Repetition is the mother of learning. The meaning of the proverb is repetition of the mother of learning

REPETITION IS THE MOTHER OF TEACHING.

The greatest wealth of a people is its language! For thousands of years, countless treasures of human thought and experience have been accumulating and living in the word. Accurate and figurative Russian language is rich in proverbs and sayings. These are short, simple, but apt and instructive sayings. They say that it has been tested thousands of times by the experience of many, many people. “Mind and feelings in Russian proverbs - for whole books,” M. Gorky justly said. In proverbs, the people passed on their cherished rules of life to their children and grandchildren, taught them wisdom. Popular wisdom is not wrong! Everyone knows the proverb "repetition is the mother of learning." Psychologists believe that “without repetition, the long-term preservation of information is impossible, since, being stored in memory, it undergoes constant changes: it is distorted with each repeated recollection. That is why the classical repetition is not only not outdated as a method of fixing the material, but is simply necessary in the work of memory. "

The experience of work at school has shown that the need to repeat the knowledge of students is due to many reasons. First, the process of forgetting is inevitable, which leads to a loss of clarity, a decrease in the amount of knowledge, to difficulties and errors, and sometimes a complete impossibility to reproduce previously studied material. Secondly, when returning to the previously studied material, prerequisites are created for obtaining new knowledge, firmly consolidating and deepening old ones. Third, repetition enables the teacher to coordinate efforts to close the gaps in student knowledge. In our time, a student needs to know a lot and remember a lot. With each year of study, students receive new additional information that needs to be comprehended, processed, learned to apply in practice, and, moreover, in less time than before. It happens that sometimes students forget material that has been studied very recently. This, of course, affects the performance of children. Which always upsets both parents and teachers. Difficulties in assimilating a large amount of information are no less annoying. More and more often, complaints about poor memory are heard from all sides.

Today, the problem of developing the memory of primary schoolchildren is relevant and socially significant. No mental function can be performed without the participation of memory. And memory itself is unthinkable outside of other mental processes. The features of memory as the most important mental function were studied by many world-renowned researchers: G. Ebbinghaus, T. Ribot, A. A. Smirnov, P. I. Zinchenko, D. Carnegie, A. R. Luria and others I. M. Sechenov noted that without memory, our sensations and perceptions, disappearing without a trace as they arise, would leave a person forever in the position of a newborn.

Memory is an amazing property of human consciousness, it is the renewal in our consciousness of the past, images of what once made an impression on us. This process underlies human abilities, is a condition for the acquisition of knowledge, the formation of skills and abilities. Normal functioning of neither personality nor society is impossible without memory. Thanks to his memory, its improvement, man stood out from the animal world and reached the heights at which he is now. And the further progress of mankind without constant improvement of this higher mental function is inconceivable.

Memory is memorization, preservation and subsequent reproduction of what we previously perceived, experienced or did. Memory begins with memorization. Memorization is a memory process that ensures the retention of material in memory as the most important condition for its subsequent reproduction. For most people, the best way to memorize is repetition. Dale Carnegie calls repetition the second law of memory and gives the following example: “Thousands of Muslim students know the Qur'an by heart, a book about the same size as the New Testament, and they do much of this through repetition. We can remember anything, within reasonable limits, if we repeat it often enough. "

It is unlikely that anyone who is deeply interested in the problem of a child's learning ability will not remember the words of KD Ushinsky that "you can sometimes correct a child's remarkable inability to learn by teaching him to actively repeat the lesson." It would seem that there is nothing complicated in this pedagogical action, since the great teacher, continuing his thought, tells us: "If he himself has not yet discovered its benefits with his little experience" (see Ushinsky KD, Selected pedagogical works in 2 volumes - vol. 1 / Theoretical problems of pedagogy /, M .: Pedagogy, 1974, p. 325). What is active repetition? In one of the most famous teaching aids, in the teacher's book “How to Teach Children to Learn,” its author, K. V. Bardin, addresses the topic of using active repetition twice in teaching. And, surprisingly, both times, giving his definition to active repetition, he departs from the definition given by KD Ushinsky. Let's compare:

According to Bardeen:

1. “If a child, repeating the material, simply opens the textbook and rereads everything from the book, this is passive repetition. Much better results are obtained by active repetition, when a person tries to recall the material himself, without looking anywhere ”.

