RU2206128C2 - Method of teaching calligraphy and correcting handwriting - Google Patents

Abstract

FIELD: formation of correct graphic skill of preschool and school age children. SUBSTANCE: method involves continuous writing of one element or letter accompanied with metronome strikes, with one strike of metronome corresponding to one element or letter; setting metronome rate for initial exercising stage equal to 100 strikes/min and increasing said rate in the process of writing to 208 strikes/min; writing letters with the use of pattern having 44 lines of 4-mm width. Skew lines are inclined at an angle of 60-85 deg with respect to horizontal line. Two black lines of 4-mm width are formed above first upper line and below lower line to define beginning and end of written work. EFFECT: increased efficiency in correcting handwriting and fixing of formed graphic skills and reduced teaching and learning time. 3 dwg, 8 tbl

Description

 The invention relates to methods and means for teaching calligraphic writing to children of preschool and primary school age, is directed to the formation of the correct graphic skill, in addition, it provides correction and fixing of the already formed graphic skill.

State of the art
To date, methods and devices for teaching writing have not received wide distribution, despite the popularity in the patent literature including many means that contribute to the formation of a graphic writing skill.

 Graphic skill - these are certain habitual positions and movements of the writing hand, allowing you to depict written characters and their connections. A correctly formed graphic skill allows you to write letters beautifully, legibly, quickly. An incorrectly formed graphic skill creates a complex of difficulties in writing: sloppy, illegible handwriting with distortions in the slope, shape, height and width of letters, "writing spasm" (clamping of the muscles of the hand of the writing hand) and its consequence is the slow pace of writing.

 The lack of an effective way of learning using auxiliary means and devices made the efforts of teachers and students ineffective. There are several areas of teaching writing.

 1. Methods of teaching writing using sophisticated stationary equipment using electronic and computer equipment - for example, see US patent 4793810. Such tools, obviously, cannot be used to teach young children because of their complexity, and in many schools and kindergartens where there are no personal computers, their use is simply impossible.

 2. Methods of teaching writing on guiding stencils with cutouts in the form of letters that are superimposed on sheets of writing paper. For example, a device for calligraphy exercises is known (see French application 2258678, G 09 B 11/04, 1975), which is a plate, at least on one side of which grooves are made in the form of calligraphic signs. The grooves are arranged in such a way that the tip of the writing instrument in the student’s hands moves in them. The disadvantages of the described analogue are the low efficiency of teaching the proportionality of reproducing the width and height of the calligraphic sign, the lengths of its characteristic elements, as well as the inability to provide a clear sequence of movement in the groove of the tip of the writing instrument. At the same time, it is difficult to develop a stable graphic skill, since the movement of the writing instrument is guided by a support in the form of a groove, and not by the trainee’s own hand.

 A writing apparatus is also known (see US Pat. No. 3,740,872, G 09 B 11/04, 1973), equipped with separate interchangeable tokens with openings having the shape of the letters of the alphabet. You can place several of these tokens above the flat upper surface, and paper under the tokens on this surface. The student places the tip of a pencil in the hole of the token and, moving it in the hole, writes the corresponding letters on paper. The disadvantage of this analogue is the low efficiency and entertaining method, due to the rapid fatigue of children in the search for an appropriate replaceable token, in addition, this tool cannot be used to formulate the skills of proportional reproduction of the lengths of characteristic sections of a line element.

 3. Methods using lined paper or tablets — for example, see US Pat. No. 3,638,332 (Jones), 02/01/1972, describing the use of writing paper to help teachers teach young children to write on the right lines. A sheet of this paper contains a series of differently colored parallel lines. Each series of colored lines includes an upper green line and a lower red line. The green and red lines border the first area for writing, the yellow line divides the first area in half, the second area for writing has a width half as small as the first, and is used to separate each series of colored lines. The second zone is painted so as to visibly differ from the first zone. However, such a ruler makes it impossible to work out the correct slope of characters in writing and cannot be used in training books.

 US patent 3514873 (STROHL), 02/02/1970 discloses the use of a writing guide, which is used to apply straight lines to a sheet of writing paper, it is equipped with a flat tablet on which the sheet is placed on the supporting surface. It is possible to draw lines at various selected angles.

