Theoretical and methodological foundations of the intellectual development of younger schoolchildren in Russian language lessons. Lesson on the topic "Intellectual development of younger students
Techniques of developmental education in the classroom in elementary school
Who does not know in which harbor he sails,
there is no tailwind for that.
It is not necessary to teach thoughts, but to teach to think.
In the early 30s of the XX century. L.S. Vygotsky put forward the idea of education that goes ahead of development and is focused on the development of the child as the main goal. According to his hypothesis, knowledge is not the ultimate goal of learning, but only a means of developing students.
The ideas of L.S. Vygotsky were developed and substantiated within the framework of the psychological theory of activity (A.N. Leontiev, P.Ya. Galperin, etc.). As a result of the revision of traditional ideas about development and its relationship with education, the formation of the child as a subject of various types and forms of human activity was brought to the fore.
One of the first attempts to implement these ideas was made by L.V. Zankov, who in the 50-60s developed system of intensive comprehensive development for elementary school. At that time, due to known circumstances, it was not put into practice.
A slightly different direction of developmental education was developed in the 60s by D.B. Elkonin and V.V. Davydov and embodied in the practice of experimental schools. Their technology focused on development of intellectual abilities child.
The development of intelligence in younger students
The system of developmental education is aimed at developing children's intellectual abilities, desires and abilities to learn, skills of business cooperation with peers. At primary school age, the child undergoes intensive development of the intellect. The nature of intelligence is dual - biological and logical at the same time. Intelligence plays a major role not only in the human psyche, but in general in his life. Intelligence (lat. understanding, understanding, comprehension, reason) is the ability to cope with the relevant tasks, to be effectively included in sociocultural life. Intelligence is a mental adaptation to new conditions. The effectiveness of the intellectual development of younger students depends on the activities of the teacher, his creative approach to teaching children, when the teacher gives preference to teaching methods and techniques that stimulate complex cognitive processes, promotes independent activities of students focused on their creativity. The formation of a harmonious mindset is one of the main tasks of the pedagogical process. Schoolchildren have different mindsets - for some, analytical, for others, visual-figurative prevails, for others, figurative and abstract components are developed relatively evenly. Therefore, it is necessary to raise the bar as high as possible for both logical and abstract thinking. To do this, the material needs to be presented in a more voluminous way, with the logical and figurative side highlighted in it. For successful learning, students must formulate 3 components of thinking:
a high level of elementary mental operations: analysis, synthesis, comparison, generalization, classification, judgment, inference;
a high level of activity, looseness of thinking, which consists in the emergence of several options for solving the problem, a large number of hypotheses, ideas.
a high level of organization and purposefulness, which are manifested in the focus on highlighting the essential in the phenomenon, in the use of generalized schemes for analyzing the phenomenon.
The most favorable conditions for this are created in the technology of developing education, because it is based on the participation of the child in the educational process as a subject of learning. The form of the goal, in which the student becomes the subject of educational activity, is the task. The task must be formulated in such a way that it can fulfill the function of the goal, namely, to determine the nature and mode of activity. Teaching material should be problematic. Tasks offered to students should represent a problematic task. Such a task is an artificial pedagogical construction, since the educational process uses those problematic tasks that have already been solved by society and the teacher already knows this solution. For the student, the task appears as a subjective problem. If the educational material is of a problematic nature, and the children do not have a basis for solving an abstract-cogitative creative task, then in this case the teacher must construct the task in such a way that the conditions of the task become available to the direct perception of students or can be visually represented by them. Not all material is problematic. However, it should also be presented to children in the form of tasks that fulfill a functional goal. If the necessary cognitive actions are not formed among younger students, then the tasks are offered in a playful way, in the form of a didactic mini-game. Consequently, the teacher needs to specifically plan tasks for students in the lesson in which they would perform similar intellectual actions over and over again on a new information basis. The performance of the task constantly expands the information base for new knowledge. Thus, knowledge and methods of intellectual actions are acquired in the process of performing a variety of tasks. The principal didactic requirement of the technology of developmental education is to set the goal of the lesson in the form of developmental tasks, which define intellectual actions that lead to understanding of the educational material. The success of the fulfillment of developmental tasks causes strong emotional phenomena, including the so-called feeling of “mental joy”. The following didactic requirement of the technology of developmental education is formulated as the preparation for the successful completion of developmental tasks in the educational process. The developmental learning technology imposes another important requirement on the tasks used at various stages of the educational process - tasks should not only lead students to understand what is being studied, but also perform a corrective function. Due to this, the proposed learning technology can be used when working with children with high intellectual potential, as well as with children with an average level of intelligence. Tasks for the development of logical and creative thinking, recreating and creative imagination, analytical-synthetic perception and logical memory from lesson to lesson, changing their content in accordance with the topic of the lesson, repeatedly repeat the methods of performing actions, only gradually increasing their level of complexity.
Activation of the mental and speech activity of students at the stage of the lesson "Statement of the educational task"
The principle of the child's activity in the educational process has been and remains one of the main principles in pedagogy. It consists in purposeful active perception by students of the studied phenomena, their comprehension, processing and application. This principle implies such a quality of educational activity, which is characterized by a high level of motivation, a conscious need for the assimilation of knowledge and skills, and effectiveness in accordance with the requirements of time and society.
The effectiveness of the educational process, the state of cognitive activity depend on the student's awareness of the purpose of the activity. As noted by D. G. Leites, this goal cannot arise automatically for the student, as soon as the bell rings, it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher's activity should be aimed at creating conditions for the formation of active goal-setting in the lesson. In this regard, it became necessary to develop techniques that contribute to the formation of learning motivation in the classroom.
All techniques are based on the active mental and speech activity of students. The task of the teacher is to organize and direct the activities of students.
I classify all techniques according to the predominant channel of perception.
1. Visual:
Topic question
Work on the concept
bright spot situation
Exception
conjecture
Problem situation
Grouping.
2. Auditory:
Lead-in dialogue
Collect the word
Exception
problem from the previous lesson.
Practice shows that it is possible for first-grade students to formulate a topic and determine the tasks of a lesson under certain conditions. The time spent in the lesson on understanding the topic and objectives of the lesson is replenished by the effectiveness of educational work, student success, and conscious reflection of the lesson.
Mandatory conditions for the use of the following methods are:
- organization of perception through visual, auditory and tactile (in some cases) perception, in view of the peculiarities of the development of children of primary school age,
– taking into account the level of knowledge and experience of children,
– availability, i.e. solvable degree of difficulty,
– tolerance, the need to listen to all opinions, right and wrong, but necessarily justified,
- all work should be aimed at active mental activity.
The process of goal-setting forms not only a motive, a need for action, it teaches purposefulness, meaningfulness of actions and deeds, develops cognitive and creative abilities. The student realizes himself as a subject of activity and his own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Children learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.
Techniques for activating the mental and speech activity of students at the stage of the lesson "Statement of the educational task"
Topic question
The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes. The selection process can be led by the teacher himself in the case of subject-subject relations, or by the selected student, and the teacher in this case can only express his opinion and direct the activity.
For example, for the topic of the lesson "How do adjectives change?" made a plan of action:
1. Repeat knowledge about the adjective.
2. Determine with which parts of speech it is combined.
3. Change a few adjectives along with nouns.
4. Determine the pattern of changes, draw a conclusion.
Work on the concept
I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or find it in the "Explanatory Dictionary". For example, the topic of the lesson is "Conjugation of verbs". Further, from the meaning of the word we determine the task of the lesson. Similarly, it can be done through the selection of related words or through the search for word-component stems in a compound word. For example, the topics of the lessons "Phrase", "Rectangle".
Lead-in dialogue
At the stage of updating the educational material, a conversation is conducted, aimed at generalization, concretization, logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. Thus, a situation arises for which additional research or action is needed.
Collect the word
The technique is based on the ability of children to isolate the first sound in words and synthesize it into a single word. The reception is aimed at the development of auditory attention and at the concentration of thinking to the perception of the new.
For example, the topic of the lesson is "Verb".
- Collect the word from the first sounds of the words: "Thunder, caress, neat, voice, island, catch."
If possible and necessary, you can repeat the studied parts of speech on the proposed words, and solve logical problems.
Bright spot situation
Among the many objects of the same type, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.
For example, the topic of the lesson in grade 1 is "Number and number 6".
grouping
I suggest that children divide a number of words, objects, figures, numbers into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.
For example: the topic of the lesson "Soft sign in nouns after hissing" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A math lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.
Exception
Reception can be used through visual or auditory perception.
First view. The basis of the "Bright Spot" technique is repeated, but in this case, children need to find something superfluous through an analysis of the common and different, justifying their choice.
For example, the theme of the lesson is "Wild Animals".
Mathematics Grade 1 "The number 10 and its composition."
Second kind. I ask the children a series of riddles or just words, with the obligatory repeated repetition of riddles or a proposed series of words. Analyzing, children easily determine the excess.
For example, the world around us in grade 1 on the topic of the lesson "Insects".
- Listen and memorize a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."
What do all words have in common? (Names of animals)
Who is the odd one out in this line? (Of the many, well-founded opinions, the correct answer is sure to sound.)
conjecture
1) The topic of the lesson is proposed in the form of a diagram or an unfinished phrase. Students need to analyze what they see and determine the topic and task of the lesson.
For example, for a Russian language lesson in grade 1 on the topic "Offer", you can offer a scheme:
2) The topic of the lesson and the words "helpers" are proposed:
Let's repeat
Let's study
Learn
Let's check
With the help of the words "helpers" children formulate the objectives of the lesson.
3) An active cognitive activity is organized to search for patterns in the construction of a number of constituent elements and the assumption of the next element of this series. To prove or disprove an assumption is the task of the lesson. For example: for the topic "Number 9 and its composition", an observation is made on a series of numbers: 1, 3, 5, 7, ...
For a Russian lesson on the topic "Future tense of verbs", I offer children a series of words:
4) Determine the reason for the combination of words, letters, objects, analyzing the pattern and relying on your knowledge. For a mathematics lesson on the topic "The order of arithmetic operations in expressions with brackets," I offer the children a series of expressions and pose the question: "What unites all expressions? How to calculate?"
(63 + 7) / 10
24 / (16 – 4 * 2)
(42 – 12 + 5) /
7
8 * (7 – 2 * 3)
Problem situation(according to M.I. Makhmutov).
A situation of contradiction between the known and the unknown is created at the stage of actualization. At the same time, the knowledge necessary for learning new material is repeated. The sequence of application of this technique is as follows:
– Self solution
– Collective verification of results
– Identification of reasons for discrepancies in results or implementation difficulties
– Statement of the task of the lesson.
For example, for a mathematics lesson on the topic "Division by a two-digit number" for independent work, I offer a number of expressions:
12*6 14*3
32:16 3*16
15*4 50:10
70:
7 81: 27
For a Russian language lesson on the topic "Spelling words with b and b separating marks", you can invite those who wish to write down a number of words on the board and, if possible, explain the spelling (Children can write words according to the visual experience of getting to know them): family, jam, porch, blizzard, shooting.
The problem of the previous lesson
At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.
Features of the intellectual development of younger students
Stepannikova E.P.
Candidate of Pedagogical Sciences, VKK teacher,
MBOU gymnasium named after academician N. G. Basov, Voronezh
Keywords: intellectual development, younger schoolchildren, educational activity, intellectual activity, cognitive processes, thinking, perception, attention, memory.
In the modern system of education, primary school age covers the period of a child's life from about six to eleven years old. Currently, most researchers agree that the optimal period of intellectual development is preschool and especially primary school age. This age stage of the child has its own readiness for the development of certain aspects of the intellect. This readiness is set by the presence of certain physiological and psychological prerequisites that can provide a high result when interacting with favorable pedagogical conditions.
An analysis of the psychological and pedagogical literature made it possible to identify a number of common features of primary school age, which give reason to believe that this age is sensitive for intellectual development.
Under the intellectual development of younger students, we understand the process and result of their mental activity, which implies a positive attitude towards it, the formation of logical mental actions, the ability to self-regulate, the presence of a developed ability to adequately transform and apply the information received. .
When a child comes to school, he has the skills and abilities of learning activities. The task of an elementary school is to teach him how to learn. In the process of learning activities, primary school students not only acquire knowledge, skills and abilities, but also learn to set goals, find ways to assimilate and apply knowledge, monitor and evaluate their actions.
At primary school age, learning motives, cognitive needs and interests begin to form, techniques and skills of intellectual activity develop, individual characteristics and abilities of children are revealed; skills of self-organization, self-control, self-regulation and self-esteem begin to develop.
Intellectual activity is such an activity that turns the child on himself, requires reflection, an answer to the questions: “what I was” and “what I became”. The student gradually learns to look at himself as if through the eyes of another person from the outside, to evaluate himself.
