Chapter Methods and techniques for developing calligraphy skills in primary school students

2.2. Modern achievements in the method of developing first-graders ' writing skills
In this section, I want to reveal modern methods of developing writing skills in younger schoolchildren.
Along with the traditional method of developing calligraphy skills in younger students, there are also author's technologies for developing writing skills. Currently, the following specialists are working on the problem of forming a calligraphic skill: E. N. Sokolova, N. G. Agarkova, M. M. Behrukikh, V. A. Ilyukhina, E. N. Potapova
Methodology for the formation of students 'calligraphic writing skills" Letter with a secret " by V. A. Ilyukhina. The biggest difficulties that cause a lot of grief are writing lessons, says the author. V. A. Ilyukhina came to the conclusion that it is most difficult for children to write those elements of letters where there is an "oval". The scientist was asked to replace it with a straight line, leaving ovals mostly only in the upper part of the letter. I highlighted the main elements of the letter: straight slanted stick down, 1/2 slanted stick down, 1/3 slanted stick down, " Turn in place "(round off), "Hook to the middle", "Secret", "Close secret", "Rails". Exercises that contain these elements teach children to write to the beat, on command. Strict size in motion-that's the whole secret of beautiful and fast writing. These exercises lead not only to beautiful writing, they develop attention (you need to hear, understand and reproduce what the teacher says once), perseverance, and train your memory. All the above elements are written without taking your hand off the notebook [20].
When writing a word, V. A. Ilyukhina suggests pronouncing each letter, turning to children for help. The basic elements: straight sloping line, "turn in place", "hook to the middle", "secret" - are often found, and children easily learn. Each subsequent lesson - a new letter. Moreover, starting from about mid-September, children "go in search" on their own. There is a speech in the classroom, and it is delivered by a child who is not always able to give a complete answer to another teacher's question!
For example: "We put the pen on the top ruler of the working line, go down in a straight sloping line down, perform a "turn in place", go up the "hook" to the middle, write "secret", according to the "secret" straight sloping line down, perform a "turn in place", go up the "hook" to in the middle, we write "secret", according to "secret" a straight sloping line down, "turn in place". That is, children explain the spelling of each letter and eventually get the whole word-school.
The technique of V. A. Ilyukhina is very effective. It has many advantages: first, the cost-effectiveness of training, the speed of the learning period; second, positive motivation in the actions of children; and third, the development of attention and memory.
Let's consider the technology of teaching writing to E. N. Potapova. It is based on three stages: development of muscle memory (a system of exercises to strengthen finger motor skills, hatching, working with stencils), N. A. Fedosova also worked on this problem; development of tactile memory (working with sample cards for tracing); consolidation of knowledge, skills (working with tracing papers).
Many reflections on this issue were then combined with those of V. A. Ilyukhina. The method of V. A. Ilyukhina "Letter with a secret" provides a theoretical development of this problem. It seems to raise the methodology of E. N. Potapova to an updated level, complementing it with a new approach to writing technique.
This technique is a creative reinterpretation of the ideas of E. N. Potapova, supplemented with its own techniques that give a high educational effect, and an original approach to solving this problem:
Let us take a closer look at what E. N. Potapova says is her own understanding and solution of the problem of calligraphic writing in primary school, which brings elements of novelty to the traditional method of teaching writing in stages
The first stage of learning to write. The main goal: setting fingers, hands in general.
The second stage of learning to write. The main goal is to develop tactile memory (fingertip memory) through sandpaper cards, cards for tracing letters with your fingers. But in addition to this type of memory, there are others (visual and auditory). Visual memory is particularly important. The amount of memory must constantly increase. It is suggested to cut the letters out of sandpaper individually for each student. From the point of view of E. N. Potapova, the development of tactile memory is the basis for mastering writing. From the fingertips, signals go to the brain, information is perceived by the brain, there is a reverse impulse-how to write.