 Writing paper is also known (US Pat. No. 4,173,082 (NIQUETTE), 11/06/1979). Three groups of rulers are applied to it, each consisting of three contiguous colored stripes defining the upper, lower and middle areas of the letter. The middle one has a color different from the upper and lower zones. Each group of rulers is separated from the rest of the group by an unpainted zone. The method of using this paper for teaching writing can be selected as the closest analogue of the claimed invention.

 Obviously, no one method offers a consistent systematic approach to teaching graphic writing skills. Learning by known methods is a lengthy process that drags on for many months, while the general process of learning at school requires a reduction in the time it takes to master the auxiliary "tools" to which the letter belongs.

SUMMARY OF THE INVENTION
Thus, there is a need to create a systematic, consistent, targeted way to teach a graphic writing skill that shortens the learning curve and provides stable, non-disappearing skills over the years.

 The closest analogue of the claimed invention is a method of teaching calligraphic writing and correcting handwriting, which consists in writing letters using a stencil having working lines and oblique lines located at equal distance from each other (see US patent 4170833, CL G 09 B 11 / 04, 1979).

 The technical result achieved by using the claimed invention is to increase the efficiency of the learning process and reduce its time.

 The specified technical result is achieved by the fact that in the known method of teaching calligraphic writing and correction of handwriting, which consists in writing letters using a stencil having working lines and oblique lines located at an equal distance from each other, according to the invention, one element or letter is written continuously under strokes metronome, while one beat of the metronome corresponds to one element of the letter, the speed of the metronome at the beginning of the exercises is set equal to 100 beats per minute and during the exercise is adjusted to 208 strokes, while the stencil has 44 working lines, the width of which is 4 mm, oblique lines make an angle of 60-85 degrees with the horizontal, above the first working line and below the last are two black lines showing the beginning and end of the written work, the width of which is 4 mm

Brief Description of the Drawings
The essence of the invention and the possibility of achieving a technical result will be more clear in the further description of the preferred embodiment of the invention with reference to graphic images, where figure 1 shows the first version of the correction ruler called by the author "Toto", figure 2 - the second version of the ruler "Master", and figure 3 is a stencil placed under the sheet of a regular student notebook.

Preferred Embodiment
The claimed method of teaching writing and correcting handwriting includes four main steps.

 At the first stage, using the corrective ruler, they work out the writing of the first easiest group of the multilingual font, which includes the letters u, w, t, u, etc. of the Russian alphabet, see table 1. Each letter is assigned only its inherent formula that describes the actions in writing it and contributes to the conscious mastery of the skill. The teacher first explains how to use the ruler, then begins to pronounce the letter formula out loud, the students accompany the letter first by saying the formula out loud, and then to himself. When the letter is learned, they proceed to work on the next letter from this group. In the next lesson, after home exercises, you can go to the next group, etc. All letters of the Cyrillic and Latin fonts are divided into groups according to the difficulty of writing and the generality of the graphic elements used in them. Examples of Cyrillic font groups are shown in tables 1-8.

 The absence of clear guidelines on the letter in the form of auxiliary lines forming cells, deprives the writer of the ability to "hold" the correct slope, width and height of the letters. In this case, the formation and improvement of the graphic skill is left to chance. The author of the method offers a variant of the ruler, where landmarks are given in the form of cells that "hold" the same slope and width of the letters.

 In the Totoshka ruler, 15 workers 1 and 16 non-working 2 lines, arranged according to the principle: working - non-working. The color of the lines is gray, blue, lilac. The width of the working line is 4 mm, the width of the non-working line is 8 mm.

 The non-working line is divided into two equal parts by a horizontal limit line 3, which shows the height of the tall (b, c), as well as the capital and length of the long (p, y, d, s, f) letters. In the non-working line at the same distance from each other (2 mm) there are oblique auxiliary lines 4 at an angle of 77 degrees, which, forming cells 5 (only in the non-working line), provide the same slope and width of the letters.

 The size of the ruler can increase from 1.5 to 100 times. The angle of inclination of oblique auxiliary lines can vary from 60 to 85 degrees.