Under the influence of education, junior schoolchildren undergo a restructuring of all cognitive processes. Younger students gradually begin to master their mental processes, learn to control perception, attention, memory, and thinking.
In psychology, age-related intellectual development refers to qualitative shifts in human thinking. At primary school age, it is thinking that becomes the dominant mental function. In the development of thinking of younger schoolchildren, psychologists distinguish two main stages. At the first stage, students analyze the educational material mainly in a visual-effective and visual-figurative plan.A sufficient level of its development enables the child to solve problems without the use of practical actions, objects, but only on the basis of mental representations. This kind of thinking allows the use of schematic representations,perform actions to yourself - mentally, i.e.visual-figurative thinking is improved in younger schoolchildren, the foundations are laid for the formation of verbal-logical thinking and an internal plan of action as one of the neoplasms of this period of development.This means that the intellectual development of younger students has risen to a new level, they have formed an internal plan of action.
At the second stage of the development of thinking, children master the generic relationships between the individual features of concepts, i.e. classification, they form an analytical-synthetic type of activity, master the action of modeling. This means that logical thinking begins to form.
Rapid sensory development of the child in preschoolat a certain age leads to the fact that the younger student hasa sufficient level of development of perception: he has a high level ofvisual acuity, hearing, orientation to the shape and color of the meta. To At the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. it stimulates further development of perception, appears observation as a special activity, observation develops as a character trait.
The memory of younger schoolchildren develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or memory images, etc. But they are already able to purposefully, arbitrarily memorize and the material is not interesting to them. Every year, more and more training is based on arbitrary memory.
At the early school age, attention develops. Students in elementary school are already able to focus on uninteresting activities, but they still have involuntary attention. It is still difficult for them to concentrate on incomprehensible complex material, to penetrate into the essence of things (events, phenomena), and it is also difficult for them to control their activities. The attention of younger schoolchildren is characterized by a small volume, low stability.
The development of voluntary attention of younger students is facilitated by a clear organization of the child's actions using a model and also such actions that he can manage independently and at the same time constantly control himself. So, gradually, the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leading one. The developing arbitrariness of attention also affects the development of other properties of attention.
In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. recreating the imagination of a younger student from the very beginning of education is included in a purposeful activity that contributes to his mental development.
For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the lessons on the accumulation of a system of thematic representations of children is important.As the child develops the ability to control his mentalimagination becomes more and more controllableprocess, and its images arise in line with the tasks thatputs before him the content of educational activity. The prerequisites are being created for creative development logical imagination.
Thus, we came to the conclusion that primary school age is a sensitive period for intellectual development. At this age, motives for learning are laid; cognitive interests; the skills and abilities of intellectual activity begin to form; reveals the individual characteristics and abilities of children; the process of assimilation of moral, social norms begins; developing communication skills with peers. There is an intellectualization of all aspects of mental development (memory, perception, attention, thinking, imagination), their awareness and arbitrariness. Takes on great importance such a neoplasm of this age as abstract-theoretical thinking, a generalized picture of the world is formed, relationships are established between various areas of the studied reality. The reflection of skills and abilities begins to take shape, self-organization, self-control, self-regulation and self-esteem develop. All of these psychological features of the development of younger students are closely related, complement and partially mutually determine each other.
Knowing and taking into account the age-related psychological characteristics of younger students allows the primary school teacher to choose different forms, methods and means of teaching that have great potential in the intellectual development of younger students.
Literature
1. Asaulyuk E. P. Interdisciplinary integration as a means of intellectual development of younger schoolchildren: Dis ... candidate of pedagogical sciences.- Voronezh, 2012. - 211 p.
2. Leites N. S. Psychology of giftedness in children and adolescents. / N. S. Leites.- M., 1996 - 416 p.
3. Kholodnaya M. A. Psychology of intelligence. Research paradoxes / M. A. Kholodnaya. - 2nd ed., revised. and additional - St. Petersburg: Peter, 2002. - 272 p.
4. Elkonin D. B. Psychology of teaching younger students / D. B. Elkonin. - M.: Pedagogy, 1974. - 315 p.
Intellect is the mind, reason, mind, the thinking ability of a person.
Intelligence is a set of abilities that make it possible to perform mental work with high quality.
Intelligence is learning, that is, the ability to assimilate and independently acquire knowledge.
And finally, intelligence is the ability to solve complex problems under changing circumstances.
It is conditionally possible to isolate the following types of intelligence:
- computing;
- speech;
- spatial;
- practical;
- emotional and social;
- as well as musical and creative (app. 1).
A few words about each of these types and how successfully they develop in mathematics lessons.
Computational intelligence (or logical and mathematical talent) is:
- it is the ability to analyze abstract problems;
- it is the ability to think logically;
- it is the ability to solve problems in the form of mathematical equations;
- this is the ability to quickly find numerical patterns and apply them to solve problems.
These abilities are an essential prerequisite for the development of many branches of science, since the mathematical foundations underlie many other sciences. Indeed, if two centuries ago the use of mathematics in physics was very relative, in chemistry - in the form of the simplest equations of the first degree, in biology it was completely equal to zero, now the application of mathematics in these sciences is undeniably significant. Applications of mathematics are also widely distributed in the field of economics and other special sciences, and are beginning to be used in linguistics and medicine. This type of intelligence develops absolutely in mathematics lessons, moreover, in each lesson it is necessary to try to influence the development of all types of mathematical abilities, which will be discussed a little later.
Speech intelligence
This type of intelligence is associated with a whole range of speech phenomena:
- vocabulary;
- a sense of language;
- fast recognition and memorization of words and phrases;
- differentiated and precise expression of their thoughts.
The higher the speech intelligence, the easier it is for a person to get purposeful communication, the easier it is for a person to manage his life, both professional and personal. The presence of speech intelligence is an indispensable condition for teachers, journalists, etc. - for everyone who daily uses speech as a tool of labor. And it is necessary to pay special attention to the development of speech intelligence in mathematics lessons - here it is important to develop a culture of speech when proving theorems, justifying solutions, and applying mathematical concepts.
Spatial intelligence
The ability to perceive optical structures and two- or three-dimensional objects. What does it express? It:
- the ability to build a geometric body or detail according to their schematic representations;
- the ability to "see" two-dimensional images in space and compare in the mind individual optical structures and constructions;
- the ability to find your way in an unfamiliar building or city according to diagrams and maps.
Do we develop spatial intelligence in the classroom? Undoubtedly! Stereometry is a branch of mathematics that is amazing in its power and is 100% aimed at the development of spatial intelligence.
Practical intelligence
This type of intelligence implies the ability to coordinate actions and mental work. Practical intelligence helps to control fine motor skills, which are required, for example, when playing the violin, when threading a needle, or when creating a sculpture. The development of this type of motor skills is especially important in the first 10 years of a child's development, when the eyes, hands and brain work in the same rhythm. The connection of fine motor skills with the overall development of the brain is obvious. In mathematics, tasks that contribute to the development of practical intelligence are various tasks for passing mazes, choosing the shortest path, creating models of polyhedra, etc.
Emotional and social intelligence
This kind of intelligence means a lot in all areas of life. Basically, it is the ability to understand the feelings of others in communication. More specifically, emotional and social intelligence covers the following core abilities:
in the emotional realm:
- do not let your feelings overflow;
- consciously influence their behavior;
- use feelings positively;
- act on it.
in the social sphere:
- the ability to communicate with other people;
- find common ground;
- acknowledge other people's feelings;
- be able to imagine yourself in the place of another person;
- the ability to fulfill their own desires, to achieve their goals.
Thus, emotional and social intelligence has a decisive influence on the quality of life and the ability to overcome life's difficulties both in professional and personal life. By the way, scientific research has established that a person's success in school and at work is only 20% related to his IQ, determined by tests. The rest is his suitability for social contacts, the ability to understand the feelings of colleagues and friends. Can we develop this kind of intelligence in the classroom? Of course, not only we can, but we must! Here, the personality of the teacher, the atmosphere that he creates in the classroom, the style of his relationship with students comes to the fore, and this type of intelligence cannot be underestimated.
Musical and creative intelligence
This type of intelligence means, first of all, the ability to develop new ideas, create new projects. Creativity is directly related to ingenuity and mental flexibility. Musical intelligence is closely related to auditory memory and pitch discrimination, to the sense of rhythm and time. The scope of creativity is by no means limited to classical creative activities, such as the work of an artist or composer, since it is beneficial in any profession to develop new ideas.
Perhaps this is the only type of intelligence that we develop the least in the classroom. However, if students are invited to create some kind of three-dimensional model that satisfies the initial conditions (volume, surface area, shape or combination of shapes of geometric bodies), or to perform a landscape design solution with given area or color parameters, this is where the flight of fantasy and creativity will begin!
(And you can also notice in parentheses that there is a gradation, and also very conditional, for male and female intellect, the intellect of a "cunning man" and an absent-minded professor, the intellect of a narrow professional orientation and the intellect of broad erudition - there are a great many types and types of intellect, as well as forms of organization of human mental activity).
So, if we summarize all of the above, answering the question “WHAT?”, I recall the classic phrase of A.P. Chekhov: “Everything in a person should be beautiful: the face, and clothes, and the soul, and thoughts.” Influencing various types of intellect and developing them, the teacher contributes to the development of a harmoniously developed personality, which is the main task of the school.
How to develop the intelligence of students in mathematics lessons
And now let's talk about how to develop these types of intelligence in the classroom. In principle, the intellectual level of a person's development is determined, first of all, by two factors: the amount of acquired information (this is erudition) and the ability to use this information (this is directly the intellectual development of a person).
Influencing various types of intellect, we develop the abilities and thinking of the student. In turn, abilities and thinking also have gradations - they are indicated in Appendix 1.
Let's take a closer look at the development mathematical ability , which are divided into algorithmic, geometric and logical.
- Algorithmic abilities- this is the ability to use, first of all, certain "templates" for solving problems in a particular situation, the ability to break the solution into elementary components, this is the ability to apply analytical methods related to algebra, mathematical analysis, analytical geometry. These abilities are manifested, for example, in the decomposition of polynomials into factors, the construction of graphs of functions and their study, the solution of equations, the transformation of expressions.
- Geometric abilities- this is the ability to spatial representations and the introduction of geometric clarity in the study of mathematical problems, this is the ability to extract information from a given configuration by analyzing it and supplementing it with the method of auxiliary drawings, additional constructions, mental analysis. Figuratively speaking, algebra develops skill, geometry develops imagination.
- Logic abilities are expressed in isolating particular cases from some general position and their study, in creating an economical, consistent and optimal scheme for solving a problem (and in developing a strategy for this solution), in conducting evidence-based reasoning, using methods of proof "from the contrary", progress in solving problems "from the end to the beginning", an appeal to a counterexample, and others.
What tasks develop this or that ability? Appendix 2 presents (of course, very conditionally) various types of tasks that affect the mind, reason and mind in different ways with different types of thinking, which, in turn, can also be divided into specific (objective) , abstract (figurative) and intuitive (verbal-logical). Thinking develops throughout a person’s life and, as the intellect develops, undergoes changes: from the concrete, visual-effective (get a toy, assemble a pyramid) to the abstract-intuitive (inductive and deductive reasoning, analogies).
The very subject of "mathematics" by one fact of its study is already a powerful tool for the development of the intellect, and, as a result, the thinking and abilities of the student. And if you dilute the “routine” of solved examples and tasks with non-standard exercises, giving them a couple of minutes of a lesson, the level of impact will become many times higher.
For example, for the development computational intelligence during oral exercises, students can be offered exercises to find the missing element of the numerical chain ( 15, *, 17, 23, 19, 25 — obviously it's number 21) or tasks for the development of logical thinking ( The Smirnovs have different animals in their house. They can be cats, dogs or hamsters. It is known that:
- all animals except two are hamsters;
- all animals except two are cats;
- all animals except two are dogs.
What animals, and in what quantity, live in the Smirnovs' house?
Answer: Three animals - a cat, a dog and a hamster.)
Development speech intelligence is directly related to the development of general erudition, visual and auditory memory - exercises for reproducing a finite series of words or concepts in a certain time, finding a verbal pair by associations are appropriate here ( dark-light as wide -?), exclusion of the superfluous from the general halibut, herring, flounder, dolphin, shark — extra dolphin, it's a mammal), well, and the already mentioned proofs of theorems and justification of solutions.
Development spatial intelligence contribute to the exercises on the combination and movement of figures and geometric bodies, for example, to find the position of the cube at certain rotations of the model ( The correct answer in the figure is B.), to find extra shapes, to recognize optical models.
