FORMATION OF GEOMETRIC CONCEPTS IN STUDENTS WITH INTELLECTUAL DISABILITIES SPECIFIC FEATURES OF KNOWLEDGE OF GEOMETRIC SHAPES
Keywords:
geometric concepts, students with intellectual harm, a special school,an exercise System, competition for activities, visual and sensory methods, step-by-step thinking, life congratulations, educational activities, practical skills, zone of close development, geometric shapes, thought development, concept formation.Abstract
This article highlights the specific pedagogical and psychological characteristics of teaching geometric concepts to students with intellectual disabilities. Statistics show that students with such learning difficulties have a high level of formation of images of geometric shapes, creating the possibility of confusing the shape with secondary features (color, size) when creating flat and volumetric geometric shapes. The cases of naming are stable, with the forms of dismissal or mispronunciation problems being associated with everyday subject names. This process is based on the fact that motor processes, visual-practical and visual-figurative thinking are poorly developed, and verbal-logical thinking is not formed. The importance of real objects, visual aids, practical aids (drawing, constructing, coloring, shaping), and play activities in developing geometric skills is demonstrated. , the cognitive processes, emotional-volitional sphere, and specific features of activity organization of students with intellectual disabilities are typologically described.
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