Lecture
The goal is a system-forming factor of any, including -
correctional-pedagogical activity. The goal of correctional-peda
gogical activity is not the conducting of a correctional lesson,
but a child who possesses certain knowledge, who can do something. The first characteristic of correctional-pedagogical goals is their orientation toward the child, his store of knowledge, abilities and skills.
From this follows the way of formulating correctional-pedagogical goals - in the form of expected actions and abilities of children. It is impossible to correct
developmental deficiencies in a single correctional lesson. Therefore, for individual correctional lessons one should formulate not goals
(«What results do I want to obtain?»), but objectives («What will I be working on
at this lesson?»).
Correctional-developmental goals are set for longer
periods of time than a single lesson, and are defined within
each identified area of underdevelopment. Formulating goals in the form of
achievements in one area of development or another - the planned, desired results that the child can demonstrate - makes it possible to draw up
clear diagnostic tables, to assess the success of correctional-pedagogical work over a given period, and on this basis - to improve pedagogical activity. Thus, the mental
development of the child, as well as the results of his learning, can only be identified with real actions that he can demonstrate.
The second important characteristic of goals, without which the design of correctional-pedagogical activity is impossible, is their diagnosability. A goal is diagnosable if there exist accessible means
of objectively verifying its achievement. Each specific correctional
lesson solves particular tasks on the way to achieving the set
goal. the basic properties of tasks are the same as the properties of goals - orientation toward the child and diagnosability. It is precisely the nature of the set
tasks that determines this or that content of the lesson, its structure. h o
wever, such a primary role can only be played by tasks that are expressed
in a certain way.
A correct formulation of tasks proceeds through planned cognitive achievements, recognizable in children's actions (skills): «to form (develop, improve) the ability...». For example, «to form the ability to retell a text relying on a symbolic plan»,
«to develop the ability to form words by the prefixal method relying
on a model», «to improve the ability to orient oneself on a sheet of paper,
determining top-bottom, the middle of the sheet», etc.
Such formulations of tasks are, firstly, oriented toward children, and secondly, concrete and diagnosable. Thus, a teacher sets the task not to «deve44
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lop speech» in general, but to «develop the ability to compose a story relying on
a ready-made subject-graphic scheme». It is precisely such tasks that play
a constructive role in the teacher's determination of the content of the upcoming
activity in the correctional lesson, making this activity purposeful.
It is advisable to use such formulations. In this case the task is:
1) oriented toward the child;
2) concrete, and therefore diagnosable;
3) constructive.
Let us present the algorithm for formulating a correctional-developmental
task. Four parts of the formulation can conventionally be distinguished.
The first part. In practice there are three forms of expressing the first word: a verbal noun, a perfective verb, an
imperfective verb. For example, forming - to form (perfective) - to form (imperfective). Since the task presupposes an answer to the question: «What will I be working on at this lesson?», the most adequate choice will be the use
of an imperfective verb (for example, to form, to develop, to improve, to consolidate). The form of the verbal noun (formation, development, etc.) is more appropriate when indicating the directions
of correctional-pedagogical work - «formation of learning activity», «formation of spatial concepts», etc.
The second part. Since the task must be concrete, diagnosable
and oriented toward children's achievements, the second part of the formulation
must indicate the action, ability, mode of activity, etc.
The third part. This part of the formulation specifies the ability - to form the ability to do what? Let us give an approximate, indicative
list of verbs that can be used in this part of the formulation: to choose, to pick out, to separate, to select, to name, to designate, to list, to correlate, to select, to distinguish, to tell apart, to compare, to establish a relationship, to find, to recognize, to arrange, to describe, to characterize, to formulate, to explain, to analyze, to classify,
(independently formulating the grounds for classification), to systematize, to differentiate, to generalize, to determine, to solve, to calculate,
to evaluate, to measure, to calculate, to use, to plan, to complete,
to monitor, to check, to exercise self-control (during and/or after completing work), to change, to supplement, to compose, to retell, to make up a story (plan, dialogue, etc.), to pose, to formulate (questions
etc.), to forecast, to assume, to model (the development of events,
situations, etc.), to construct, to create, to transform, to restructure, to divide into component parts, to express, to demonstrate, etc.
In a number of cases the formulation of a task may consist of three parts - be made up of the three parts indicated. For example:
- to form the ability to orient oneself on a sheet of paper: top-bottom, the middle of the sheet;
- to form the ability to orient oneself in the scheme of one's own body:
left-right;
- to form the ability to relate real space to a plan,
to orient oneself on the plan of a room;
- to develop the ability to convey the spatial relationships of objects in constructions;
- to form the ability to denote in words the spatial relationships between objects;
- to develop the ability to establish cause-and-effect relationships between objects and phenomena depicted in pictures;
- to form the ability to classify objects according to a given characteristic;
- to form the abilities to establish relations of more, less, equal;
- to form the ability to identify the first and last sound in words;
- to develop the ability of preliminary planning of the course of completion
of a task;
- to develop the ability to exercise self-control during the course of an activity.
The fourth part. In this part of the task formulation there may be an indication of:
1) the child's level of independence (the use of various
types of support; an indication of completing the task with the teacher's help, with the teacher's partial help, independently). For example: to form
the ability to compose a descriptive story about the season relying on a subject-symbolic plan; to develop the ability to retell a text relying
on a subject-graphic scheme; to develop the ability to compare objects
of round and square shape independently; to form the ability to analyze a sample product based on the teacher's questions; to develop the ability to plan the course of completing a task relying on a technological plan, etc.;
2) the way of completing tasks (by a model, from memory, from a mental image, by verbal instruction). For example: to develop the ability to form words by the prefixal method following a model; to develop the ability to group objects by shape, using a model as a guide; to improve
the ability to recognize objects (vegetables, birds, etc.) from a verbal description
etc.;
3) the technique used. For example: to form the ability to compare
objects by size, using the technique of superposition; to develop the skill of logical memorization of a text, using the technique of creating a mnemonic
plan, etc.
A correctional-developmental task formulated on the basis of the proposed algorithm has all the necessary characteristics:
it is oriented toward the child, diagnosable and constructive.
Another aspect of setting correctional-developmental tasks is the reflection in the formulation of their correctional orientation. Correction,
that is, the elimination or mitigation of a child's developmental deficiencies, is carried out either by forming in children abilities they lack,
modes of activity, etc., or by stimulating the development of those that are insufficiently developed. The correctional orientation of a task is reflected mainly in the fourth part of the presented algorithm for its formulation - by an indication of the compensatory mechanisms for forming a given
ability (what it is formed with reliance on, by what roundabout path
we are leading the child) or an indication of children's degree of independence at the given stage
of correctional-pedagogical work.
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