Practical intelligence operates with visual images. For its development, exercises on motor coordination (Tangram game), passing labyrinths, finding the optimal path from one point to another (graph theory) are good.
In Appendix 3 you can find a wide variety of exercises for the development of the use of various types of thinking and intelligence, but in general it is just a warm-up and a bit of fun in this exciting business - brain training.
The intellectual development of schoolchildren in mathematics lessons directly depends on the personality of the teacher. Students should be interested in the classroom, whether it is a lesson, an elective or a quiz, they should feel the growth of their capabilities.
Literature:
- Jörg B. Tailaker, Ulrich Wiesinger. IQ training. Your path to success. Moscow, AST Astrel, 2004.
- Ken Russell, Philip Carter. IQ tests. Moscow, EKSMO, 2003.
- V. Konevskaya. From the theory of pedagogy to the practice of developing the creative abilities of students. http://www.experts.in.ua/baza/analytic/index.php?ELEMENT_ID=33324
Introduction
1 General concept of thinking
1.2 Features of the mental development of younger students
Conclusion
Bibliography
Applications
Introduction
The education system is one of the factors of the economic and social progress of society. It should be aimed at developing the personality of the student, his mental abilities, at creating conditions for his self-determination and self-realization. The level of mental development to a large extent affects the effectiveness of solving these problems. And the level of mental development, in turn, depends on the diagnosis. After all, the earlier a lag in the development of a particular mental process is noticed, the sooner it will be corrected. If all mental processes correspond to the level of mental development of the individual, then we can talk about a successfully developed personality that will benefit society.
A common example in teaching practice is the organization by teachers of students' actions according to the model: too often teachers offer children exercises of a training type based on imitation that do not require thinking. Under these conditions, such qualities of thinking as depth, criticality, flexibility, which are aspects of its independence, do not develop enough.
Intellectual development acts as the most important component of any human activity. In order to satisfy his needs for communication, study, work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, and think. Therefore, the intellectual abilities of a person develop in activity and are themselves special types of activity.
The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge of the psychological structure of intellectual abilities, the laws of their formation is necessary for the correct choice of the method of training and education.
A systematic course of classes based on search and creative tasks of non-educational content creates favorable conditions for educating younger students in a culture of thinking, which is characterized by the ability to independently manage mental activity, take initiative, set goals and find ways to achieve them. Without the development of the imagination, there is no mental activity. It's no secret that the imagination is built from elements taken from reality, and is directly dependent on the richness and variety of experience gained. This cannot be done if the imagination is developed without taking into account the emotional sphere. Active introduction of various educational games into the educational process for the purpose of intellectual development of younger students is one of the most important tasks of an elementary school teacher.
Thus, the problem of mental development of the formation of children's intellectual readiness for learning in primary school is relevant.
Human activity as a conscious activity is formed and develops in connection with the formation and development of his consciousness. It also serves as the basis for the formation and development of consciousness, the source of its content and requires the help and participation of other people, i.e. acquires the character of a joint activity. Its results have a certain impact on the world around, on the life and fate of other people.
Psychological research shows that at primary school age the further development of thinking is of particular importance. Moreover, the thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative thinking, which is the main one for a given age, to verbal-logical, conceptual thinking.
The goal is to study the mental development of junior schoolchildren 9-10 years old.
Object of study: 4th grade students of the Malopolpinskaya MBOUSOSH.
Subject of research: qualities of thinking as a parameter of mental development.
Research hypothesis: the higher the level of mental development, the more effective the solution of the tasks.
analysis of the theoretical foundations of the mental development of younger students in psychology;
to explore the flexibility of thinking, speed of thinking, selectivity and concentration of attention, the level of processes of generalization and distraction, verbal thinking.
conduct a study of the mental development of younger students.
Research methods: theoretical analysis of scientific psychological and pedagogical literature; conversations with schoolchildren, conducting tests and processing results.
Research methods:
methodology for studying the flexibility of thinking;
methodology "Studying the speed of thinking";
the Münstenberg method;
methodology "Exclusion of concepts";
methodology for the study of verbal thinking "Questionnaire for the orientation test of school maturity J. Jerasek"
Chapter I. Theoretical Foundations of the Mental Development of Primary School Students
1 General concept of thinking
Objects and phenomena of reality have such properties and relations that can be known directly, with the help of sensations and perceptions (colors, sounds, shapes, placement and movement of bodies in visible space), and such properties and relations that can be known only indirectly and through generalization. , i.e. through thinking. Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them.
The first feature of thinking is its indirect character. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is also indirect knowledge.
The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.
Thinking is the most meaningful element of the three components of the mental process, and it is characterized by comprehensiveness rather than exclusivity. When we read a book, information is sequentially transferred from sensory storage to memory storage. But then this new information is transformed, digested and the result is an original product.
There is some debate about whether thinking is internal process or it exists only insofar as it manifests itself in behavior. The chess player may consider the next move for several minutes before making it explicit.
People express generalizations through speech, language. Verbal designation refers not only to a single object, but also to a whole group of similar objects. Generalization is also inherent in images (representations and even perceptions).
Thinking is the highest level of human cognition of reality. Sensual basis of thinking are sensations, perceptions and representations. Through the sense organs - these are the only channels of communication between the body and the outside world - information enters the brain. The content of information is processed by the brain. The most complex (logical) form of information processing is the activity of thinking. Solving the mental tasks that life puts before a person, he reflects, draws conclusions and thereby cognizes the essence of things and phenomena, discovers the laws of their connection, and then transforms the world on this basis.
Thinking is not only closely connected with sensations and perceptions, but it is formed on the basis of them. The transition from sensation to thought is a complex process, which consists, first of all, in the selection and isolation of an object or its attribute, in abstraction from the concrete, individual and the establishment of the essential, common to many objects.
If we talk about the current state of the modern elementary school in our country, then the main place is still occupied by reproductive activity. In lessons in two main academic disciplines - language and mathematics - children almost all the time solve educational and training typical tasks. Their purpose is to ensure that the search activity of children with each subsequent task of the same type gradually curtails and, ultimately, completely disappears.
On the one hand, the dominance of activities for the assimilation of knowledge and skills that existed hinders the development of the intellect of children, primarily logical thinking. In connection with such a system of teaching, children get used to solving problems that always have ready-made solutions, and, as a rule, only one solution. Therefore, children are lost in situations where the problem has no solution or, conversely, has several solutions. In addition, children get used to solving problems based on the already learned rule, so they are not able to act on their own to find some new way.
The development of logical thinking is largely spontaneous, so most students, even in high school, do not master the initial techniques of logical thinking, and these techniques must be taught from elementary school.
First of all, from lesson to lesson, it is necessary to develop the child's ability to analyze and synthesize. The sharpness of the analytical mind allows you to understand complex issues. The ability to synthesize helps to simultaneously keep complex situations in view, to find causal relationships between phenomena, to master a long chain of inferences, to discover connections between single factors and general patterns.
At the preparatory phase of solving the problem, an analysis of its conditions is carried out and a plan is developed, and at the execution phase this plan is implemented in practice. The result obtained is then correlated with the conditions and the problem. To all that has been said, one should add the ability to reason logically and use concepts. The first of these areas is associated with the formation of speech in children, with its active use in solving various problems. Development in this direction is successful if the child is taught to reason aloud, to reproduce the train of thought in words and to name the result obtained.
The second direction in development is successfully implemented if children are given tasks that need to be solved simultaneously with developed practical actions, the ability to operate with images, and the ability to use concepts at the level of logical abstractions. With a predominance of practical activity, this, first of all, develops visually active thinking, but figurative and verbal-logical thinking can lag behind. When creative thinking prevails, you may find delays in the development of theoretical and practical intelligence. With special attention only to the ability to speak aloud in children often lag behind in practical thinking and the poverty of the figurative world. All this, in the long run, can hold back the overall intellectual progress of the child.
The preparatory phase of orientation in the conditions of the task is very important for the development of intelligence, since in practice children often fail to cope with the task precisely because they are not able to analyze their state. This shortcoming is overcome with the help of special exercises aimed at comparing between the conditions of similar tasks. Such exercises are especially useful when children are aimed at aligning sentences of tasks in difficult conditions, between which there are subtle, barely noticeable, but significant differences and depends on the direction of the search for the correct answer. It is important that children learn not only to see, but also to verbally formulate these differences. It has been established that first-graders can understand and accept the task assigned to them.
A child is born without thinking. By the end of the first year of life, the child can observe manifestations of elementary thinking. The main condition for the development of thinking in children - oriented education and training. In the process of education, the child masters the subject of actions and speech, learns to solve first simple, then complex tasks, and understand the requirements of adults, and act in accordance with them.
The child's thinking is in the form of actions aimed at solving specific problems: get any object in sight, put rings on the rod of a pyramid toy, close or open a window to find hidden things, to get on a chair, bring a toy, etc. after performing these actions, the child thinks. He believes that acting, his thinking is visual-effective. Mastering the speech of other people causes a shift in the development of the child's visually active thinking. Through language, children begin to think collectively. The first children's generalizations are of a general nature: the child is the same word for several different objects in which he caught any similarity.
Thinking is a mental process in which both hemispheres of the brain participate. And the solution of the tasks assigned to him depends on how complex a person can think. That is why the development of thinking in children is so important. Perhaps in early childhood this is not very noticeable, since all the important decisions for the baby are made by his parents, and the achievements of the crumbs are most often measured by the number of steps taken, the ability to read syllables or fold the designer. But sooner or later there comes a moment when serious life goals and tasks arise in front of a person. To get a job in large and successful companies, applicants go through many tests, including an IQ test. Logical thinking and creativity are at the heart of every invention created by mankind. And if you want your child to have a chance to do something brilliant in his life, teach him to think right from childhood. Even if he chooses the path of art or, for example, sports, the ability to analyze his actions, clearly and logically build a line of his behavior will certainly lead him to success in any field.
The development of thinking is expressed in the gradual expansion of the content of thought, in the consistent emergence of forms and methods of mental activity and their change as the general formation of the personality. At the same time, the child's motives for mental activity - cognitive interests - also increase.
Thinking develops throughout a person's life in the process of his activity. At each stage, thinking has its own characteristics.
Mastering the speech of the surrounding people causes a shift in the development of the child's visual-effective thinking. Through language, children begin to think in general terms.
Further development of thinking is expressed in a change in the relationship between action, image and word. Words play an increasingly important role in solving problems.
In the development of thinking of younger schoolchildren, psychologists distinguish two main stages.
At the first stage (grades I-II), their thinking is in many ways similar to the thinking of preschoolers: the analysis of educational material is carried out mainly in a visual-effective and visual-figurative plan. Children judge objects and phenomena by their external individual features, one-sidedly, superficially. Their conclusions are based on visual premises given in perception, and conclusions are drawn not on the basis of logical arguments, but by direct correlation of judgment with perceived information. Generalizations and concepts of this stage strongly depend on the external characteristics of objects and fix those properties that lie on the surface.
For example, the same preposition "on" is singled out by second-graders more successfully in cases where its meaning is concrete (expresses the relationship between visual objects - "apples on the table") than when its meaning is more abstract ("one of these days", "for memory "). That is why the principle of visibility is so important in elementary school. Giving children the opportunity to expand the scope of concrete manifestations of concepts, the teacher makes it easier to single out the essential general and designate it with the appropriate word. The main criterion for a full-fledged generalization is the child's ability to give his own example that corresponds to the knowledge gained.
By the third grade, thinking passes into a qualitatively new, second stage, requiring the teacher to demonstrate the connections that exist between the individual elements of the information being assimilated. By the third grade, children master the genus-species relationships between individual features of concepts, i.e. classification, an analytical-synthetic type of activity is formed, the action of modeling is mastered. This means that formal-logical thinking begins to take shape.
In elementary school, much attention is paid to the formation of scientific concepts. They distinguish subject concepts (knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture, etc.) and relationship concepts (knowledge that reflects the connections and relationships of objective things and phenomena - magnitude, evolution, etc.) . For the former, several stages of assimilation are distinguished: 1) the allocation of functional features of objects, i.e. related to their purpose (cow - milk); 2) enumeration of known properties without highlighting essential and non-essential (cucumber-fruit, grows in the garden, green, tasty, with seeds, etc.); 3) highlighting common, essential features in a class of single objects (fruits, trees, animals). For the latter, several stages of development are also singled out: 1) consideration of specific individual cases of the expression of these concepts (one more than the other); 2) a generalization relating to known, encountered cases and not extended to new cases; 3) a broad generalization applicable to any cases.
The development of thinking largely depends on the level of development of thought processes. Thus, for example, the development of analysis leads from the practical to the sensuous, and then to the mental (from class I to class III). In addition, the analysis begins as a partial and gradually becomes complex and systemic. Synthesis develops from simple, summarizing to broader and more complex. Analysis for younger students is an easier process and develops faster than synthesis, although both processes are closely related (the deeper the analysis, the more complete the synthesis).
