Формування розуміння художніх творів старшокласниками з інтелектуальними порушеннями на уроках літературного читання

Abstract

The author writes that picture books hold a prominent place in children’s literature because of the juxtaposition of pictures and words. Thanks to the public’s acute awareness of the importance of childhood in human devel opment, to professional critical evaluation of children’s literature, as well as to the advances in printing technology and art reproduction, children’s literature has witnessed a dramatic increase in well illustrated picture books. A role of pupil’s book for literary reading to the formation readers' skills of mentally retarded pupils is presented; important of picture illustrations is descrided. The author reveals the peculiarities of understanding the content of works of art by students with intellectual disabilities. The importance of reading lessons in the formation of understanding of the content of works of art by high school students with intellectual disabilities is described. The methodical bases of the organization of special vocabulary work for the purpose of improvement of understanding of the maintenance of works of art by pupils of this category are opened. The stages of vocabulary work are determined, namely: preparatory, primary synthesis, analysis of a work of art, secondary synthesis. Examples of methods, ways and techniques of explaining the meaning of words that can be used on each NEP of vocabulary work are given. It is established that when planning work with students with intellectual disabilities in literature lessons it is necessary to adhere to psychophysiological and psychological-pedagogical principles. Samples of different in complexity, nature and content of vocabulary exercises from reproductive to synthetic constructive and creative are given. It is proved that these stages of work on the content of works of art should provide students' perception and awareness of the content and relationship with the analysis of its form, the means of reflecting reality, the position of the author. It is established that work on the same work can take place over several lessons and each lesson will have its own learning objectives