2. “Above we have already discussed active and passive assimilation. In the same way, repetition is active when a student, straining his memory, tries to remember the content of the required material. "

According to Ushinsky:

"Active repetition consists in the fact that the student independently, without perceiving impressions from the external world, reproduces in himself the traces of the ideas he had previously perceived."

The student read, for example, the text. After that, he can read it again and again - this will be a passive repetition; he can, having read the text, close the book and, straining his memory, remember it. That is:

a) Retell how he sometimes retells a text with a foreign speech incomprehensible to him. Will this action be active repetition? Yes it will! But the student has no use for such "active" repetition, except perhaps for the training of verbal memory.

b) Present (also remember!) information on the text - according to K.D. Ushinsky, this will be an active repetition.

A person learns, reproduces (does not compare, does not combine, does not form concepts ... but simply reproduces) representations - this process of mental activity precedes thinking. KD Ushinsky called it active repetition. The value of active repetition in learning is enormous. Repetition is a deliberately controlled and uncontrolled process of reproducing material. It is necessary to begin attempts to reproduce the text as early as possible, since internal activity mobilizes attention to the strongest extent and makes memorization successful. KD Ushinsky called reproduction during memorization an active repetition of the material, contributing to the development and strengthening of the student's memory. The most active form of random play is recall. In the process of remembering, temporary connections are more actively revived. Recollection is the most active reproduction, it is associated with tension and requires certain volitional efforts. The success of recalling depends on an understanding of the logical connection between the forgotten material and the rest of the material well preserved in memory. It is important to evoke a chain of associations that indirectly help to remember what is needed. KD Ushinsky gave this advice to teachers: do not impatiently prompt the student trying to recall the material, since the process of remembering is useful - what the child himself managed to remember will be remembered well in the future. Recollection is associated with stress for the student. According to the apt observation of KD Ushinsky, younger students do not like to remember what they have forgotten. Pointing to this feature of younger students, KD Ushinsky wrote: "Stubborn recollection is work and work is always difficult, to which a child must be taught little by little."

Repetition is of a diagnostic and developmental nature. It unites all lessons, being a mandatory component of teaching in each of the lessons of all possible types. When repeating from previously studied material, not only the most essential facts, concepts, skills are reproduced, but also logical connections are established between them. Their emergence and development are traced. At the same time, the studied material is rethought as a whole, which leads not only to the consolidation of what has been learned, but also to building knowledge into a concise structural system, thereby increasing the quality of assimilation of the studied material, developing the mental activity of students, reducing their load.

Each new repetition contributes to a better memorization of what was learned earlier. So the lessons of the Russian language can be started with a "minute of repetition", which is the organizational moment of the lesson. At this stage of the lesson, for several minutes, students repeat the rules for the learned spelling, be sure to give their examples. In this case, of course, the repetitions should be varied. In each lesson, children reproduce the rules or terms for a new section of the Russian language. For example, Monday is morphemics, Tuesday is lexicology, Wednesday is morphology, Thursday is spelling, and Friday is syntax and punctuation. You can spend "minutes of repetition" in the form of questions. For example: section "morphemics":

1) What is a root?

2) What is an ending?

3) What is a suffix?

4) What is a prefix?

5) How to distinguish a prefix from a preposition?

In case of limited time, the question is replaced by the wording of the rule that the children must complete. For example: Teacher: What is the name of the part of speech that denotes the subject and answers the questions of WHO? or WHAT? Student: Noun. All this allows you to save precious time during the lesson.