It should be noted that younger students begin to realize their own thought processes and try to manage them, although not always successfully.
In recent years, more and more talk about the formation of theoretical thinking on the basis of empirical.
Theoretical thinking is defined through a set of its properties (reflection; analysis of the content of the task with the allocation of a general way to solve it, which is transferred "from the spot" to a whole class of tasks; an internal action plan that ensures planning and execution of them in the mind). Empirical thinking is carried out by comparing outwardly similar, common features of objects and phenomena of the surrounding world, through "trial and error". Research in experimental classes under the direction of V.V. Davydov showed that elements of theoretical thinking can be formed in the lower grades.
All mental processes: perception, memory, thinking, imagination, speech - have already passed a fairly long way of development.
Various cognitive processes that provide a variety of activities of the child do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, any one of the processes acquires leading significance for general mental development.
Psychological studies show that during this period it is thinking that has a greater influence on the development of all mental processes.
As the student masters educational activities and assimilates the basics of scientific knowledge, the student gradually becomes attached to the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support. Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on the visual signs of objects, but on internal, essential properties and relationships. In the course of training, children master the techniques of mental activity, acquire the ability to act "in the mind" and analyze the process of their own reasoning. The child has logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, generalization.
As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking, to think when necessary.
In many ways, the formation of such arbitrary, controlled thinking is facilitated by the tasks of the teacher in the lesson, which encourage children to think.
When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions, the teacher constantly asks students to justify, tell, prove the correctness of their judgment. A younger student regularly gets into the system when he needs to reason, compare different judgments, and carry out conclusions.
In the process of solving educational problems in children, such operations of logical thinking as analysis, synthesis, comparison, generalization and classification are formed.
Thus, thinking is the process by which a new mental representation is formed; this happens through the transformation of information, achieved in a complex interaction of the mental attributes of judgment, abstraction, reasoning and problem solving.
Intellectual development - ability formation<#"justify">.2 Features of the mental development of younger students
Currently, much attention is paid to preparing the younger generation for creative activity in all spheres of society. In this regard, the role of the school in the education of active, enterprising, creatively thinking and spiritually rich citizens of the country is increasing. Psychologists have established that the properties of the human psyche, the foundations of the intellect and the entire spiritual sphere arise and form mainly in preschool and primary school age, although the results of development are usually discovered later. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory.
The Russian language is the most important factor in the development of the mental abilities of students, their speech, moral qualities and, in general, the personality of the child. Many progressive public figures, linguists, methodologists of the 19th century (F.I. Buslaev, V.G. Belinsky, L.I. Polivanov, D.I. Tikhomirov, etc.) wrote in their works about the enormous developing importance of the native language as a school language. educational subject.
During the period of primary school age, significant changes occur in the child's psyche; the assimilation of new knowledge, new ideas about the world around it rebuilds everyday concepts that have previously developed in children, and school thinking contributes to the development of theoretical thinking in forms accessible to students of this age.
Children of preschool and primary school age have a predisposition to language. They easily and willingly learn new words and speech turns, master various linguistic constructions. Without much difficulty, they develop speech hearing and articulation. However, a predisposition to language, a combination of favorable internal conditions for a full-fledged combination of speech, is a temporary phenomenon. The possibility of quickly mastering language forms clearly decreases over the years. Moreover, if the formation of speech for some reason is not carried out in time, then its development in the future is extremely difficult. A more mature brain and acquired life experience is not a stimulating factor in the initial assimilation of speech.
The younger school age is usually characterized by a purely realism of attitudes, the dominance of interest in specific facts of objective reality (manifested in collecting, compiling herbariums, etc. Specific facts are at the center of the child’s intellectual interests. This affects the content and structure of his judgments. They occupy a significant place, in the language of dialectical logic, "judgments of determinate being" and "judgments of reflection"; of the "judgments of the concept" are predominantly assertoric, much less problematic and apodictic. The proofs themselves, which the child resorts to, are often reduced to a reference to an example. example and analogy are typical devices, "methods" of proof of a small schoolboy. The very common idea that a child's thinking is characterized primarily by an inability to discover connections and give explanations is clearly untenable; observations refute it. For a child, rather , is characterized by the ease with which he makes connections and accepts any coincidences as explanations. The child's thought works first by short circuits. Only to the extent that the child, separating the thinkable from the real, begins to consider his thought as a hypothesis, i.e., a proposition that still needs to be verified, does the judgment turn into reasoning and is included in the process of substantiation and inference.
Age features of the development of children's intellect, the results of the latest research in the field of psychology and pedagogy, the experience of practical pedagogical work - all this makes it possible to create a system of integrated intellectual development of younger students in the process of teaching them the Russian language. This system provides for such an implementation of the educational process, in which at each structural stage of the Russian language lesson in the course of studying the linguistic material and on the basis, a number of intellectual qualities of the individual are simultaneously formed and improved.
Primary school age contains a significant potential for the mental development of children, but it is not yet possible to accurately determine it. The various solutions to this issue offered by educational scientists and teaching practitioners are almost always associated with the experience of applying certain methods of teaching and diagnosing the child's abilities, and it is impossible to say in advance whether children will be able or not able to master a more complex program if perfect means are used. learning and methods for diagnosing learning. The data presented below should not be regarded as normative. Rather, they indicate what a normal child can achieve with not the best methods and means of education, with current curricula that do not always take into account the capabilities of children. During the first three or four years of schooling, progress in the mental development of children can be quite noticeable. From the dominance of visual-effective and elementary figurative thinking, from the pre-conceptual level of development and thinking poor in logic, the student rises to verbal-logical thinking at the level of specific concepts. The beginning of this age is associated with the dominance of pre-operational thinking, and the end - with the predominance of operational thinking in concepts. At the same age, the general and special abilities of children are revealed quite well, making it possible to judge their giftedness.
According to a number of studies, there is a significant development in the ability of inference in younger students. At the first school age (7-10 years old), inductive and deductive conclusions are formed, revealing deeper objective connections than transduction in a preschooler. But even in this period: 1) inferences are limited mainly by the premises given in the observation. More abstract inferences are for the most part accessible, mainly only in so far as they can be made with the help of a visual scheme, as, for example, inferences about the ratio of magnitudes; 2) inferences, since they are objective, are made in accordance with certain principles or rules, but not on the basis of these principles: these general principles are not realized. Since the logical necessity of inference is not realized, the entire path of reasoning is for the most part inaccessible to understanding.
Operating already at this stage with diverse concepts of things, phenomena, processes, the child's thinking is thus prepared for the realization of the concepts themselves in their properties and relationships. Thus, within this stage of thinking, prerequisites are created, opportunities for the transition to the next stage. These opportunities are realized in the child as he masters the system of theoretical knowledge in the course of education.
Numerous observations of teachers have shown that a child who has not mastered the methods of mental activity in the primary grades of school usually goes into the category of underachievers in the middle level. One of the important directions in solving this problem is the creation in the primary grades of conditions that ensure the full-fledged mental development of children, associated with the formation of stable cognitive interests, skills and abilities of mental activity, qualities of the mind, and creative initiative. Thinking in mental development occupies one of the main positions. Therefore, in order to create conditions for the development of intelligence, it is necessary to focus on the development of thinking. To do this, there are various methods and techniques.
The formation of independence in thinking, activity in the search for ways to achieve the set goal involves the solution of non-standard, non-standard tasks by children. The conditions necessary for the organization of systematic work on the formation and development of independent thinking are very difficult to provide in the classroom. This should be the organization of systematic classes in extracurricular activities.
The formation of a harmonious mind is one of the main tasks of the pedagogical process. This task is not easy, but solvable. Students, like all people, in general, have different mentalities: one is analytical, others are dominated by visual-figurative, thirdly, figurative and abstract components of thinking developed relatively evenly. The task of the teacher is to raise the level of development of logical and abstract thinking and the intellectual development of students as high as possible. Modern researchers have come to the conclusion that only 3-5% of brain cells are actively working, although mental capacity human limitless, unique.
The trouble is that it is not busy, idle cells lose their activity, they constantly need to download work. Therefore, in addition to the fact that teachers should give students a certain amount of knowledge to develop appropriate skills, it is necessary to pay attention to the intellectual development of children. This approach creates conditions for the development of cognitive interests in children, encouraging the child to think and search, gives him a sense of confidence in the capabilities of his intellect. In the course of these classes, students form and develop forms of self-awareness and self-control, the fear of erroneous steps disappears, anxiety and constant worry about it decrease, thereby creating the necessary personal and intellectual prerequisites for the successful course of the learning process.
The development of intellectual abilities has a direct connection with all the main subjects of primary education. For example, the intensive development of logical thinking, attention and memory helps to better analyze and better understand, learn the lessons of the Russian language rules. Mental development is an important aspect in the development of the personality of a younger student, in particular, in the cognitive sphere. Human thinking is characterized by an active search for connections and relationships between different events. The direction of the reflection of directly unobservable connections and relationships, on the allocation in the types and basic phenomena and unequal, essential and non-essential details, distinguishes thinking as a cognitive process, perceptions and sensations.
When choosing connections and relationships, you can act in different ways, in some cases, in order to establish relationships between elements, they must really change, transform. In other cases, without touching the objects themselves, only their images change. There are times when relations between things are set without practical or mental change of state of affairs, but only through reasoning and inference.
Human thinking is carried out in three ways: visual-effective, visual-figurative, verbal-logical.
As a result of studying at school, when it is necessary to regularly complete tasks without fail, younger students learn to control their thinking, think when necessary, develop many mental processes: attention, imagination, speech. The child develops his mental abilities.
In many ways, the formation of intelligence is facilitated by the teacher's instructions in the lesson, encouraging children to think.
The purpose of training and education is the comprehensive development of each individual.
Currently, special attention is paid to such important tasks of educational psychology as:
) creation of a classification of developmental delays in the development of the child's personality;
) development of methods for diagnosing the causes of academic failure;
) study of the causes of delays in the mental development of children in order to timely recognize risk factors (adverse external and internal conditions), and to prevent academic failure;
)optimization of the pedagogical process based on the achievements of pedagogical psychology in combination with the development of a theoretical concept that is common for pedagogical sciences.
The use of psychology in a mass school is an urgent problem. Primary school teachers especially need the help of psychologists. They need this help to carry out qualified diagnostics and overcome temporary disturbances in the development of the student's personality, as well as to constantly replenish their knowledge in the field of psychology and psychological diagnostics. The use of correction-oriented diagnostics should contribute, first of all, to the correct finding of correctional goals aimed at quickly eliminating violations in behavior and academic performance.
When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions. The teacher constantly requires students to substantiate, tell, prove the correctness of their judgment, i.e. requires children to solve problems on their own.
The ability to plan one's actions is also actively formed in younger students in the process of schooling. Studying encourages children to first trace the plan for solving the problem, and only then proceed to its practical solution.
The younger student regularly draws up a system when he needs to reason, compare different judgments, and carry out conclusions.
In the lessons in the primary grades, when solving educational problems, children develop such methods of logical thinking as comparison, associated with the selection and verbal designation in the subject of various properties and signs of generalization, associated with abstraction from the non-essential features of the subject and combining them on the basis of the commonality of essential features.
Teachers know that the mental development of children of the same age is quite different, some children are easier to solve problems of a practical nature. Others are easier given tasks related to the need to imagine and represent any states or phenomena, a third of the children reason more easily, build reasoning and conclusions, which allows them to more successfully solve mathematical problems, derive general rules and use them in specific situations.
For the mental development of a younger student, you need to use three types of thinking. At the same time, with the help of each of them, certain qualities of the mind are better formed in the child. So solving problems with the help of visual-effective thinking allows students to develop the skills to manage their actions, the implementation of targeted, rather than random and chaotic attempts to solve problems.
Since, when working with objects, it is easier for a child to observe his actions to change them, then in this case it is easier to control actions, to stop practical attempts if their result does not meet the requirements of the task. Or vice versa, force yourself to complete the attempt to the end, until a certain result is obtained, and not quit its implementation without knowing the result.
And so, with the help of visual-effective thinking, it is more convenient to develop in children such an important quality of the mind as the ability to act purposefully, consciously manage and control their actions when solving problems.
The peculiarity of visual-figurative thinking lies in the fact that, solving problems with its help, a person does not have the opportunity to actually change images and ideas. This allows you to develop different plans to achieve the goal, mentally coordinate these plans to find the best option. Since when solving problems with the help of visual-figurative thinking, a person has to operate only with images of objects (i.e., operate with objects only in a mental plan), in this case it is more difficult to control their actions, control them and realize than in the case when there is the ability to manipulate the objects themselves.
