they stimulate cognitive interest; improve academic performance; create a positive attitude and positive emotions; contribute to the activation of thinking, develop memory.

CONCLUSION

Human memory and mnemonics are inextricably linked with each other. Trained memory always relies on mnemonics, because it is an integral part of our mental activity. Each of us constantly uses some kind of mnemonic device: establishes a connection (association) when memorizing, highlights the main idea in the text to remember its content, etc. However, it is always worth remembering that mnemonic techniques are not a substitute for memorization itself; but only a means to reduce the time for memorization. Natural memory, given to us from birth, is always involved in work. Techniques are a help to her, they cannot be overestimated and must be adjusted to natural memory.

We are convinced that the use of mnemonics in Russian language lessons is necessary, but not at all necessary when studying all sections.

In our work, we examined individual ways and techniques of memorizing words that are difficult to write and pronounce. We tried to create a collection of effective mnemonic techniques that were tested in Russian language lessons (tasks for testing and results are presented in APPENDICES 7, 8). Mastering these techniques will not take much effort, but will save time on preparing for lessons, exams and centralized testing in the Russian language. Mnemonic developments will help expand and systematize knowledge on certain topics: “Unverifiable spellings”, “Morphological and accentological norms”, will help identify and eliminate gaps in knowledge, while creating a positive attitude, positive emotions, and turning studying into an exciting process. A good mood during work is the key to success in learning!

LIST OF SOURCES USED

1. Agafonov, V.V. “Wrong rules” for dictionary words and more / . - 2nd ed., revised. and additional - M.: Yuventa, 20с.

2. Bondarenko, S. M., Rotenberg, . Education. Health / , . - M.: Education, 1989.

3. Ziganov, M. A., Kozarenko,: Memorization based on visual thinking /, // http://*****/books/1247/.

4. Kozarenko, mnemonics // http://www. e-reading. /book. php? book=131402.

5. Murashov, literacy: rhetorical strategies for achievement // Russian language at school No. 3.- P. 3-12.

6. Nikitina, develop supermemory, or Remember quickly and easily / . – M.: AST-PRESS KNIGA, 2006. – 291 p.

ANNEX 1

APPENDIX 2

1. FANT A " ASIA" - This FANTASY.

2. FAITH and Va NDA, and where is VERANDA?

3. AND AT THAT shore... ANATOMIST lives.

4. AND WAIT FOR THE CROWN, DEPENDENT.

5. IM MIGRATION I'm not needed in IMMIGRATION And.

6. FALLED V GARDENERS V FRONT GARDEN e.

7. PARADISE - HE not in AREA e.

8. BY la- DUSHKA How PILLOW.

9. VETE p blows on RANU TO THE VETERAN.

10. VER a and MISH and near FIR didn't want to VERMICHELLI.

11. BALCONY was studying BALCONY e.

12. JAK V JAK You're very cute!

13. FAT a lot of FAT F.

14. KART s on KART and everything is in the web.

15. CATCAT dragged away the fly.

16. MASH and in MACHINES e broke through SHIN s.

Met a friend a long time ago AND shny.

He's squeezing ness E R,

Headed to dispensary E R.

8. Grandma knits socks

Very fast, mastersk AND !

9. Cunning sharp ABOUT that

Causes loud laughter.

Thai cuisine witticisms A

Unpleasant for the cat.

10. Masha’s dog ran away

Searched the whole quart A l!

I called all my friends,

And he sleeps peacefully at home.

APPENDIX 6

1. Once upon a time the squad hussar

Attended a ball at the estate.

Shine shoulder strap And epaulet

The light from the chandelier was darkening.

After the ball five estates

Celebrated eight weddings.

2. Summer at sea - what a beauty!

The yachts will straighten their sail,

AND boats substitute sides

The gentle waters of the tide.

The night sky will be awakened by the dawn,

The command will ring out: “Raise anchors!»

Ports leaving, the ships are sailing

In the mirror of a clean bay.

Get another cake.

Then I bought it

Waffles, sweets, pasta, oranges,

Mirror, saucer, bracelets, shoes,

Two pairs of sneakers, towels, baskets.

Having delivered my purchases at home, I became depressed:

For some reason I forgot to buy salt!

13. Young lady I was walking in the park,

Nice hat veil decorated.

14. Fashion has proven it, don’t even argue:

Narrow shoe– big corn.

APPENDIX 7

Associative drawings (or graphic method)

2. Draw the letters in the words.

Sound associations (or keyword method)

1. Fill in the missing letters.

2. Choose words that are consonant (with stressed vowels).

3. Make up mnemonic phrases (with words that have double consonants).

Combined method

1. Fill in the missing letters.

2. Select words that are consonant (to the first unstressed vowel).

3. Draw the second missing letter.

4. Make up mnemonic phrases.

List Method

1. Fill in the missing letters (words that contain one or two letters: n, l, m, s, p, etc.).

2. Put the words into the sentences.

Rhymes

1. Insert the missing words (in the form I. p. or R. p. plural) into the mnemorhymes, put emphasis on these words.

2. Determine the gender of nouns.

APPENDIX 8

Results of testing the effectiveness of using mnemonic techniques in Russian language lessons

67 respondents took part in the testing: students of 5 “A”, 10 “A” and 11 “A” classes of the State Educational Institution “Secondary School No. 40 of Mogilev”.