The third stage of learning to write. The main goal: consolidation of knowledge and skills with the help of a letter insert and tracing cards, which are elements, compounds, letters, words.
Many teachers use this method.If they don't fully use it, they take elements and insert them into their lessons.
For a long time, the method of teaching children writing and penmanship used a rhythmic (tactical) technique (the method of clocking), that is, writing under the bill. Teaching writing according to the system of D. B. Elkonin, authored by M. M. Bezrukikh, is based on the use of rhythmized writing .Tactile writing allows you to achieve clarity, smoothness, rhythm and an accelerated pace. This correction technique is designed to improve the graphomotor component of writing in students with motor skills. The authors developed tactile writing training consisting of three stages.
The first stage involves performing the following exercises: tracing handwritten letters through transparent tracing paper to match the prepared samples.
At the second stage, students trace prepared handwritten words through a transparent tracing paper under the score, which are connected in groups with the same rhythmic structure and stress (poppy, cancer, juice, moss).
The third stage includes the following exercises: drawing lines to match sentences through transparent tracing paper, verses, and microtexts. Based on these recommendations, a workbook for the formation of the graph-motor component of writing has been compiled for working with primary school students.
Considering alternative technologies based on the method of teaching writing, it is also necessary to focus on the method of N. G. Agarkova.
Thus, N. G. Agarkova notes that the technology of teaching initial writing and forming a calligraphic skill is determined by the system of principles, methods and techniques used in writing lessons, that is, Russian graphics, and classes to develop the automation of the action of reproducing letters and their connections on paper.
These are, first of all, the principles of: element-by-element study; univariant (stable) characterization of letters and their complexes; the principle of logical grouping of letter signs.
The essence of the element-by-element principle is that learning to draw a letter should be preceded by forming a clear visual image of this letter in the child's memory, that is, he should clearly understand what visual elements the letter consists of, and in what spatial and quantitative ratios these elements are located in it. The reproduction of letters is also realized on the basis of elements, but now motor ones. Thanks to this, the student develops a differentiated visual-motor image of each letter. This is a necessary foundation for developing a calligraphy skill.
The principle of univariant (stable) writing of written letters is determined by the regularities of hand movement when writing. These are primarily circular closed arm movements directed inwards towards the shoulder. The hand performs uniform movements during the writing process.
Thus, the principles described above are implemented through an element-by-element holistic method of writing, which, firstly, is due to the age-related psychological characteristics of children aged 6-7 years, and secondly, it does not contradict the formation of a coherent (continuous) letter, but on the contrary, closes its foundations. This is achieved by introducing two categories of elements into the methodology: visual and motor. The configuration of elements of the first category is determined by the patterns of visual perception of complex graphic forms, the second-by the patterns of hand movement during writing, provided that the calligraphic skill is automated.
Based on the studied literature, it can be determined that the methods proposed by E. N. Potapova, N. G. Agarkova, and V. A. Ilyukhina are based on the experience of many subject teachers. For example, the method of E. N. Potapova traces the genetic method of writing, copying and others used in the XIX century. The clock and font methods are found in V. A. Ilyukhina and N. G. Agarkova. The methods of E. N. Potapova and N. A. Fedosova allow developing not only fine motor skills of the hands, but also all types of memory: tactile, visual, and auditory processing. The technique of V. A. Ilyukhina allows you to correct the already established handwriting. This is probably the only technique, according to teachers, the use of which really brings visible results in correcting students ' handwriting throughout the entire period of study at school.
The methods of N. G. Agarkova, V. A. Ilyukhina, E. N. Potapova, and M. M. Bezrukikh studied by us allowed us to draw conclusions: each of the methods is based on principles and methods that have proven themselves historically; the methods are aimed at students ' conscious mastery of the calligraphic skill; the existing modern technologies of teaching children to write are developing The teaching methods proposed by the authors are related to the psychophysiological features of children's development.