Therefore, the main goal of work on the development of visual-figurative thinking cannot be to use it to form the ability to control one's actions when solving problems.
The main goal of correcting visual-figurative thinking in children is to use it to form the ability to consider different paths, different plans, different options for achieving the goal, different ways of solving problems.
This follows from the fact that, by operating on objects mentally, by imagining possible options for their changes, you can find the right solution faster than by performing each option that is possible. Moreover, there are not always conditions for multiple changes in a real situation.
The peculiarity of verbal-logical thinking lies in the fact that this is abstract thinking, during which a person acts not with things and their images, but with concepts about them, formalized in words or signs. At the same time, a person acts according to certain rules, being distracted from the visual features of things and their images.
In primary school age, learning is the leading activity. Therefore, it is necessary for the successful adaptation of the child to school life to carry out a smooth transition from one type of activity to another. To do this, the teacher uses various kinds of game techniques in the classroom. He can classify them both in class activities and in extracurricular activities.
Therefore, the main goal of the work on the development of verbal-logical thinking in children is to use it to form in children the ability to reason, to draw conclusions from those judgments that are offered as initial ones. The ability to limit oneself to the content of these judgments and not involve other considerations related to the external features of those things or images that are reflected and indicated in the original judgments. .
At primary school age:
-there is a further physical and psychophysiological development of the child, providing the possibility of systematic education at school;
-the child becomes a “public” subject and now has socially significant duties, the fulfillment of which receives a public assessment;
-educational activity becomes the leading one;
-voluntary behavior occurs;
-there is a possibility of planning the results of action and reflection;
-there is an increase in the desire of children to achieve.
Thinking is a special kind of theoretical and practical activity that involves a system of actions and operations included in it of an orienting-research, transformative and cognitive nature.
Thus, the features of thinking of younger students are as follows:
the thinking of a younger student is distinguished by a high rate of development;
structural and qualitative transformations take place in intellectual processes;
visual-effective and visual-figurative thinking is actively developing, verbal-logical thinking begins to form.
At primary school age, all three forms of thinking develop (concept, judgment, conclusion):
mastery of scientific concepts is accomplished in children in the learning process;
in the development of the child's judgments, an essential role is played by the expansion of knowledge and the development of a mindset for truth;
a judgment turns into a conclusion to the extent that the child, separating the thinkable from the actual, begins to consider his thought as a hypothesis, i.e., a proposition that still needs to be verified.
Chapter II. An empirical study of the mental development of younger schoolchildren
1 Description of the object and research methods
Currently, the school needs such an organization of its activities that would ensure the development of individual abilities and a creative attitude to the life of each student, the introduction of various innovative curricula, the implementation of the principle of a humane approach to children, and so on. In other words, the school is extremely interested in knowing about the peculiarities of the mental development of each individual child.
The level of education and upbringing at school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study, in order to identify individual development options, timely assistance in case of lagging behind in school. This is especially important in the lower grades, when purposeful human education is just beginning, when study becomes the leading activity, in the bosom of which the mental properties and qualities of the child are formed.
To develop this or that sphere, first of all, it is necessary to be able to diagnose the level of development of certain components of its components.
Often in elementary school, the features of the mental development of a student are not taken into account by the teacher and parents, considering the child’s behavior in the lesson, his obedience, etc. to be important. But, as studies have shown, one should pay attention not only to the student’s personal qualities, but also to the features of his cognitive activity , and compare the level of mental development of the student with his academic success.
Before coming to school, the child attended kindergarten, developed at home, enriched his horizons while communicating with older children and peers. Each child has his own specific level of intelligence development, for some it is higher, for some it is lower. Therefore, when entering school, the teacher determines the level of mental development of the child. It is determined by the following criteria: the ability to listen to another person, to perform logical operations of analysis, comparison, generalization, abstraction and specification in the form of verbal concepts. There are five levels of intelligence development: low, below average, medium, high, very high. They have the following characteristics:
-Low - the child does not know how to listen to another person, performs logical operations of analysis, comparison, generalization, abstraction and concretization in the form of verbal concepts;
-Below average - the child does not know how to listen to another person, makes mistakes in performing logical operations in the form of verbal concepts;
-Average - the child does not know how to listen to another person, performs simple logical verbal operations - comparison, generalization in the form of verbal concepts - without errors. In performing more complex logical operations - abstraction, concretization, analysis, synthesis - makes mistakes;
-High - there may be some errors in understanding another person and performing all logical operations, but the child can correct these errors himself without the help of adults;
-Very high - characterized by the fact that the child can listen to another person, perform any logical operations in the form of verbal concepts.
In order to develop reliable methods for taking into account knowledge, skills, determining the ability to learn, the pace of mental, moral and aesthetic, and, in general, mental development, it is necessary to identify objective indicators and criteria for all these aspects of the educational activity of students and their personality. This is an extremely difficult task. And so many different criteria are put forward. The main criteria are the criteria for the mental development of students. They are the most developed and already have a practical application.
Research methods.
To solve the tasks we used the following research methods:
-Analysis and generalization of scientific and methodological literature;
-Pedagogical supervision;
Testing;
Conversation;
-Pedagogical experiment;
-Math statistics.
1. Methodology for studying the flexibility of thinking
The technique allows to determine the variability of approaches, hypotheses, initial data, points of view, operations involved in the process of mental activity. Can be used both individually and in a group.
The progress of the task.
Schoolchildren are presented with a form with recorded anagrams (sets of letters). Within 3 min. they must form words from sets of letters, without missing or adding a single letter. Words can only be nouns (Appendix 1).
The number of composed words - an indicator of the flexibility of thinking is presented in the table:
Table 1
The level of flexibility of thinking Adults Pupils 3-4 cl. 1-2 cells.1. High 26 or more 20 or more 15 or more 2. Medium 21-25 13-19 10-14 3. Low 11-20 7-12 5-9
Methodology "Studying the speed of thinking"
The technique allows to determine the pace of implementation of the indicative and operational components of thinking. Can be used both individually and in a group. Students are presented with a form with words in which letters are omitted. On a signal, they fill in the missing letters in the words within 3 minutes. Each dash means one missing letter. Words must be nouns, common nouns, in the singular (Appendix 2).
Processing of results.
The number of correctly composed words is counted within 3 minutes. An indicator of the speed of thinking and at the same time an indicator of the mobility of nervous processes is the number of composed words:
less than 20 - low speed of thinking and mobility of nervous processes;
30 - average speed of thinking and mobility of nervous processes;
a word and more - high speed of thinking and mobility of nervous processes.
Munstenberg technique
The technique is aimed at determining the selectivity and concentration of attention. The test was developed by the German-American psychologist Hugo Munsterberg (1863-1916). The technique can be used in professional selection for specialties that require good selectivity and concentration, as well as high noise immunity.
Instruction. Among the alphabetic text there are words. Your task is to read the text as quickly as possible, underline these words (Appendix 3).
Example: "lgschbamemyatyshogheyuzhp".
Task completion time - 2 minutes
Results processing and interpretation
The number of selected words and the number of errors (missing and incorrectly highlighted words) are estimated. The text contains 25 words.
The result is considered good - 20 or more points (preferably without skipping words). Low scores - 18 points or less.
4. Methodology "Exclusion of concepts"
The technique allows to reveal the level of processes of generalization and abstraction.
The progress of the task.
The teacher offers the students the following task: "Out of the five proposed words, four are similar to each other and can be combined with one name. Find the wrong word and say what the other four can be called" (Appendix 4).
Analysis of results. The analysis evaluates the level of generalization:
high - when using conceptual concepts (assignment to a class based on essential features);
medium - when applying the functional level of generalization (assignment to a class based on functional characteristics);
low - with certain generalizations (assignment to a class based on specific features).
Methodology for the study of verbal thinking "Questionnaire for the orientation test of school maturity J. Jerasek"
Questionnaire for the orientation test of school maturity J. Jerasek.
Purpose: to determine the level of development of social qualities, the connection with the general awareness of the child and the development of mental operations.
Material: protocol with questions (Appendix 5).
2 Analysis and interpretation of results
Table 2 Research results:
Full name of the student MethodologyFlexibility of thinkingSpeed of thinkingMunstenberg methodException of conceptsVerbal thinkingGlazov Nikolay 18medium level31 high84% (21)8 out of 1213 b. III group, averageGrachev Nikita22 high30 average 96 % (24)1020 b. Group II, above average Andrey Gromov19 average25 average 80% (20)1017 b. Group II, above average Gromov Gleb 18average 32high88% (22)716 b.p. Group II, above average Dmitry Zhukov22 high30 average92% (23) 1012 b . III group, average Kozlov Daniil19 average 24average 80%(20)719 b. Group II, above average Mironov Andrey20 high29 average88% (22) 613 b. Group III, middle Andrey Soloviev 23high28 medium 80%(20)918 b. Group II, above averageMaximum
Minimum
Munstenberg technique:
Good result: 20 or more points
Low score: 18 points or less
The study was conducted on the basis of secondary school No. 3 in Bryansk. The sample included children of the first grade, 8 people.
The following features of mental development of students were revealed. Most children cope with tasks, and easily switch to new ways of doing things.
A fairly high switchability of attention in children is characteristic, when moving from one task to another; formed the control function.
In most children, the most important component of cognitive activity, memory, is sufficiently developed. Basically, this is typical for average-achieving and well-achieving students. However, there are poorly performing students who reproduce the material read to them, not completely, with significant distortion.
The operation of thinking, aimed at building, compiling a whole from individual elements - synthesis, is developed in most children.
Also, many children have the ability to analyze. Those. these children are able to divide an integral system into interconnected subsystems, each of which is a separate, definite whole, and also to establish connections and relationships between them.
It should be noted that almost all children are able to combine objects and phenomena into one community according to their main properties.
In general, as a result of our study, we can talk about the readiness in the field of mental abilities of the majority of 1st grade students to move to the middle link.
thinking mental attention verbal
Conclusion
Mental activity, like any other activity, is a chain of various ordered actions, in this case they will be cognitive processes and operations occurring within these processes.
For example, as a cognitive process, memory, which includes such operations as memorization, reproduction, forgetting, and others. Thinking is an analysis, synthesis, generalization of the conditions and requirements of the problem being solved and ways to solve it.
Thinking activity is a close connection between sensory cognition and rational cognition.
A child who has come to school and already with a certain amount of knowledge, only in the educational process actively develops and develops his cognitive activity. How much it will be even more effective and focused depends on the teacher, namely on how he can interest the student and set him up for learning activities.
First-grade children, who have literally been studying for half a year, have well-developed cognitive processes, they are especially well oriented in the world around them, thinking and imagination are well developed, but such basic cognitive processes that strongly affect the learning process, assimilation of material as attention and memory, are just beginning. develop.
Being formed in the process of educational activity as the necessary means of its implementation, analysis, reflection and planning become special mental actions, a new and more indirect reflection of the surrounding reality. As these mental actions develop, primary schoolchildren also develop the basic cognitive processes in a fundamentally different way: perception, memory, attention, and thinking.
Compared with preschool age, the content of these processes and their form change qualitatively. Thinking becomes abstract and generalized. Thinking mediates the development of other mental functions, there is an intellectualization of all mental processes, their awareness, arbitrariness, generalization.
Perception takes on the character of organized observation, carried out according to a specific plan.
At primary school age, there is an intensive formation of memorization techniques. From the simplest methods of memorization through repetition and reproduction, the child proceeds to grouping and comprehending the connections of the main parts of the material being memorized. Schemes and models are used for memorization. At this age, the ability to focus on the required educational content is formed. Attention becomes purposeful and arbitrary, its volume increases, the ability to distribute attention between several objects increases.
Mental development is a development characterized by types of thinking (creative, cognitive, theoretical, etc.), a style of thinking (analytical mindset, imaginative thinking, visual-figurative thinking), qualities of the mind (wit, flexibility, independence, criticality, the ability to act in mind, etc.), cognitive processes (attention, imagination, memory, perception), mental operations (isolation, comparison, analysis, synthesis, systematization, etc.), cognitive skills (the ability to raise a question, isolate and formulate a problem, put forward a hypothesis, prove it, draw conclusions, apply knowledge), learning skills (planning, setting goals, reading and writing at the right pace, taking notes, etc.), extra-subject knowledge and skills, subject knowledge, skills and abilities, an integral system of general educational and special knowledge.
Based on this idea of the level of development, it is possible to formulate the goals of its development - it is necessary to develop mental processes in their various forms and types.
It should be noted that the intellectual sphere does not develop in parts, but as a whole: it is impossible, for example, to develop only quick wits without developing the flexibility of the mind. Therefore, in pedagogy there is a system of problem-based learning methods, a system of interactive methods, and diagnostic techniques.