However, repetition is only productive when it is conscious, meaningful, and active. Otherwise, it leads to rote memorization. Therefore, the best kind of repetition is to incorporate the learned material into subsequent activities. So, when studying a new vocabulary word in a Russian lesson, various types of parsing, studied earlier, are included in vocabulary work: phonetic, morphemic, morphological, syntactic. Under these conditions, the necessary knowledge is firmly memorized even without memorization, that is, involuntarily. Previously acquired knowledge, being included in the context of new knowledge, is not only updated, but also qualitatively changed, rethought.

In mathematics lessons, "minutes of repetition" are included in oral counting, where tasks on previously studied topics are also taken.

Lessons on acquaintance with the world around are not complete without these minutes. At each lesson, we will definitely remember what was passed a long time ago and quite recently.

You can also use this technique in your work: any student who answers in the lesson, classmates additionally ask two questions from the material covered. Sometimes children who ask a question remember and puzzle their classmates in such a way that they have to strain to remember the material. Thus, by asking and answering questions, children again involuntarily turn to what seems to have been forgotten.

It is important that when reproducing one or another information, students learn to highlight the essential, discarding the secondary. Repetition puts the student in conditions when he needs, after comprehending the material, to highlight the most important thing. At the same time, with the active repetition of the educational material, knowledge deepens, expands, intellectual abilities and skills are developed. Thus, the necessary strength of assimilation is ensured, the reasons for the appearance of gaps in the knowledge of students are eliminated and favorable conditions are created for increasing the efficiency of studying the program material.

REFERENCES

1.Introduction to psychology. / Compiled by A.V. Petrovsky. - M., Progress, 1989.

2. Nemov R.S. Psychology: Textbook for students ped. schools, students ped. institutes and workers of the system of training, advanced training and retraining of ped. frames. - M., Education, 1990.

3. Human memory and its upbringing // AP Nechaev. - M., - Voronezh, 1997.

4. How to develop self-confidence and influence people, speaking in public. / Compiled by Carnegie D. - M., Progress, 1989.

5. Ushinsky K.D. Selected pedagogical works in two volumes. - M., 1974; K.D. Ushinsky Pedagogical works in 6 volumes - M .: Pedagogy, 1988.

If you ask many of you about what methods of memorization you use, then the majority will answer without hesitation: we repeat many times in a row until it is remembered. And they will also add the unfinished and familiar phrase: "Repetition is the mother of learning!" And in its full version, by the way, the medieval commandment of the teacher sounded like this: "Repetition is the mother of learning and the refuge of donkeys."

FIGURE 4

Why, on the one hand, repetition is recognized as an effective way of memorizing, but on the other hand, it is not? It turns out "repetition of repetition of strife."

Meaningful, methodically and gradually carried out repetition("Cumulative repetition" or "accumulation system", which we will talk about in more detail later) is undoubtedly an effective way of memorization ("mother of learning"). This repetition has a number of advantages: 1) long poems, speeches, etc. are easy to remember; 2) they are remembered for a long time; 3) they are just as quickly recalled at will; 4) the ability to memorize any information is growing; 5) the ability to recall any information improves. This memorization method has been known since ancient times, when the writing was still unknown. In those days, knowledge was passed on orally from one generation to another, from father to son, from teacher to student. The students were able to repeat huge texts without changing or missing a single word. Philosophical, religious writings and even laws have been indulged in this way for centuries without being written down. With the invention of printing, when it became obvious that it was possible to print a thousand copies of the same book, and therefore the possibility of losing it decreased, the need for oral transmission of teachings was eliminated by itself, and with it the ancient art of repetition.

Today, while applying the ancient method of memorization in the study of school subjects, students use only the “repetitive” part of the method and ignore its “cumulative” part, i.e. methodical and gradual. Such rote memorization is contemptuously called “cramming”, thus “donkeys' refuge”.