 At the second stage of training, a more complex corrective ruler is used (Fig. 2) - "Master", in which 22 working lines are 6. The color of the lines is gray, blue, and lilac. The width of the working line is 8 mm.

 The working line is divided into two equal parts by a horizontal dashed limit line 7, which shows the height of the lowercase letter. The length of one dotted line 8 is 3 mm. The distance between the two dashed lines is 5 mm. An important detail: at the bottom of the last working line, at a distance of 4 mm from its bottom line, there is a horizontal dashed line 9 so that the writer is comfortable writing long letters on the last line.

 Across the page, at a distance of 5 mm from each other at an angle of 77 degrees, oblique auxiliary lines are located, which, forming cells, help the writer to "maintain" the same inclination.

 The size of the ruler can increase from 1.5 to 100 times. The angle of inclination of oblique auxiliary lines can vary from 60 to 85 degrees.

 At this stage, they practice writing letters in groups and proceed to writing words and phrases. In the third stage, use a regular student notebook, under which they put a stencil (figure 3). This stencil serves as a substitute for the ruler “Master”, placing it under a sheet of a regular student’s notebook, you can achieve the same result and, moreover, ensure that the graphic skill is not tied to the ruler (the same slope, width and height of letters).

 The stencil has 44 working lines 13. The width of the working line is 4 mm. The color of the lines is black. Above the first working line and at the bottom of the last working line are 2 wide black lines 11, showing the beginning and end of the written work. The width of the wide black line is 4 mm.

 Across the page, at a distance of 5 mm from each other at an angle of 77 degrees, there are oblique auxiliary lines 12, which, forming cells 10, help the writer to "maintain" the same inclination.

 At the fourth stage, an increase in the speed of writing is achieved.

In order for the letter to be not only beautiful, but also fast, you need 2 skills:
1) relaxation of the writing hand,
2) the rhythm of writing.

 To develop these skills use a) winding loops under the metronome; b) a letter of a word, phrase, sentence under the metronome.

 With the daily use of this "Method ..." for 2 weeks, the writing speed increases by 50-100% (from 4 words per minute to 8 words per minute, from 7-8 words per minute to 12-14 words per minute).

 Twisting loops under the metronome helps the writer to subordinate the movements of his hand when writing to the rhythm (first external, then internal), a gradual increase of which allows you to increase the speed of writing.

 In a notebook (in a cage or on a correcting ruler, because the cage helps to “keep” the height of the loops), the writer winds the loops for the metronome beats (he writes the letter “e” lowercase continuously, fitting in height into the cell). Sound stretching should start at 100 and go up to 120, 160, 184 and 208 beats per minute.

2 conditions must be observed:
1. one hit corresponds to one movement,
2. The quality of the loops (tilt, height, stable position on the line, straight back, sharp hook) should not deteriorate with increasing speed.

 Then they proceed to writing words, phrases, sentences under the metronome.

 This type of work is performed only after the writer has mastered the previous exercise and successfully copes with it.

 In a notebook (also in a cell or on the correction ruler described above, because the cell helps to “hold” the height of the letters) under the beats of the metronome (first 100, then the speed increases to 120, 160 and 184 beats per minute) the word is written, then phrase, then sentence.

Conditions remain the same:
1. one hit corresponds to one movement,
2. The quality of writing (tilt, height, stable position on the line, straight back, sharp hook) should not deteriorate with increasing speed. As a sound reference, both a metronome and an audio cassette (video cassette) are used to record the impact of the metronome (sound stretches of 100, 120, 160, 184 and 208 beats per minute).

Claims (1)

A method of teaching calligraphic writing and handwriting correction, which consists in writing letters using a stencil that has working lines and oblique lines located at an equal distance from each other, characterized in that they continuously write one element or letter under the beats of the metronome, with one beat of the metronome corresponds to one element of the letter, the speed of the metronome at the beginning of the exercises is set to 100 beats per minute and during the exercises they are brought up to 208 beats, while the stencil has 44 working lines whose width is 4 mm, oblique lines make with the horizontal angle of 60-85 ^o, over the first working line and located below the latter two black lines indicating the beginning and end of the writing operation, the width of which is equal to 4 mm.

Images