The goals set at the beginning of the work were achieved. I studied the theory of the process of mental development of a younger student and identified the most effective diagnostic methods, which I proposed in my work. Having considered a number of tasks and methods, she chose the most effective ones for improving mental development and preventing mental lag in children of primary school age.
My hypothesis sounded like this: "The level of mental development depends on the quantity and quality of the tasks performed, aimed at the development of mental processes." It was confirmed, in fact, the sooner the deviation is revealed and a series of activities are carried out: the performance of tasks and tests, the higher will be the level of development of the child in the future.
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Attachment 1
1.Methodology for studying the flexibility of thinking
Appendix 2
Methodology "Studying the speed of thinking
Annex 3
Munstenberg technique
Appendix 4
Technique "Exclusion of concepts"
Decrepit, old, worn out, small, dilapidated.
Courageous, courageous, courageous, angry, resolute.
Vasily, Fedor, Ivanov, Semyon, Porfiry.
Deep, high, light, low, shallow.
Milk, cream, cheese, lard, sour cream.
House, barn, hut, hut, building.
Birch, pine, tree, oak, spruce.
Hate, resent, despise, resent, punish.
Nest, burrow, anthill, chicken coop, lair.
Hammer, nail, tongs, axe, chisel.
Minute, second, hour, evening, day.
Robbery, theft, earthquake, arson, assault.
Annex 5
Questionnaire for the orientation test of school maturity J. Jerasek
Instructions: Answer the questions.
1. Which animal is bigger a horse or a dog? Horse = 0 points. Wrong answer = - 5 points.2. In the morning you have breakfast, and in the afternoon ... We have lunch. We eat soup, meat = 0 points. Dinner, sleep and other erroneous answers = - 3 points. 3. During the day it is light, and at night ... Dark = 0 points, Incorrect answer = - 4 points. 4. The sky is blue and the grass...Green = 0 points. Incorrect answer = - 4 points. 5. Cherries, pears, plums, apples are ...? Fruits = 1 point. Incorrect answer = - 1 point. 6. Why is the barrier lowered before the train passes along the track? So that the train does not collide with the car. So that no one gets hit by a train (etc.) = 0 points Incorrect answer = - 1 point. 7. What is Moscow, Rostov, Kyiv? Cities = 1 point. Stations = 0 points. Wrong answer = - 1 point. 8. What time does the clock show (show on the clock)? Well shown = 4 points. Showing only the quarter, whole hour, quarter and hour correctly = 3 points. Does not know the hours = 0 points. 9. A small cow is a calf, a small dog is ..., a small sheep is ...? Puppy, lamb = 4 points. Only one answer out of two = O. Incorrect answer = - 1 point. 10. Is the dog more like a chicken or a cat? What is similar, what is the same for them? For a cat, because they have 4 legs, wool, tail, claws (one similarity is enough) = 0 points. For a cat (without bringing signs of similarity) = - 1 point. For a chicken = - 3 points. 11. Why do all cars have brakes? Two reasons (to brake downhill, to brake on a curve, to stop in case of danger of a collision, to stop altogether after finishing the ride) = 1 point. 1 reason = 0 points. Incorrect answer (for example, he would not drive without brakes) = - 1 point. 12. How are hammer and ax similar to each other? Two common features = 3 points (they are made of wood and iron, they have handles, they are tools, you can hammer nails with them, they are flat on the back side). 1 similarity = 2 points. Incorrect answer = 0 points. 13. How are a squirrel and a cat similar to each other? Determining that these are animals or giving two common features (they have 4 legs, tails, hair, they can climb trees) = 3 points. One similarity = 2 points. Incorrect answer = 0. 14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you? They have different signs: a screw has a thread (a thread, such a twisted line, around a notch) = 3 points. 15. Football, high jump, tennis, swimming - is it ...? Sports, physical education = 3 points. Games (exercises), gymnastics, competitions = 2 points. Incorrect answer = 0 points. 16. What vehicles do you know? Three ground vehicles, aircraft or ship = 4 points. Only three ground vehicles or a complete list, with an aircraft or with a ship, but only after explaining that vehicles are what you can move somewhere = 2 points. Incorrect answer = 0 points. 17. What is the difference between an old person and a young one? What is the difference between them? Three signs (gray hair, no hair, wrinkles, can no longer work like that, sees poorly, hears poorly, more often, sick, more likely to die than young) = 4 points. 1 or 2 differences = 2 points .Wrong answer (he has a stick, he smokes, etc.) = 0 points. 18. Why do people play sports? Two reasons (to be healthy, hardened, strong, to be more mobile, to stand straight, not to be fat, they want to achieve a record, etc.) = 4 points. One reason = 2 points Wrong answer (to do something be able) = 0 points. 19. Why is it bad when someone avoids work? The rest should work for him (or another expression that someone else suffers as a result). He's lazy. Earns little and cannot buy anything = 2 points. Incorrect answer = 0 points. 20. Why do you need to stick a stamp on the envelope? So they pay for the postage, transportation of the letter = 5 points. The other one would have to pay a fine = 2 points. Incorrect answer = 0 points.
Opportunities for the intellectual development of a younger student in the process of learning according to the EMC "School of Russia".
The relevance of the topic of studying intelligence:
all-round development of the personality, i.e. not teaching reading, counting, writing, but the development of personality traits, intellectual and creative abilities.
Objective
:
the choice of the content of the education of the younger student, the ways of his intellectual development.
Tasks: analysis of standards and teaching materials "School of Russia";
classification of teaching aids;
create a bank of didactic materials on the formation of skills, tasks for development
motivational sphere, tasks for the development of self-esteem and cognitive processes.
intellectual abilities of students.
The problem of intellectual development of students in the conditions of modern school acquires a dominant value. Attention to this problem is dictated by the conditions of modern life.
Intellectual development acts as the most important component of any human activity. In order to satisfy their needs in communication, study, work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, and think. Therefore, the intellectual abilities of a person develop in activity and are themselves special types of activity.
Orientation towards a person with a high level of formation of various qualities of intellect encourages the teacher to constantly search for ways to update the educational process, as well as to identify and create the psychological, pedagogical and organizational and pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.
When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment. The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.
The younger school age is characterized by intensive intellectual development. During this period, the development of all mental processes and the child's awareness of his own changes that occur in the course of educational activities take place. Intensive development of intelligence in a child occurs at primary school age. It should be noted that intellectual abilities develop in activity and that their development requires high cognitive activity of children. But not every activity develops abilities. The success of the intellectual development of the student is achieved mainly in the classroom, when the teacher is left alone with his pupils. And the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development.
In different psychological and pedagogical sources, the concept of "intelligence" is revealed in different ways, for example: David Veksler intelligence is understood as the ability to successfully measure one's strengths, life circumstances, using accumulated experience and knowledge. That is, intelligence is considered by him as the ability of a person to adapt to the environment, and the psychologist
I.A. Domashenko believes that intelligence is a general cognitive ability that determines a person's readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations.
Intelligence is a set of qualities of an individual that provides mental activity
person.
Intellectual abilities – these are abilities that are necessary to perform not just one, but many types of activities.
Intellectual ability means- memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks of teaching children of primary school age.
As the analysis of the literature shows, the practical experience of teaching in elementary school, the intellectual development of students becomes possible with such an organization of the teacher's work, which ensures the transformative nature of the activity of students when teaching them in the zone of proximal development. Intellectual development does not occur on its own, but as a result of the multilateral interaction of the child with other people: in communication, in activities and, in particular, in educational activities. Passive perception and assimilation of the new cannot be the basis of solid knowledge. Therefore, the task of the teacher is to develop the mental abilities of students, involving them in active activities.
For this, it is very important to create conditions in elementary school for the full development of children, to form stable cognitive processes in them, to develop the skills and abilities of mental activity, independence in the search for ways to solve problems.
The criteria for intellectual, mental development are: independence of thinking, speed and strength of assimilation of educational material, speed of orientation in solving non-standard problems, the ability to distinguish the essential from the inessential, different levels of analytical and synthetic activity, criticality of the mind. By developing the intellect, we can give the child a powerful impetus to the knowledge of the world around us. A person with a developed intellect uses the amount of knowledge gained much more actively not only in the classroom, but also outside it. Such children adapt more easily to external influences, are less prone to stress, are resistant to psychophysical stress, have the skills of self-development and logical thinking.
School education- one of the most difficult and crucial moments in the life of children, both psychologically and physiologically. Today, the education system has many programs aimed at developing the intellectual potential of schoolchildren. They, of course, contribute to the development of many personality traits, but not all students easily acquire knowledge while studying in these programs, since children have different abilities and psychological characteristics. Traditional programs take into account the capabilities of each student. Therefore, among those who studied them, there are many scientists in various fields of science, wonderful teachers and other famous people. It has been noticed that everyone can study under the program "School of Russia". From the first days at school, the student is faced with a number of problems that are not directly related to his experience, the solution of which requires him to maximize the mobilization of intellectual and physical forces. During this period, students need the help of not only teachers, but also parents. It should be noted that the advantage of the "School of Russia" program lies in the fact that parents easily understand both the content and the requirements of the program. It is also important that the program "School of Russia" is always focused on the main principle of education - the availability of the content of educational material. The content of the educational function of learning consists of a set of knowledge, skills and abilities fixed in the curriculum in the subjects. Author's developmental programs require very strict adherence to the methodological recommendations of their creators, while the program "School of Russia" implies a teacher's creative approach to the learning process. It provides for both variability and the use of elements of technologies associated with technical and informational progress. Working on this program, the teacher is in conditions under which he can easily implement a student-centered approach to teaching. In addition, it, like no other, ensures the development of schoolchildren's learning skills. Methodologically, this program is well equipped. The School of Russia program makes it possible to implement the principle of successful learning, which is especially significant today. I believe that the EMC "School of Russia" makes it possible to achieve a high quality of students' knowledge. The knowledge, skills and abilities acquired in elementary school provide an opportunity for further successful education in the middle level. The material of the textbooks of this set is presented in an accessible form for students with different individual abilities. This traditional system is aimed at the intellectual and moral development of students.