As a rule, they “cram” what they do not understand, or what is not interesting. Many people know by themselves how much time and effort this thankless task takes and how quickly the information learned in this way is forgotten. Cramming has always evoked and will evoke protest in a person and in his memory. Especially accurately this was described by K.S. Stanislavsky in his diaries. “… I never knew how to cram; unbearable work, given to memory ... My heart still aches when I recall the painful nights spent studying grammar or the Greek and Latin texts of the poets: twelve o'clock in the a long list of unrelated words that need to be memorized in the prescribed order.

FIGURE 5

But the memory accepts nothing more, like a sponge full of moisture. And we still have to memorize a few pages. If not, then there is a cry ahead, a bad score, maybe punishment, but, most importantly, horror of the teacher with his humiliating attitude towards a person! "

Experiencing such negative emotions and feelings, students memorize something for only one day, and then, without repetition, the material is quickly forgotten. Therefore, before exams, they are forced to memorize almost everything anew. Low productivity of "cramming" was established in the experiments of G. Ebbinghaus (1885), which showed that memorizing 36 meaningless syllables requires an average of 55 repetitions, while memorizing a poetic text of 36-40 words - 6-7 repetitions ... One of the first Russian psychologists to investigate the role of understanding in memorization was N.A. Rybnikov (1923). His experiments showed that meaningful memorization is 22 times more successful than mechanical memorization. The advantage of comprehension-based memorization is found on all aspects of the memorization process: its completeness, speed, accuracy, and solidity. And if, along with comprehension, the student practices regular repetition, then the material will be completely preserved in memory.

Another interesting fact is that the jagged material is stored in memory as a separate “chunk”. Who has not had such a case when a teacher asked questions about a “learned text in good faith,” and you could not answer them? I think this situation is familiar to many. This happens because the text was memorized in its entirety and was remembered accordingly only in its entirety, as they say “from A to Z”, with all punctuation marks. There are many examples to prove this fact. For example, Leiden could recite a whole parliamentary act from beginning to end without missing a word, but he was unable to start from an arbitrary specified place without first reading the previous one.

(Attention! Experiment! Ask a friend to tell the alphabet in reverse: from Z to A. Most likely, neither you nor your friend can do this. Why? ...)

Finally, remember your helpless state in front of the teacher, when suddenly a word “fell out of memory”, and in order to remember the text, you need to start over or wait for a saving hint from the class ...

Remembering and realizing all the "delights" of rote memorization or cramming, I think many will abandon it once and for all. But what can and should replace cramming and how to develop memory will be discussed in more detail in the next chapters of the book.

No wonder they say: "Repetition is the mother of learning." The strength of memorization is achieved mainly through repetition.

But is repetition always productive? Monotonous, mechanical repetition without interruption requires great concentration of attention, great patience, but is not very durable.

Retelling right after reading the text is a great way to train your memory. During retelling, information is processed in the cerebral cortex. If you just read the same material again, then there is simply a "recognition" of the familiar material. The illusion of knowledge is created. But the material is not fixed in memory.

Diverse, timed repetition is much more effective. First, repeat immediately after memorization, then after 15-20 minutes, then after an hour, then after 3-4 hours, and again after 24 hours. It is better for each person to develop their own memory algorithm, depending on the type of perception and the initial level of memory.

What is the best way to work with memorized material?

It is necessary to determine the logical sequence of information, highlight the main thing in it, draw up a diagram, find your own examples, select illustrations. Also, for the lasting preservation of information, an attitude towards memorization is necessary: ​​the material will be useful many times, it is difficult to do without it in life, to determine for yourself where and when this information will be useful.

It is equally important that the memorized information is in the system, i.e. found a connection with information already in memory. Fragmented information is much more difficult to retrieve from memory. When moving from memorizing one complex material to memorizing another, it is necessary to take breaks (at least 15 minutes).