Intellectual development of a younger student:
formation of the ability to use knowledge in a non-standard situation, in the conditions of choice and the presence of an error;
development of independence and initiative of children in choosing the necessary means of solving an educational problem;
the formation of the ability to acquire knowledge,
the formation of meta-subject actions that ensure the search for information, work with it, adequate to the educational task;
learning to realize one's ignorance, the ability to find a mistake made and correct it, to compare the results obtained with the purpose of the learning task;
appropriate use of mental operations (analysis, comparison, generalization, comparison, etc.);
taking into account the age level of development of thinking, speech, imagination, perception and other cognitive processes;
the formation of universal educational activities as a prerequisite for the development of a sufficient level of general educational skills
Students acquire these new formations not only in the classroom, but also when organizing intellectual and creative contests and competitions, scientific and technical creativity and design and research activities. The end result of the educational activity of the elementary school is fixed in the standard as a “Graduate Portrait”: * inquisitive, interested, actively learning about the world; * able to learn, able to organize their own activities; *respecting and accepting the values of the family and society, the history and culture of each nation; * benevolent, able to listen and hear a partner, respecting his own and other people's opinion; * ready to act independently and be responsible for their actions; *Having an understanding of the basics of a healthy and safe lifestyle. Educational and methodical set "School of Russia" - a reliable tool for implementing Second Generation Standards. The new standard imposes new requirements on the results of primary education. This result is achieved thanks to the modern teaching materials, including textbooks and teaching aids of a new generation that meet all the requirements of the Standard. Such a set is the EMC "School of Russia" of the publishing house "Enlightenment". Created in 2001, which received the widest recognition in Russian schools, the set is successfully developing in accordance with the demands of the time, being improved, incorporating the best of living pedagogical experience, and now it is a reliable tool for implementing the Second Generation Standards. The principles of constructing the UMC "School of Russia" are: the priority of education in the educational process, the personality-oriented and activity-based nature of education. All subjects, including those of the aesthetic cycle, work towards a common result, forming a single modern picture of the world in the child and developing the ability to learn. The set includes textbooks in such disciplines as: literacy, Russian language, literary reading, mathematics, the world around us, fine arts, music, computer science, artistic work, life safety, foreign languages. All textbooks have completed lines from grades 1 to 4, as well as detailed educational and methodological support in the form of workbooks, didactic materials, test papers, lesson developments, reading books and other benefits. An important provision of the Standard is the orientation of the content of education towards the formation of family values that make up the cultural, spiritual and moral wealth of the Russian people. This task is solved by means of all academic subjects, among which the course "The World Around" occupies a special place, where the formation of family values is one of the main tasks. The peculiarity of the course is that the knowledge of the surrounding world is offered as a joint project, which is implemented through the interaction of an adult and a child in the family. Conventionally, it can be called "Let's explore the world together." This project includes the following joint activities: reading educational literature, observing, environmental activities, walking and traveling, and many other situations. In support of this activity, the set includes books: "Green Pages", atlas-key "From Earth to Sky", "The Giant in the Clearing, or "The First Lessons of Ecological Ethics". These books were created not only for work in the classroom, but to a greater extent for work in the family, which is a distinctive feature of the set. The formation of subject and universal educational activities, the foundations of the ability to learn is an integral result of education in primary school within the framework of the Second Generation Standard. This result is also achieved by means of all academic subjects. As an example, let's consider the organization of educational activities in the Russian language lessons at the rate of V.P. Kanakina, V.G. Goretsky. The commonality of the structure, methodological system and methodological apparatus of textbooks for grades 1-4 gives them the character of an integral pedagogical system. Each topic is covered in a specific sequence. Among the means of managing the educational and cognitive activity of students presented in textbooks, analytical plans occupy a significant place. Analytical plans are a system of questions that accompany almost every task. A special role in textbooks is played by information about the language, which is given to children mainly for reflection, deeper understanding, awareness, in some cases for memorization. The information from the history of the language carried out in the textbooks aims to familiarize children with posing a question and finding an answer as to what and why is changing in the language. , the study of the native language. The methodological system of textbooks directs the teacher's activities to create an atmosphere of discovery and surprise in the classroom, to develop skills for learning independence, to stage by stage and dialectical organization of education. In the structure of the new Standard, the requirements for subject and methodological (universal educational activities) results of education occupy one of the main positions. All of the textbooks in the kit meet these requirements. In the Second Generation Standards, much attention is paid to the work of students with information, as one of the most important components of the ability to learn. In this regard, the EMC "School of Russia" has developed a special navigation system that allows the student to navigate within the set, as well as go beyond the set in search of other sources of information. A special task system connects the textbook and workbook, textbook and test book, and also organizes the search for the necessary information: on the Internet, encyclopedic, reference, local history, popular science literature. An important feature of textbooks is the allocation of basic and advanced levels of educational material, allowing students to advance in the development of training courses, taking into account individual characteristics, interests and inclinations. Undoubtedly, the value of the set lies in the fact that it has such characteristics that are always very significant for the teacher. Namely: fundamentality, reliability, stability, openness to new things. I would like to consider all this on the example of the improving textbooks of the course of mathematics by M. I. Moro. Due to the specifics of the subject, the authors paid special attention to such a presentation of educational material on the pages of mathematics textbooks, which creates conditions for the formation of universal intellectual actions in students, such as comparing mathematical objects, classifying them, analyzing the proposed situation and obtaining conclusions, according to identifying different functions of the same mathematical object and establishing its links with other objects, identifying essential features and sifting out non-essential ones, transferring mastered methods of action and acquired knowledge to other conditions. Mastering the techniques of comparison, analysis, classification forms students' universal mental actions, develops the ability to make generalizations; facilitates the inclusion of children in educational activities not only in mathematics lessons, but also in the study of other school subjects. Main goals elementary education in mathematics are: the mathematical development of younger students, the formation of a system of initial mathematical knowledge, the cultivation of interest in mathematics, in mental activity. The program defines a number of tasks, the solution of which is aimed at achieving the main goals of primary mathematical education: - the formation of elements of independent intellectual activity based on mastering simple mathematical methods of understanding the world (the ability to establish, describe, model and explain quantitative and spatial relationships); - development of the foundations of logical, sign-symbolic and algorithmic thinking; - development of spatial imagination; - development of mathematical speech; - formation of a system of initial mathematical knowledge and the ability to apply them to solve educational, cognitive and practical problems; - formation of the ability to search for information and work with it; - formation of initial ideas about computer literacy; - development of cognitive abilities; - fostering the desire to expand mathematical knowledge; - formation of critical thinking; - development of skills to reasonably substantiate and defend the stated judgment, evaluate and accept the judgments of others. The solution of these problems will ensure that younger students realize the universality of mathematical ways of knowing the world, assimilate mathematical initial knowledge, the relationship of mathematics with the surrounding reality and with other school subjects, as well as personal interest in expanding mathematical knowledge. In the course "Mathematics" the first spatial and temporal landmarks are formed in the child, children get acquainted with the world of quantities, speeds, with different ways of displaying and reading information. A large number of mathematical games are offered that involve working in pairs. Headings "Our projects" are oriented towards work in groups. Mathematics textbooks offer "Pages for the Curious". The content of the subject material is planned to be built in such a way that, starting from the first grade, schoolchildren learn not only to observe, to compare. Classify objects, reason, make generalizations, but also record the results of their observations and actions in various ways (verbal, practical, sound, graphic). All this will contribute to the formation of the ability to solve problems of a creative and exploratory nature. At the end of each lesson, tasks for self-examination are provided. Each topic in the textbook ends with headings: "What did you learn?", "What did you learn", "Let's test ourselves and evaluate our achievements." Throughout the study of the entire course, tasks will be systematically built to organize modeling activities. The system of textbooks of the EMC "School of Russia" takes into account the psychological and age characteristics of younger students, various educational opportunities for children. In this regard, and in order to achieve these personal results, the textbooks of all subject lines set a variety of exercises, tasks and tasks, educational games, puzzles, riddles, which are accompanied by colorful illustrations that help increase the motivation of students, taking into account the transition of children of primary school age from play to learning activities. . learning tool - a variety of materials and the "tool" of the educational process, thanks to the use of which it is more successful and in a rationally reduced time to achieve the goal of learning. Under the means of learning is understood: a material or ideal object that is used by the teacher and students to assimilate knowledge (P. I. Pidkasisty). The main didactic purpose of teaching aids is to speed up the process of assimilation of educational material, i.e. bring the learning process closer to the most effective characteristics. There are 2 groups of teaching aids: a) means as a source of information; b) means, as a tool for mastering educational material. All teaching aids are divided into material and ideal. Material means include textbooks, teaching aids, didactic material, test material, visual aids, TCO (technical teaching aids), laboratory equipment. The ideal means are generally accepted systems of sign languages (speech), writing (written speech), symbolic systems of various sciences, visual aids, educational computer programs, methods and forms of organizing educational activities and systems of learning requirements. Learning becomes effective if the material and ideal means of learning are interconnected and complement each other. Funds classification: the starting points, which are the basis for the classification of teaching aids, were proposed by V. V. Kraevsky. He considered content to be the main link in the education system. This is the core on which the methods and forms of organization of educational activities and the entire process of education, upbringing and development of the child are built. The content of education determines the way of mastering knowledge, which requires the interconnection of teaching aids. The content of education is formed at 3 levels: Level 1 - lesson. Based on the proposed topic and the amount of material, the teacher builds the lesson himself, he tries to most fully reflect the content of education that is included in the topic of this lesson. Level 2 - academic subject. The content of the subject is formed based on the volume of hours allocated for the subject and the significance of the sections of the educational material that are selected as study. Level 3 - the entire learning process. (Throughout all teaching methods in general education institutions, covering all content, i.e. academic subjects, their number, the number of hours allocated to each of them)
Ideal Learning Tools
Material means of education
Level 1 - in the lesson:
Works of art, other cultural achievements (painting, music, literature), visual aids (drawings, drawings, diagrams), educational computer programs on the topic of the lesson, sign systems, forms of organization of educational activities in the lesson.
Separate texts from the textbook, assignments, exercises and tasks for students to solve test materials, laboratory equipment, TCO.
Level 2 - academic subject:
Symbols of various disciplines, educational computer programs covering the entire course of study of the subject, developing environment for the accumulation of skills in this subject.
Textbooks and teaching aids, didactic materials, methodological developments (recommendations on the subject).
Level 3 - the whole learning process:
The system of education, teaching methods, the system of general school requirements.
Study rooms, libraries, canteens and canteens, a medical office, a room for administration and teachers, locker rooms, utility rooms.
First of all, teaching aids are designed to reduce the time spent on the perception of various educational information. In addition, with their help, all the necessary information is transmitted. Another function is the ability to consider the object under study as a whole and in parts. And they are also designed to ensure the activities of the teacher and students. And for this, in the lesson they should always be used in a complex way. The development of psychological neoplasms of primary school age goes inextricably linked with educational and play activities. The game is a source of development of the child's consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between a child and an adult. The play environment creates an environment where children are willing and able to exercise their independence. The game actions of the child, accompanied by a high emotional upsurge, a stable cognitive interest, are the most powerful stimulus for his activity in cognition. Of great interest to younger students are games in the learning process - didactic games. These games make you think and provide an opportunity for the student to test and develop their abilities. They are one of the means of developing intellectual abilities. Purposes of using didactic gamesWith following: - intellectual development of junior schoolchildren; creation of suitable conditions for the formation of the development of each child as a person, the development of his creative abilities; individual approach to each child and the use of individual teaching aids; emotional and psychological development of younger schoolchildren, which is facilitated by participation in didactic games; deepening of previously acquired knowledge; increase in the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student. The types of games for children are very diverse. Among didactic games, there are games in the proper sense of the word and games-classes, games-exercises. A didactic game is characterized by the presence of a game plan or a game task. An essential element of the didactic game are the rules. The implementation of the rules ensures the implementation of the game content. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child in the game learns unintentionally. In the didactic game, the ability to obey the rules is formed, because. the success of the game depends on the accuracy of compliance with the rules. As a result, games have an impact on the formation of arbitrary behavior, organization. By the nature of the material used, didactic games are conditionally divided into games with objects, board games and word games. Object games- these are games with a folk didactic toy, a mosaic of natural material. The main game actions with them: stringing, laying out, rolling, picking up a whole from parts, etc. These games develop colors, sizes, shapes. Board games aimed at clarifying ideas about the environment, stimulating knowledge, developing thought processes and operations (analysis, synthesis, generalization, classification, etc.). Board - printed games are divided into several types: paired pictures, lotto, dominoes, split pictures and folding cubes, games like "Labyrinth", "Geometric lotto". Word games. This group includes a large number of folk games such as "Paints", "Silence", "Black and White", etc. Games develop attention, quick wit, quick reaction, coherent speech. The structure of a didactic game, its tasks, game rules, and game actions objectively contain the possibility of developing many qualities of social activity. Thus, in the didactic game, the child has the opportunity to design his behavior and actions. The didactic game is conditionally divided into several stages. Each is characterized by certain manifestations of children's activity. The first stage is characterized by the child's desire to play, to act actively. Various techniques are possible in order to arouse interest in the game: conversation, riddles, counting rhymes, a reminder of the game you like. At the second stage, the child learns to perform the game task, the rules and actions of the game. During this period, the foundations are laid for such important qualities as honesty, determination, perseverance, the ability to overcome the bitterness of failure, the ability to rejoice not only in one's own success, but also in the success of one's comrades. At the third stage, the child, already familiar with the rules of the game, shows creativity, is busy looking for independent actions. He must perform the actions contained in the game: guess, find, hide, depict, pick up. To successfully cope with them, it is necessary to show ingenuity, resourcefulness, the ability to navigate the situation. A child who has mastered the game should become both its organizer and its active participant. Each stage of the game corresponds to certain pedagogical tasks. At the first stage, the teacher makes children interested in the game, creates a joyful expectation of a new interesting game, and makes them want to play. At the second stage, the teacher acts not only as an observer, but also as an equal partner, able to come to the rescue in time, to fairly assess the behavior of children in the game. At the third stage, the teacher's role is to evaluate children's creativity in solving game problems. One of the main tasks of the mental education of children of primary school age is the development of thinking and speech. These two inextricably linked mental processes are formed and developed when a child cognizes the world around him. To accustom a child to mental work, it is necessary to make it interesting, entertaining. Entertaining mental work is achieved by various methods, among which a didactic game occupies a special place, containing great opportunities for the development of children's mental activity, for the development of independence and activity of their thinking. In the form of a game, the process of thinking itself proceeds faster, more actively, since the game is an activity inherent in this age. In the game, the child overcomes the difficulties of mental work easily, not noticing that he is being taught. In the didactic game, children learn to think about things that they do not directly perceive at a given time. This game teaches to rely on the idea of previously perceived objects in solving a problem. The game requires the use of previously acquired knowledge in new connections, in new circumstances. In these games, the child must independently solve various mental tasks: describe objects, guess from the description, according to signs of similarity and difference, group objects according to various properties, signs, find illogicalities in judgments, invent stories with the inclusion of fables, etc. In their totality, didactic games (developing, cognitive) should contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, educate students in observation, soundness of judgments, habits of self-examination, to teach children to subordinate their actions to the task, to bring the work begun to the end. It should be noted that the didactic game is very important for the development of the intellectual abilities of younger students.
Cognitive and intellectual games as a means of understanding the world around. Almost any game is educational. However, there is a special kind of games based on purposeful development, enrichment of the intellect, on the transfer of important information, information about the world, games that are meaningfully focused on teaching the child. In the scientific literature, the games of children of preschool and primary school age are usually called didactic or cognitive, the games of older children are called intellectual. The educational-cognitive game allows you to lay in the training the subject and social contexts that are important for future, labor activity. In games of this type, adequate conditions for the formation of personality, which are necessary for professional activities in the future, are simulated in comparison with ordinary training. In "contextual" learning, the achievement of purely didactic goals merges with educational, developmental goals, which activates the process of cognition. Organizing the main part of the event, the teacher should try to combine the word, image, display, creative activity, competitiveness. We should not forget about entertainment. It can be scattered throughout the composition (i.e. the main part), can be assembled into one block. These include: common songs, collective games, competitions, fun and attractions, dances, concert numbers, surprises, guest performances, etc. The final part should be clear, bright, and brief. Appropriate here: awards, disclosure of secrets, collective assessment, decision making, ritual, common song, etc.
The latter includes debriefing and game analysis. Whatever forms of play are chosen, they must meet the following requirements:
The game should promote team building.
Have educational value.
Activate social activities of students.
Provide mental activity of game participants.
Create conditions for children's creativity.
Comply with the principle: "As few spectators as possible, as many actors as possible."
When conducting the game, the teacher must remember that the game should exclude even the slightest possibility of risk that threatens the health of children. However, it is impossible to throw out difficult rules from it, which are not easy to follow. Some games require inventory, various items and attributes. Their suitability must be monitored. Things and objects used in the game must be safe, convenient for children and hygienic. The game should not be too gambling, humiliate the dignity of the players. Children should understand well the meaning and content of the game, its rules and operations, know the exact translation of terms and concepts, learn the idea of each game role. In addition, the game in its content should be pedagogical, its choice also depends on the age of the players, their physical development, and horizons. The end of the game must be productive - victory, defeat, draw. It should be bright, emotional, contain analysis. Violation, non-compliance with the rules are taken into account by the system of penalty points, points or evaluation. The game requires the same attentive attitude to oneself, as well as other means of influencing the children, for example, work. The game is an important means of development and education, a living, bright, joyful means. It must be remembered that the whole educational essence of games is reflected in their rules. Organizing an educational game, do not forget about the audience.
To get the attention of students, you can use the following techniques:
colorful announcement, poster, posters, advertisements, non-standard in form, plot, with intriguing text, invitation card, invitation - letter, postcard, business card; "live advertising", announcement on radio and television. When selecting players to participate in an educational game, it is necessary to inform them in advance of the topic of the program, as well as the areas of knowledge that will be discussed. It is desirable to indicate a list of literature that can be used in self-preparation. It can be dictionaries, reference books, encyclopedias. They do not have to be read from cover to cover, the main thing is to find the answer to the right question. If necessary, you can use audio, video and visual materials, as well as Internet services. It is also possible to organize consultations, where participants can individually obtain the necessary information and ask questions of interest to them. The knowledge gained by the players will be appreciated by the jury, which may include subject teachers and specialists from different fields. It is desirable that their assessments be objective, fair and do not raise controversial issues. It must be remembered that any game should in no case be similar to a lesson, additional work to study the material studied at school. The main thing that a teacher should strive for is to ignite a spark of interest in a particular field of knowledge. Only such a spark can cause a chain reaction of enthusiasm, inquisitiveness, search, create the atmosphere in which the tree of knowledge grows most magnificently.
The main task to be solved in the process of development of perception- to teach schoolchildren to identify and analyze individual features or properties of perceived objects (color, shape), to comprehend what they see, actively including mental activity in the process of perception. For the development of meaningful perception, tasks for comparison are useful. Students are presented with paired pictures that have minor differences. The task of children is to find these differences. Tasks are effective in which it is necessary to determine what is not completed. Children are shown drawings of familiar objects with a missing detail and are asked to identify what is missing in the objects. Examples of tasks: a stool without one leg, an elephant without one tusk, a dog without one paw, etc. The game "Pick up a pattern" is very popular with children. Children are shown "rugs" that have different patterns with "holes" of various configurations. The task of students is to choose the appropriate patch. To conduct training sessions to improve the speed and accuracy of perception, you can use a 100-cell table with graphics and images, with geometric shapes, with a set of letters, it is also advisable to use a matrix with geometric shapes of different sizes. The game "What's in the package", "Suspension in the hands", "Developing the eye", "Measuring by eye", etc.
Attention is the basis of any intellectual and practical activity. In elementary school, particular importance is attached to the formation of stability of attention, determined by the duration of its concentration, distribution, i.e., the ability to control the performance of two or more actions simultaneously. There are various exercises for the development of this important mental property. The most popular among younger schoolchildren are "Binding lines", all kinds of "Correction tests", that is, deletion from the table of any one or more of the indicated characters. For example, in the alphabetic form of the table, the child finds in it and crosses out the given letter. Schulte tables are effective for developing attention. They are digital tables in which numbers from 1 to 25 are randomly arranged. The task for the children is to find and show all the numbers as quickly as possible.
The main direction in the development memory younger schoolchildren is the formation of mediated memorization, i.e., the use of auxiliary means for memorization, including signs-symbols. This requires the ability to divide remembered objects into parts, to single out various properties in them, to establish certain connections and relationships between any of them and some system of conventional signs. The development of associative memory is facilitated by such exercises as:
a) remembering words with the help of pictures;
b) memorization of words by compiling a story;
c) memorization of foreign words using the reception of phonetic associations. The game "Words" is aimed at developing verbal memory. The child is invited to write as many words as possible related to the topic: school, music, winter, spring, summer, etc. technique "10 words"
Development imagination is an important prerequisite for successful learning. In all school disciplines, there are tasks when it is necessary to imagine a situation in which the child has never been, to create images that do not have a specific analogue in the surrounding reality, to transform the existing image, to move from one frame of reference to another. The development of this important quality is an important component intellectual development. The formation of the imagination is carried out with the help of tasks that stimulate the imagination, involving imaginary situations. These include:
1) tasks for the development of verbal fantasy: writing fairy tales, stories; imagine what would happen if...;
2) tasks for the formation of non-verbal fantasy (creation of a new object: animal, mechanism, etc.);
3) tasks for pantomimic fantasy (depict a kettle, a car, a train, etc.);
4) tasks for the development of visual imagination:
a) complete an unfinished drawing;
b) draw as many objects as possible using geometric shapes.
The development of visual-effective thinking is facilitated by traditional activities of children: drawing, modeling, designing. There are special games developed by B.P. Nikitin: "Fold the pattern", "Assemble the square", "Dots", "Bricks", "Frames and Montessori liners". Traditional didactic games are also useful: constructor, prefabricated toys, mosaic, lotto, dominoes, Rubik's cube, etc. The exercises developed by A.3 give a high developmental effect. Zach, "Rearrange the card."
On the basis of visual-effective thinking, a more complex type of thinking is formed - visual-figurative. A sufficient level of its development enables the child to solve problems without the use of practical actions, objects, but only on the basis of mental representations. This kind of thinking allows you to use schematic images, to act in your mind. For the development of this type of thinking, it is advisable to use such exercises: "An extra object", "Divide into groups", "Nonsense", etc. The basis of these exercises are pictures, considering which the child must complete the proposed task.
The development of verbal-logical thinking involves the formation of mental operations:
analysis, synthesis, generalization, etc. For the development of comparison operations, tasks are used where it is necessary to compare similar objects (a fly and a butterfly; a table and a chair; a book and a notebook; water and milk, etc.) and name signs of similarity and difference. The formation of operations of generalization, highlighting the main thing is carried out with the help of exercises: "Find an extra word"; name words related to any generic concept (trees, sports, animals, transport, etc.); define the concept (bicycle, button, nail, plane, etc.); pick up synonyms (antonyms), etc. To develop the operations of analysis and synthesis, such exercises are used in which it is necessary to perform an analysis between concepts. For example, song - composer = plane - ? There are possible answer options:
a) an airport
b) fuel
c) constructor
d) a pilot
d) fighter.
Analytical and synthetic processes are actively developing in the process of solving anagrams, filling in gaps in letters in words, etc.
1. It is necessary to help children master complex structural mental activity,
learn to think independently, solve mental problems.
2.
3.
4.
5. Education should be directed to the development of mental abilities.
6. Interest in intellectual work should be aroused, a positive attitude should be formed
to mental activity.
7. It is necessary to teach rational actions, methods of checking the correctness of solving problems.
8. It is necessary to teach children to verbally explain why he did this or that task the way he did.
9. An important area of work is the development of the child's ability to consistently reason,
draw conclusions from observed facts, think independently, highlight intellectual
problem and find answers to new questions.
10.
1. It is necessary to help children cope with the development of a new social role - the role of a student,
accept new requirements, master new activities for him, actively enter into new
relations.
2. It is necessary to create an atmosphere of acceptance and safety in the classroom so that the child feels that
he is valued and accepted regardless of his behavior and success.
3. Find ways for all children to have a positive experience in school. Reward
children for improving learning activities, and not for absolute success in it.
4. In developing the child's sense of competence in any activity, the teacher should, as far as possible,
more often emphasize everything that the child has already learned and what else he can learn, but not
fix attention on his inability and imperfection.
5. If a child is unsuccessful in something, the task of the teacher is to inspire him that success will definitely come.
6. Depending on the content of the lesson, the teacher should organize learning activities in such a way that
in order to form a motivational cycle in schoolchildren corresponding to this work. This cycle
has a number of stages: from motivation to start work
/ readiness, inclusion / to motivate the progress of the work and then to motivate completion.
7. In the learning process, it is necessary to take into account the individual characteristics of cognitive
processes and implement an individual approach to children.
8. Never compare children to each other, praise them for their successes and achievements.
9. Do not forget that before you is not a sexless child, but a boy or girl with certain
features of thinking, perception, emotions.
10. When teaching boys, rely on their high search activity, ingenuity.
11. When teaching girls, not only understand the principle of completing the task with them, but also teach them
act independently, and not according to pre-designed schemes.
12. You should not so much teach the child as develop in him the desire to learn.
13. For successful learning, we must turn our demands into the desires of the child.
1. For the development of adequate self-esteem in children, it is necessary to create an atmosphere in the classroom
psychological comfort and support.
2. The teacher should not meaningfully evaluate the work of students (not just put a mark, but give
corresponding explanation), not only to teach them the common principles of assessment, but also to create
positive emotional background at any even low assessment.
3. It is necessary to explain to children that they evaluate only a specific work, but not a person, not
compare children to each other.
4. Correction of self-esteem in order to bring it closer to adequate.
5. Development of an orientation towards a positive assessment of the qualities of peers.
6. Formation of the ability to correctly assess and characterize the features of one's appearance,
behavior, the ability to highlight their strengths and weaknesses.
7. Harmonization of the child's relationships in the family and with peers.
The whole process of teaching the teacher must be built in such a way that the child feels: teaching is a joy, and not just a duty, learning can be done with passion. Therefore, lessons and extra-curricular activities must be at a high level of interest and cognitive activity, take place in a friendly atmosphere and in a situation of success. Every child has abilities and talents. Children are naturally curious and eager to learn. In order for them to show their talents, they need intelligent guidance from adults. The tasks of the teacher, using a variety of teaching methods, including games, systematically and purposefully develop children's mobility and flexibility of thinking; to teach children to reason, to think, and not to cram, to draw conclusions themselves in order to feel the pleasure of learning.
Literature:
1. "School of Russia" a collection of work programs for grades 1-4. Handbook for teachers of educational institutions. M. "Enlightenment" 2011 - 528s.
2. Anufriev, A.F. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. Corrective exercises / A. F. Anufriev, S. N. Kostromina. - M.: Os-89, 1999.-224 p. 3. Ovcharova, R. V. Practical psychology in elementary school / R. V. Ovcharova. -M.: Sfera, 1996 240 p.
4. Sirotyuk A.L. Teaching children with regard to psychophysiology: a practical guide for teachers and parents. - M .: TC "Sphere" 2000. - 128s.
5. Tikhomirova L.V. Development of cognitive abilities of children. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1996.-192p.
6. Kholodova O.A. For young smart people and smart girls: Tasks for the development of cognitive abilities (6-7 years old) / Methodological guide, grade 1. + Program of the course "RPS". 3rd ed., revised. - M.: Rostkniga. 2009.-270s.
7. Internet resources.