When the material is 60-70% learned, it is better to take a break for 10 minutes and switch to something else. Then again to return to the memorized material, and not to re-read again, but to recall, referring to the text. During the break, the processes of involuntary remembering (scientists called them reminiscences) will turn on, and the material will be fixed in memory even better than if at this time we repeated it again or twice. If you do not take a break, but continue to cram the material, then traces in memory are suppressed.

Our attitude to the memorized material is of great importance. If we experience a negative attitude, if we do not understand why we are teaching this, then we should not expect a positive result. Learning "from under the stick" is very tiring, and information in memory will not be stored for long.

A very striking example: when a student learns tickets for an exam in an unloved subject, only in order to pass it. He spends much more time on this than on preparing for an exam in his favorite subject. And as soon as the exam is passed, the information will very quickly be erased from memory as unnecessary.

Thus, it is more difficult to remember and easily forget that a person does not understand well, that a person is not interested, that is not related to his needs. What is better remembered is what a person is interested in, an emotional response, "touches a living."

Short-term memory can be expanded by mentally repeating information as long as it is needed. For example, if we need to remember a phone number, but there is no way to write it down, we repeat it many times in our mind. The more we repeat information in short-term memory, the more likely it will be retained in long-term memory. Without repetition, the information contained in the short-term memory disappears forever after 20 seconds. Those. if the phone number that we wanted to remember disappears from short-term memory, then we will not be able to recover it.

The acquired information can be repeated in different ways: retell it to someone, re-read or listen to it again. But if we comprehend the content of the information received and speak it, then the information will remain in our memory.

Thus, if we do not clarify, comprehend, supplement and ponder information, link it with existing knowledge and memories, the information will quickly be forgotten.

Proverb: Repetition is the mother of learning.

Interpretation of meaning, meaning:

Teaching gives us knowledge and skills, opens up new ways and opportunities. But human memory is so arranged that it can be difficult to remember information the first time. In order not to forget something, we take notes or memorize by repeated repetition. As a rule, during the oral answer in the lesson, it is forbidden to peep at the notebook, which means that the only way to get an A is to learn the educational material. But not always to learn is to cram. You need to repeat and learn the lesson meaningfully, thoughtfully. Then there will be a sense.

But why does the proverb speak of the mother? Mother is the first principle, the source of life on earth, the beginning of the race, the beginning of the beginnings. It is the mother who gives life to a person. Let's try to replace the word "mother" in the proverb with the words "beginning, source, fundamental principle":

• Repetition is the beginning of learning.
• Repetition is the source of learning.
• Repetition is the foundation of the teaching.

It makes sense, isn't it? Now it becomes clear why the people call repetition the mother of the teaching.

Repetition in teaching is the first principle, the beginning of the beginnings, that is, the most important thing!

Proverbs similar in meaning, analogs:

• To repeat and teach is to sharpen the mind.
• The root of the teaching is bitter, but its fruit is sweet.
• Anyone who wants to know a lot needs little sleep.
• Knowledge is not given without effort.
• Any half-knowledge is worse than any ignorance.

A story with a proverb

In grade 5, homework is often given an assignment: Come up with a short story with the proverb "Repetition is the mother of learning"... We thought and came up with a 🙂 situation that might help you in completing this task. But we would like you to find your own ideas after reading it, and not to copy it off 😉 After all, as they say in another Russian proverb: “You can't go out into people with someone else's mind”.

• Misha was asked to learn a lesson at home. The boy came home and saw through the window how the boys were playing football in the yard. Misha was also very fond of football, but his mother strictly ordered him to write a geography test for a good mark. The boy sighed, but there was nothing to do. This weekend, the whole family goes to the circus, and if Misha gets a deuce, he will have to stay at home. Misha quickly read about Magellan's trip around the world, remembered badly, but then his friend Vitka knocked on the door. He called Misha into the yard, and the boy willingly agreed. For the test, Misha was given a two, and he did not go to the circus with everyone else. I stayed at home to cram geography to correct my estimate. At night, Misha dreamed of Magellan. He shook his finger and said, "Repetition is the mother of learning."